Visit GBL Flickr Group
by kae on Aug 10, 2013 at 08:16 PM
0, 2212, 1061, 1542, 1391, 910, 1549, 1207, 1756, 1200, 1548, 1440, 1564, 1483, 1384, 2342, 894, 974, 1094, 1074, 1180, 1429, 1489, 1914, 2244, 1627, 1853, 1903, 0, 0
0, 1982, 881, 1476, 1335, 793, 1125, 883, 1501, 930, 1392, 1247, 1232, 1226, 1102, 2268, 776, 877, 956, 979, 1004, 1167, 1232, 1642, 2033, 1410, 1729, 1836, 0, 0
by kae on Aug 10, 2013 at 08:16 PM
by Lleshrad on May 24, 2013 at 12:39 AM
My Library Orientation lesson plan can be viewed here: http://app.fluency21.com/unit-plans/5465-library-orientation/main-details .
by MagisterP on May 18, 2013 at 05:42 PM
Storify Portfolio for GBL.
I had the opportunity to implement this game, and so offered suggestions at the end of the unit plan for future updates. Such a great experience, thank you, all!
by Mina ZedWord on May 14, 2013 at 02:57 PM
Here's the Storify of my Learning Portfolio submitted for the GBL Badge.
This was an awesome experience! I learned so much and met so many great people. I appreciate the Herald award and all of the great discussions and resources that everyone shared.
Can't wait for the summer MOOC!
by badbuddha0 on May 07, 2013 at 01:39 AM
Congrats to all MOOC participants! I will see you all this summer. Taking a break from Master's classes for the summer, but having a baby this week (well...my wife is). Can't wait to show people what I'm working on for the fall as well (one article and one GAME DESIGN CLASS for my high school!!)
by badbuddha0 on Apr 16, 2013 at 03:07 AM
I really loved the Brenda Braithwaite video and I wrote a story about it on my Storify. In many ways, what I write there is preaching to the choir in this crowd, but I often write my stories in such a way that I hope will turn on those people in my extended PLN who haven't caught the bug yet!
The story is HERE. Let me know if you have any trouble accessing it.
by badbuddha0 on Mar 29, 2013 at 01:32 AM
This week's story. Why IS the Princess in another castle, anyway?
by finneycanhelp on Mar 26, 2013 at 01:40 AM
I was walking down the internet lane when I spied the badges all lined up in a row, Brave Beginner, Networked Educator and more. After viewing the requirements for each, I went through a period of inspiration, perspiration of activity and finally some life assessment. BTW, I am going to a long conference in the middle of April.
The good news is that I started a storify story:
It shall grow like a flower in a well tended garden. Enjoy!
by badbuddha0 on Mar 19, 2013 at 09:08 PM
I was inspired by yesterday's MOOC launch to try out Storify. I have a couple of stories up now, one as an intro, the other responding to an article I found on twitter. My stories are HERE and are also hashtagged for the MOOC Twitter stream, so you can check them out if you like. I will post in this journal when I pop them up.
by exquisite.corpse on Nov 21, 2012 at 06:24 PM
Have been enjoying the MOOC -- must have been a lot of work to get so many high quality presenters/videos/articles.
Yesterday spent some time with fellow faculty -- content expert on a games grant I just applied for -- wish me luck! We were thinking about gaming and how academia for the most part has not changed since the Middle Ages 00 the talking head with the students in the pews, some avidly taking notes, others falling asleep (as depicted in an early 1400s relief. We talked about having students write papers from a flea's perspective -- I exclaimed that what good papers those would be. Grading first year writing students papers can be an exercise in staying awake through their bland conclusions and unoriginal thoughts, like a massage with sandpaper more often than not.
I I think museums may have "got it" before some educators-- I am thinking back on some very vibrant experiences I had with walking as a passenger through the floors of the "Titanic" and seeing not only ship parts but recreations of dishes *china etc. As a steerage passenger (we were all given cards with a real passenger name, I almost felt as if I shouldn't be in parts of the "ship." At the end, my kids and I found out whether our not we (our passenger name) survived. My ultra sensitive about death kid would never tell me if he did or didn't make it alive off the Titanic. In another experience, I walked the underworld route the Pharaoh did as he journeyed to bring back the sun.
In recent papers about Second Life, my students write "I did this, I explored that" not "my avatar" -- there is something here worth exploring, this immersion.
Take care, everyone!
by exquisite.corpse on Nov 13, 2012 at 11:00 PM
What a delightful webinar! I agree with Kae that it was informative on the levels of MOOC, games/virtual worlds and the subject of Anne Frank. I loved the idea of instructor as "Trojan Horse" going into the assignment first and bringing the army with him/her. Also, I loved the speaker's confession that as a pre-teen reader of The Diary of a Young Girl that he did not quite understand the logistics of hiding from mercenary people who were looking for you. His tender thoughts on the reliability of Frank as narrator bespoke of his passion for the subject matter. I especially liked how the presenter finally understood in a deeper way how one successfully hid for so long after he began to CONSTRUCT the Second Life build for reinactment/immersion. Especially cool was the last assignment of student as curator-- brilliant!
by badbuddha0 on Nov 12, 2012 at 07:48 PM
I posted the following in the Forum yesterday - Seeking collaborators:
For those of you who aren't aware, I am working (slowly) on my M.Ed. in Distance Education and Instructional Design at the University of Athabasca in Alberta, Canada (interestingly, this university was where Seimens and Downes did much of their work on connectivism and MOOCs like the one we are taking).
At any rate, I am fascinated with GBL and its utility in F2F learning or across great distances. Perhaps more for me than anyone else, I am openly declaring that I want to do my thesis work in this area - Instructional Design for Game-Based Learning at a Distance. For Engagement. For better classrooms (F2F, Mobile, Distance-only, and blended) everywhere.
I guess I am throwing this out to the participants of this MOOC because I am interested to know the group's opinion of the major scholarly needs of the area. What areas need to have light shed upon them? There seems to be quite a bit of conventional information out there about the practice of using games to learn (not surprisingly), but what do people here think would most benefit from scholarly investigation?
I am strongly drawn to this area, though I am not always able to participate as fully as I like in this class. I am in for the long haul and willing to contribute to growing awareness of this set of practices. Drop me a line if you'd like to chat!
I have gotten some response, but I am seeking to perhaps develop something of an annotated bibliography of some of the academic work done in the area of GBL - connecting game mechanics to learning theory and so on. I think the Diigo group is good for a ton of supporting literature and resources, but I am interested in knowing who are the really big names in this area of instructional design. I want to keep this ball rolling after this MOOC and, hopefully, contribute to the growing body of academic work where GBL, distance education, and instructional design converge.
by exquisite.corpse on Nov 06, 2012 at 01:08 AM
From the article on Information literacy I noted that these results are largely instructor opinion:
*Virtually all (99%) AP and NWP teachers in this study agree with the notion that “the internet enables students to access a wider range of resources than would otherwise be available,” and 65% agree that “the internet makes today’s students more self-sufficient researchers.”
• At the same time, 76% of teachers surveyed “strongly agree” with the assertion that internet search engines have conditioned students to expect to be able to find information quickly and easily.
I wonder how much of this "opinion" is the few anecdotal stories we share about students when things go wrong with their research. Who really notices when research quietly goes "right"?
From the Article about how Cell phones work in the classroom, I was struck by this passage:
But with subjective topics like world history, and a challenge like “Write one or two sentences why the Aztec Empire fell,” how can students convey a deep, meaningful understanding in just a couple of sentences?
“Writing concise paragraphs explaining complex concepts is incredibly powerful,” Sanders says, adding that the class also works on research papers and projects around historical characters in addition to these short polls.”
Touche! I guess this would also cover Tweeting, which forces one to be concise yet pithy.
I also was interested in this related Comment posted to the article site:
For those adamantly opposed to phones you have two choices: put your head in the sand and hope this is a "passing fad' or except that this technology is here to stay and actually develop a use for it in your class. The idea of "teaching digital citizenship" is a powerful one - if you just ignore phones, or treat their use as abhorrent behavior, kids will never learn how to be responsible with one!
(An interesting point of view)
by exquisite.corpse on Oct 30, 2012 at 06:22 PM
What a character! I loved the because play matters webinar. I loved how the good doctor said that games he asks students to create are not "questions" and not moving around a board (although, admittedly, that is what mine currently are, mostly). I am still figuring out how to not just "put chocolate on broccoli" but am unsure yet how to start down the path. BTW our history prof at my community college assigned a paper that I feel is much more immersive than what I do -- the student has to write a letter AS A PERSON in history to describe the social, political and health/living conditions of the time -- much more engaging (and a better assessment) than simply listing dates and events on a page!
by exquisite.corpse on Oct 29, 2012 at 05:05 AM
In dev ed there are often a lot of emotions and sometimes emotional outbursts that prevent students from maximum learning: the stigma, the struggles, the discouragement of how many classes students have to take before they reach college level.
Any way, I had a student lose control of her emotions and disrupt class. I asked her to leave, and she did, but returned to ambush me, thus again disrupting my class and the class after hers as well. It reminded me of a couple of really sick managers I used to work for -- everything was about how she "felt" and she was the kind of student that could go from bully to victim quicker than an X class BMW can go to 30 mph. After our meeting (where she mostly cried and railed, again reminiscent of toxic managers), the next class had students gearing up for a Second Life avatar creation/orientation so we'd be ready to hit the many virtual festivities in Second Life this week provided via the expertise and courtesy of the Smithsonian Latino Virtual Museum, curated by Melissa Carrillo. The students were rushing up for our post-class activity, and Ms Disruption and her dramatic agonizing were pushed aside. How lovely it was to see the enthusiastic students take over the energy of the class, and stay about an hour after class helping each other create avatars and move in Second Life without my asking them to do so.
One student had to "blindly" create an avatar as she couldn't see the "circle" of choices. I said I also had a male avatar just to see if people treated me differently, something not possible in real life. When it was revealed she actually got a "cute girl with a smaller waist" she and the rest of the after-glow class were thrilled. I only had to mention that you could send friend requests, and off all the students went to friend each other (Facebook made this a verb!) They were excited to see each other in the Smithsonian space, and figure out how to personalize their avatars with little guidance from me. The struggles with Ms Morose were forgotten when one student said, "WOW. This is really cool. The students who didn't want to do this are really missing out." We'll be in Dia de los Muertos activities this week Oct 31-Nov 2. Hope to see some of you bards & artisans there as well.
by exquisite.corpse on Oct 25, 2012 at 10:20 PM
This isn't really gaming, but I love the collaboration between actors, literary experts and the Center to Prevent Violence, as well as the Colorado Shakespeare Festival. Whoda thunk? Collaboration, connectivism -- next CU should tackle their own hazing problems with the Colo Shakespeare folks whose plays occur on campus in the Mary Rippon Theatre...
What kind of odd collaborations and connectivism links and projects can we envision here if these comparatively old school folks can come up with this?
Shakespeare Teaches about Bullies...
by Neville on Oct 25, 2012 at 06:38 PM
The discussion thread that evolved out of the tweetchat about badges & motivation was particularly interesting to me. I thought I might share a few resources on the topic I think offer a good starting point for further learning & discussion.
I would love to hear your thoughts and see any other resources that you might recommend on the topic!
Wikipedia - Motivation
RSA -Dan Pink - Drive: The surprising truth about what motivates us
TED - Alain de Botton: A kinder, gentler philosophy of success
by exquisite.corpse on Oct 21, 2012 at 12:41 AM
The Wow in Schools & etc webinar got me thinking about not just games but the effects of good andagogy/pedagogy. What I really loved was the level of excitement in learning (kids running down the halls to the class space) and the sense of accomplishment/competency/resilience that students experienced.
The last couple of weeks I have had some dove-tailing themes go on in a few of my classes. In my courses looking at the International Criminal Court, including the case against the president of the Sudan RE the genocide in Darfur, many students explored the DarfurIsDying website by playing the game on their own. Many talked to me before or after class about how far they got in the game, and some bragged they beat it. I reminded them that the game was assigned as extra credit to explore the difficulties of surviving in Darfur, and that age and gender played a part in survival expectancy. and many explored the issues/cases by doing research outside of class on whether or not Lubanga was convicted and when, and what was the current status of Joseph Kony. For my reading class, several shy and quiet students were suddenly very animated when I allowed them to bring up their favorite songs on YouTube (as content experts about what the main topic/point of the song was, as we had been doing more quietly with reading assignments. It took them awhile to understand that we were looking at more univeral meanings of songs, not what the songs meant to the students, but the fact that they had connected so deeply with these songs is something worth exploring. We are getting ready in nearly all my classes except for reading to create avatars and explore Dia de los Muertos in the three days of celebration set for Oct 31-Nov 2. The curator would love to have multiple student logins on the Smithsonian Latino Virtual (Music) Museum island, so be sure to check out:
Smithsonian Dia ...
Also, this week our college had a presentation on Bridges from Poverty and I kept thinking about the relationship of social class to poverty.
These are cursory thoughts, so if you have some further insight, please post! Thanks so much to the Academy, lol, for voting me Bard this week. I look forward to passing on the torch as we have a lot of great contributors here.
by badbuddha0 on Oct 18, 2012 at 01:56 AM
I have spent the last two days at the 21st Century Learning Leadership Forum in Banff, Alberta. I leave the forum (early, sadly) with some clarity for how to go forward, not only with game-based learning tools, but also with a new paradigm of education altogether*.
Game-based learning was definitely a primary topic of conversation. Mostly in the context of digital technology, games received attention as potential sources of engagement for disengaged youth. On the other side, there were at least a few attendees who felt that they had to resist "drinking the kool-aid" of what they consider to be a fad at best and a total abdication of responsibility at worst. Most constructively, in my opinion, was what seemed to be a prevailing attitude that society will be most likely to benefit from meaningful partnership development between K-12 education, higher-ed institutions, industry, social enterprises, and (most excitingly) young people (the prevailing attitude from Marc Prensky was that it would be ideal to release an army of 10-year olds, equipped with a host of digital weapons of collaboration, on the problems of the world).
What was clarified for me is the importance of valuing individual "amateur" experiences as credentials in themselves. While taking nothing away from existing systems that provide credentials to experts, I think the time and the means to provide "micro-credentials" for the varied skill sets developed by people when they pursue their interests. I think these formative credentials (the kind that are offered by all sorts of digital games and worlds) can support summative credentials to provide a better picture of what a learner/employee can do in a given occupation or vocation. Valuing these skill sets and growing them within people is what is at the heart of true mentorship/coaching...and this is something that has centuries of play-testing in the real world. It is a proven teaching tool that can (and often does) involve game mechanics as a motivator.
In the end, the forum provoked me to action just as it was meant to. Happily, I was able to send all of you some things that I thought were cool.
Drop me a line if you'd like to discuss more.
*Readers can review forum tweets by searching #banff21st or #21llf
by Mind Erasure on Oct 16, 2012 at 09:49 PM
Since Week 2 is about Game Mechanics, I figured that the best way to understand how game mechanics work in video games is to actually play a game that explains how game mechanics work (whoa, that's a mouth full~). Though I have already posted this game in the forum, here it is again in all its glory:
"Understanding Games" by MadebyPixelate (Play All 4 Episodes!)
"Understanding Games" (4 Episodes) is not so much a big "G" game, or even a game in any genre, but a game that explains the basic concepts of video games, or how video games work. It's worth "playing through" this tutorial like game for understanding how rules, motivation, goals, conflict, tension, and other basic game mechanics function in a video game.
The game maker, MadebyPixelate, made "Understanding Games" for the 2007 Serious Games Conference held in Germany, and won the Serious Games Award 2007 (ok, the game's a bit dated, but it's still seriously good for learning).