Hopefully it will evolve into something you and your students will cherish.

I’m sure lots of you out there may have challenges to the above ideas and even better ones.

the public. Classmates and teachers can follow their research through their notes

semester-long conversation on each other’s class blogs

students can gain a lot from independent work as well

encourages students to “steal” and cite ideas from each other’s hypothes.is annotations

Thanks for reading/watching!

Check out my first ever vine video!

‘favorite vacation,’

This piece was inspired in a number of different ways

ejoice!

So, I loved my assignment,

This weeks challenge was to create a video that paid homage to something I care about

 I hope you can “read” my word!

Who Run The World.

Take a look at what I created…

Name That Book assignment

'Bob Ross' on crack, minus the afro and acrylic

dreamed up RealPlay

(finger spelling) a word for others to guess.

Walking to work

 I didn’t even do anything that fancy

The challenge was sending a message to represent my chosen theme, cat welfare, with a six second work of art.

 It was the only one I felt like I could relate it in some way to education without being in a classroom right now.

Click here to see my adventures in Fort Jackson, South Carolina and beyond.

Can you guess which book title I was illustrating?

Assignment Bank Video Creation – MS Student Performance Highlights

Lately, I have been going to the pool with my kids whenever we get the chance.

So, how was it?

meaning to record this tutorial for a while and this assignment provided an excuse to do so

“our very own backyard”

“toddler mojo.

digital literacy.

deemphasize solitary piecework.

Teachers and professors regularly ask students to write papers. Semester after semester, year after year, “papers” are styled as the highest form of writing.

we are blinding ourselves to the world as it is. And then we’re punishing students for our blindness.

Simply put, we can’t keep preparing students for a world that doesn’t exist

but the better question is whether the form of learning and knowledge-making we are instilling in our children is useful to their future.”

fully 65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet.

DO NOT CLICK LINK! I MEAN IT!

I have yet to meet a casual Reddit user

annotate this text right here with your creative media!

outdated infrastructure.

I could see where you could go down rabbit holes very easily.

Do all of these implications also apply to other cultural discriminators (race, age, sexual identity, etc.)?

Before that, you mentioned that someone gave you Geek Gold, presumably from some kind of contribution that you made. Please tell us more about this. Was the gold for contributing to a dialogue? How can the gold be spent? How do you get Geek Gold for giving to others? I’m very curious about the social dynamics that this gamification creates.

Do you think someone who is newer to the board game world or maybe not as strong in their interest would encounter any friction points in becoming a contributor?

it was fun and interesting to see updates of what you’ve been playing.

Did you generally find that people in the space were more diplomatic in their opinions than in other board game communities or groups with which you’re familiar?

do you think that is a strength or weakness?

Besides the lack of connections to other Affinity spaces what other limitations did you find?

Is there a policing of the site where they remove comments that are extreme?

What comments did he give you or that you have heard that made navigating the system easier?

You talked about your husband using the site often (insider) did you look to him for advice since you were the (outsider).

This discussion thread was apparently helpful in clarifying the rules.

Very game like!

Or can anyone tell just by looking at their profile avatars, stickers, etc?

Designing any experience necessarily entails trial and error, and who better positioned to understand the interplay between rules and possibilities than designers?

If only more of us had the courage to do so IRL.

(Author??? I can’t read any text because the video resolution is too poor)

This make it very personal to her, which perhaps, is a little unwelcoming in an open forum?

“Power Grid” games discussion board?

“Women and Gaming” postings?

“Games in the Classroom” postings?

Dislike for classic big name brand games like Monopoly and Scrabble.

Oh yes – the Scott Nicholson connection, that’s great!

How would you characterize the discussion? Were people dismissive, or open to other people’s perspectives, or…?

Do you think that this real name dynamic prevents people either from joining or participating?

What aspects of participation initially caused others to engage with you? Simply your presence… or your ratings of games… or your posts to forums… or something else?

What an excellent idea, Lisa!

“To see what would happen.”

Where they will or will not find a dinosaur egg or two, where they will or will not discover a new species.

The digital isn’t magic.

Prince Edward Island from July 15-18, 2016

For me, this game has a high level of replayability for short amounts of time. 

Free to play games have earned a very bad reputation throughout the gaming community due to business practices that cause tension between players.

The number of different paths for customizing your character through upgrades are absolutely staggering.

“designed systems”

My exposure to Codenames reinforced what I love about words and I was finally able to enjoy something with the group that I have been participating in throughout the semester, instead of constantly feeling like an outsider who just doesn't get it.

I didn't really care about the storyline or the more theatrical aspect of the game: I just like to guess words!

does the clue refer to a city or a location?

I was assured that it would be quick and that it was easy to learn: I think these people are beginning to "get me"...

none of which appeals to me

I was exposed to a game that I enjoyed playing

keeping in mind that I dislike board games, meetups, and groups

E.colicontractedfromswimminginwatercon-taminatedbygoosedroppings,

thottbot

Untilrecently,gamershavebeendepictedinpopularmediaaseitherchildrenorlonemenintheirbasement,hunchedovertheirkeyboards

orwillwecomeupwithpedagogicalmodelsthatleveragestudents’constan

Outsideofschool,termpapersarefreelyavailableonline(orcanbecustomordered),studentsdivvyuphomeworkassignmentsinchat-rooms,andstudentsusetheInternettoexchangeinformation.Meanwhile,inschool,ourreactionhasbeentobanthesetechnologiesorseverelyrestricttheiraccess.

Quests were another feature of MMM

SZJOHUPSFNBJOPCKFDUJWFBOEEFBMJOHXJUITUVGGXIFO*BNTPNFPOFXIPJTNBZCFOPUOFDFTTBSJMZPGUIBUTBNFPQJOJPOPSWJFXQPJOU

Some focused upon a particular skill or media practice, such as video production or game design, while others were able to study a particular topic or issue they found mean

She particularly tuned into how the unique constraints of television shaped how the events were being reported

. With little prompting, the students asked clarifying questions, gathered additional background information, and identified key issues and questions they wanted to explore through fieldwork, documentation, and additional online research.

engage in a range of new media practices.

Students were motivated by the fact that others used/played their designs.

Design Order Board.

ones supplied by the project

others relied more heavily on their mobile devices

As we use Hypothesis this semester, what are the benefits – and the limitations – of serving as an early(ish) adopter?

My students assumed the roles of historical figures and stepped outside their everyday selves to analyze events and solve problems from multiple perspectives

civilisation

Jeremiah I. Holden*

Anecdotally, students were animated to show their work each week, highly productivestudents more often worked in groups, and conversations around quests were much lessrelated to scoring and points and much more related to increasing the quality andprofessionalism of the products.

“Dr Dikkers, would it be okay if I stopped questing and spent the last fewweeks of class learning to code?

bossfights” as summative activities

I am pleasantly surprised that open annotation as social reading so seamlessly affords honest expression as acceptable.

plungers

Stop seeking simple answers that address the wrong question. W

Ensure that game objectives and learning objectives correspond.

Work toward assessments that make it possible to understand the relation-ships among players, their social interactions with one another, their games, and their metacognitive reflections. I

Include the metagame

Encourage collaborative partnerships among commercial game companies, educational researchers, teachers, administrators, policymakers, and par-ents.

Conduct longitudinal studies that examine the impact of educational video games.

Research educational video games already in use.

Create an educational video game repository.

Construct working definitions that will facilitate the separation of video games and simulations

Despite the fact that video games are viewed positively by some teachers and even some administrators

gamers have a tendency to bypass information that is nonessential to completing game tasks

The blend of ARG, video game, and embodied experi-ence provided a unique method of information delivery for historical content.

he game-playing partici-pants underperformed on items that were based on information from the pop-up text, suggesting that the players did not pay as much attention to historical facts in the game text and cut scenes.

found that collaborative paired play worked particularly well in his-tory classroom environments, with students reporting an increase in knowledge of maps, time lines, and historical terms, although the instructor needed to have a good deal of game play expertise to mediate and facilitate game play toward achievement gains.

Civilization series as a tool that instructors and learners can modify to re-create historical conflicts

It should come as no surprise, then, that several studies highlighted history-based video games as an effective means of engaging students beyond traditional methods of history instruction

Civilizati

The results showed that 90% of the children enjoyed that combination and “the games reduce[d] the boredom of exercise” (Hawkins, 2009, p. 10).

the state mandated that all middle and junior high schools integrate DDR into their PE programs and that all of the state’s gym teachers be trained in using DDR,

30-minute session and to determine whether both experienced and inexperienced players could meet the minimal daily recommended levels of physical activity and energy expendi-ture.

Dance Dance Revolution

This study’s results suggested that, at least in the short term, children’s activity level may be increased by using exergames.

the immer-sive environments that video games create, and the human instinct to adapt and survive in those environments, can lead to more than just language learning.

not every student needs to play the game to receive the benefits of video game interactions

Previous research suggests that the use of video games for language learning is so effective that there are many cases where video games used to teach language are capable of teaching students who are not even playing the game themselves but merely observing game play.

but appear to result from a complex situated interaction of learner, game, and context

Looking at the concept of general language learning, instructors appear to agree that the most powerful way to learn a language is through immersion in a culture where the language is used routinely to interact with others and the world.

Sims (Ra

It is clear from our analysis that more time must be devoted to the topic of sci-ence-based video gaming before larger trends regarding their impact are revealed.

the structures built into some games do not directly match their counter-parts outside of them

Bloom’s taxonomy

The transfer of science informa-tion from isolated in-game activities requires metacognitive scaffolding by a skilled educator who can encourage student reflection, provide students with thought questions that force them to reference the specific curricular science skills, and bridge content from the game into their real lives (Baek, Kim, & Park, 2009).

We speculate that the disconnect between students “doing” science and the instructional use of video games is the direct result of continued content disassembly and the lack of cohe-sive reassembly for the purposes of a spiral curricula.

In addition, preprogrammed con-straints on the gaming rule sets leave little room for student-driven experimental design, meaning that the types of experimentation being done are seldom user generated, nor do they address the earlier stages of problem solving, such as prob-lem identification or problem definition (see Bransford & Stein’s, 1993, IDEAL problem solving model).

This led them, like D. Harris (2008), to suggest that although science gaming probably yields benefits, constraints on the classroom environment and the short time frames of studies have made it difficult to discern any immediate correlation between game use and academic success.

Most participants lacked a reflection process for performance analysis, new knowledge generation, evaluation, and integration, which are essential for learning as a cycle of probing the world—a major knowledge-construction format for game-based learning

Rather, educational games need to be designed and researched with careful attention to contemporary learning theories, including cus-tomization of task difficulty to the learner’s capabilities, metacognitive reflection on the learning taking place, and consideration of the rich situated interaction among learner, game environment and classroom environment.

More spe-cifically, students with low socioeconomic status (SES) saw the greatest affective gains in cooperative contexts

Results indicated that students who played the video games showed significant improvement with regard to math-ematics achievement as compared to their nongaming peers, but there were no significant improvements found in relation to students’ motivation.

ome students who may normally enjoy playing Wo W might now find the exact same activity onerous, raising impor-tant questions about context and intentionality and bringing the conversation to how educational gaming can both be regularly engaging and feel less like work.

by establishing hourly goals and trying to beat their best time.

“a voluntary activity structured by rules, with a defined outcome (e.g., winning/losing) or other quantifiable feedback (e.g., points) that facilitates reliable com-parisons of in-player performances”

Games and play are an essential part of child development.

enculturation

Indeed, if you are looking for data to support that argument, then we are sorry, but your princess is in another castle.

Mario diving into a green warp pipe as he begins his adventure.

we sought to determine whether or not the overarching technology had reached enough of a “tipping point” in the past 30 years to support the claim that video games can enhance classroom learning.

Civilization

World of Goo),

epic ques

When it comes to university resources and funding, there are noabsolutes

In this case, recognizing the potentialfor games to build learning communities and then creating physical spaces for gameplay and design served as an initial step to legitimize games as powerful research andlearning tools

aimed at improving local K-12 teachersunderstanding GBL

Interest-based research, in which students take ownership ofprojects to solve real-world problems under the guidance of faculty, has been the tenets ofthe successful program

hey allow students to individualize their learning trajectoriesbased on their interests and goals, and the media and games course work extendstraditional lecture and writing papers to playing, making, prototyping, iterating anddeconstructing.

Learning Sciences (LS) PhD program (fall, 2015)

Research and Development of Games for Learning

While playing the game, the student discovered, explored and critically analysed options

Final projects involve their collective expertise designing an activitybased on solving an authentic problem, connected by games and digital media, todemonstrate learning.

he attention toGBL has attracted students majoring in computer science, electrical engineering, parks andrecreation, business, sociology and political science.

EmulatingJenkinset al.(2006, pp. 5-6) model offostering a “participatory culture” including “relatively low barriers to expression, strongsupport for creating and sharing with one another, informal membership in which

n The Anti-Education Era,Gee (2013)discusses the necessity of providing context andsharing experiences to make associations when moving forward with innovation

Games bring alevel of interest and engagement to get real-world work accomplished while serving asunifying influences to seemingly disparate groups.

GBL is recognized as a way to teach and assess twenty-first century skills

He citesinitial resistance by college students who are accustomed to attending lectures andpassive learning rather than active, experiential learning.

finding a game and figuring out how to incorporate the game into classrooms can beprohibitive;

many educational games are designed for a specific purpose and are not easilyadoptable in institutions;

while incentivizing learnersthrough rewards and badges

listed games andgamification as likely to impact university classrooms within two or three years

Higher EducationVideo Game Alliance (HEVGA) aims to provide a platform for higher education leaders toconsider the “cultural, scientific, and economic importance of video game programs incolleges and universities” (HEVGA website, 2015), demonstrating there is great interest inexpanding GBL in higher education.

To be playful is to appropriate a context that is not created or intended for play

“2:45 – 4chan, it’s like the bottoms of the internet. Completely anonymous, a lot of hated. I don’t recommend every [sic] visiting the website unless you have a deep, unsatisfied curiosity; and then [be] prepared to be disappointed in the human race.”

I ask this question because, if you want to truly understand game mechanics, you have to play games and know what makes that experience enjoyable.

It is more than giving badges for signing up and liking an app on Facebook.

It may be worth noting thatVGPs were often so fast that the built-in dataanalysis software of the T.O.V.A. consideredtheir reaction times to be anticipatory (200 msor less).

For example, intake ofa choline agonist leads to improved learningwhen participants are asked to learn lists ofwords.

Because thesestatistics could not have been directly taughtby any action video games,

For example, whenasked to determine the orientation of a T that isflanked by distracting shapes above and below,VGPs can tolerate the distractors being nearerto the T shape while still maintaining a highlevel of accuracy (Green & Bavelier 2007).

the same idea may be true for humans: if we expose our brains to a broader range of spaces and richer experiences, we can improve our cognition and even slow its eventual decline.

how people who play video games might actually be much better at some tasks than those who don’t.

the Montreal Massacre at Ecole Polytechnique

How much longer are we going to be in denial that there’s a thing called “rape culture” and we ought to do something about it?

So what happens to nerdy guys who keep finding out that the princess they were promised is always in another castle?

However, with violation of copyright as close as one mouse click away, ethical concerns are prominent in digital culture.

Such understanding is crucial for today’s citizenship, when more aspects of life have moved into the digital domain.

For example, video game production became a mark-er of high status, and two types of experts emerged: some youth developed expertise in highly focused (local) aspects of game design, and others focused more on general (global) principles of game design.

This dominance has been problematic for many reasons, including the lack of representation of women and minority avatars in games,

multimodal texts that integrate sound, music, graphics, writing, and more.