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Gamification

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Started by Tracy Prout 09 Sep 2017 11:36am () Replies (12)

Is anyone using aspects of gamification successfully in their classroom? I am interested in how effective it is for motivating primary aged boys for a Teacher Inquiry Project. Your thoughts would be much appreciated. 

Replies

  • Tony Cairns (View all users posts) 09 Sep 2017 11:29pm ()

    NZCER Games for Learning

    https://docs.google.com/document/d/1Ne8pkV4Zjts8Ssgck34DiQJ0siz0QLBFjJ5ZG18O9J4/edit?usp=sharing

    Let's make a game!  
    A learn-how-to-do-it-by-doing-it workshop

    Facilitator: Warren Mara

    Are you keen to get more game design for learning in your world, but struggle to make it happen? In this session we will go from a desire for games to making a game, prototyping and then play-testing in 90 minutes. This session is suitable for everyone. It will be a lot of fun and leave you with a practical tool-set for applying in your work.

    Session type: A highly interactive workshop session

    Key themes: adult learning, complexity/complex systems, critical thinking/critical literacy, educational/serious games, gamification, learning through game design, tabletop games

    Playing for peace

    Facilitators: Andrew Savage and Michael Harcourt

     

    This session will introduce participants to Matrix simulation games as a method for introducing complexity and critical thinking in the social sciences. Participants will play a game and discuss its suitability for the classroom. For this session, the game will focus on the complexity of peace-making.

    Session type: A highly interactive workshop session

    Key themes: complexity/complex systems, critical thinking/critical literacy, educational/serious games, equity & social impact, citizenship, role-play games, tabletop games

    Playing with Blocks: Blockly-based coding games

    Facilitator: Rachel Fenichel

     

    Explore the world of coding games built with Blockly, Google's open-source visual programming editor. We will look at how drag-and-drop coding can be built into games. Some of these games are designed for use in the classroom, some are designed for free play, and some blur the lines. Some games are purely digital, while others incorporate the physical world in novel ways. What they all share is a friendly way for users to interact with code.

    See the slides for Rachel's session

    Session type: A talk/presentation, with discussion time

    Key themes: building young people’s digital capabilities, coding, critical thinking/critical literacy, educational/serious games

     

    Suburban Quilt: A street game about bees

    Facilitator: Ben Kenobi

     

    This talk will discuss the development journey of Suburban Quilt, a large scale street game that aims to educate the public on the complexities of bee pollinating pathways in urban NZ areas. Suburban Quilt is a work-in-progress project that has spanned several years. The game has been developed using varied design techniques and involved multiple communities and networks. Ben will provide an overview of the project covering topics such as iterative person centred design, community building, learning through game design workshops, integrating large scale projects in tertiary undergraduate papers, and how the project connects with research on affective domain learning and roleplay.

    Session type: A talk/presentation, with discussion time

    Key themes: adult learning, complexity/complex systems, educational/serious games, equity, social impact, citizenship, learning through game design, physical games, role-play games, post-school pathways.

    Whakapapa of fun and layers of learning in
    an arapū/alphabet minigame app

    Facilitator: Maraea Hunia

     

    What is involved in learning the alphabet? What is alphabet order and why do we need to learn it? What does the popular mobile game Dumb Ways to Die have to do with learning the Māori alphabet/te arapū Māori? In designing an educational game for tamariki, why be fussy about look and feel, and characters, and macrons, and everything? This presentation explores the many layers involved in the development of an apparently simple educational minigame app.

    Session type: A combination of talk/presentation and interactive workshop

    Key themes: Educational/serious games, learning through game design, Māori and/or other indigenous perspectives

    Can games develop systems thinking?

    Facilitator: Rose Hipkins

    Increasingly often these days we hear how important it is for all our young people to become systems thinkers.

    • What do we mean by systems thinking anyway?

    • How is it different from other sorts of critical thinking?

    • Do we need to change the ways we teach traditional school subjects?

    • When and how can games help?

    These are the sorts of critical questions we will explore in the workshop following on from the Aqua Republica session. “The water cycle” makes a great starting point for addressing the questions I’ve just posed. We’ll compare and contrast the traditional way of teaching the water cycle with game-like approaches that, I suspect, might be good for developing systems thinking. In addition to digital games like Aqua Republica, we’ll look at a simple tabletop game about the water cycle, discuss how it could be improved or redesigned, and talk about games we could create or use in our classrooms to foster systems thinking across different subjects and topics.

    Session type: A highly interactive workshop session

    Key themes: Complexity/Complex systems, critical thinking, educational/serious games, citizenship, science and environmental education, tabletop games, The New Zealand Curriculum and Te Marautanga o Aotearoa

    Minecraft open forum session

    Facilitator: Bron Stuckey

    What could you be doing with Minecraft in the classroom? Join Global Minecraft mentor Bron Stuckey for this open forum session. Participants will be invited to share and discuss their own use of Minecraft in the classroom, or ask questions, brainstorm, and hear about some of the interesting stuff happening with Minecraft locally and globally.

    Mahimaina: Building Aotearoa in Minecraft

    Facilitator: Whetu Paitai

    We’ll present Mahimaina, a world we’ve been building in Minecraft to support learning te reo me ona tikanga Māori. We’ll discuss our journey, which began with playing with our own tamariki and their friends, to our current goal and work-in-progress of building a world for the larger community of New Zealand. We believe that games can help to create immersive worlds for indigenous children that help extend the work of cultural immersion that Kura and whānau work so hard to produce. However, bridging the gap between game worlds like Mahimaina, and classrooms and homes, isn’t always easy. In this session, we’ll share our experiences thus far, and initiate a kōrero about the potential of projects like Mahimaina to support learners of all ages in homes and schools in Aotearoa and beyond.

    Session type: A combination of talk/presentation and interactive workshop

    Key themes: Building young people’s digital capabilities, educational/serious games, equity, social impact, citizenship, gamification, Māori and/or other indigenous perspectives, Minecraft, role-play games

     

    Gamifying the CREST Award

    Facilitator: Simon Christie

    This session describes how Selwyn House School used game-based learning strategies to motivate and teach their Year 7 students as they undertook the Royal Society’s First CREST programme. It provides a big picture overview of how CREST was reimagined into a quest for the students to undertake, and the tools that were used to keep them on track. It also outlines how a points system was used and defined to best fit the philosophy of the school, and how a points schedule was created to ensure all necessary tasks were completed whilst trying to create a varied, non-linear learning journey. Finally, the session will also describe the highlights, lowlights, and interesting things that were discovered along the way.

    Session type: A talk/presentation, with discussion time

    Key themes: Gamification, science and environmental education, teachers’ perspectives

    Cook Islands learners' perspectives on gaming: Inclusion, creativity, and critical thinking in our classroom

    Facilitator: Tekura Arakua Teauiti, Napa Banaba, Miria Kietonga, Inanui Nia, Selane Tairea, Michaela Tangimetua, Tauvira Tararo, Shaun Teaurima (Year 13 students from Tereora College, Rarotonga)

    Our session will explore our experiences as Year 13 students learning through gaming, and how gaming has created assessment opportunities that are meaningful for us in our Cook Islands context. We will be talking about how gaming has helped us grow and develop as learners who think critically about the connections between the digital world, physical reality, creator and audience. We want to share how gaming has made our learning more inclusive and creative, and how it supports possible future pathways for us. We will share some of our assessment work, some of our learning strategies, and give you a peek into what our classroom has been like this year.

    Session type: A combination of talk/presentation and interactive workshop

    Key themes: Building young people’s digital capabilities, Critical thinking/critical literacy, Equity, social impact, citizenship, Māori and/or other indigenous perspectives, The New Zealand Curriculum and Te Marautanga o Aotearoa, NCEA assessment

    Mihi Maker - learn your pepeha through making a
    digital game

    Facilitator: Dan Milward

    Make your own pepeha into simple digital game using te reo Māori and digital code! Mihi Maker by Gamefroot is a new tool for strengthening student capabilities in te reo Māori, and introducing capabilities relevant to the digital technologies curriculum. Come along to see how it works, or have a go at making your own digital pepeha game to share with your friends and whānau.

    Bring your own device: Mihi Maker is web-based and works on any laptop with Chrome or Safari browser.

    Session type: Hands-on workshop

    Key themes: building young people’s digital capabilities, critical thinking/critical literacy, learning through game design, STEM, Māori perspectives, te reo Māori.

    Gamify reading through choice, perspective, and multimodality

    Facilitators: Jarek Beksa, with Sue McDowall

    There are lots of ways to gamify reading. Three obvious examples are:

    • give readers the opportunity to shape the direction a story might take and time to discuss the implications of different plot choices

    • enable readers to engage in a story from the perspectives of different characters

    • present the story through a range of modalities (e.g., audio with text etc.)

    Sonnar Interactive is passionate about exploring interactivity in audio narratives. We are introducing engaging, nonlinear, auditory experiences that evolve through the user’s personal choices. Each audio story is layered with rich soundscapes, building an immersive experience that launches the user’s imagination in the alternate world.

    During our session we will perform an interactive audio story play that will involve the audience. Participants will use their mobile devices to make choices that will guide the protagonist of the story. Results will be presented live - the play will take from 15 to 20 minutes.

    There will be time to discuss how the resource might be used in classrooms to help build students’ engagement in reading and their understanding of how narrative texts work.

    Session type: A combination of talk/presentation and interactive workshop

    Key themes: adult learning, building young people’s digital capabilities, critical thinking/critical literacy, gamification, role-play games

    Tākaro: A digital game to engage young people/rangatahi
    with STEM

    Facilitator: Maru Nihoniho

    How much can a game that teaches coding concepts and systems thinking result in young people/rangatahi actively participating in and with technology? Māori participation in the digital sector is low.  Only 1 percent of those studying technology in tertiary education and 2.5 percent working in the technology sector are Māori.  In addition, the uptake in STEM subjects by secondary students is dropping worldwide. The number of job opportunities in STEM is expected to increase significantly over the next five years.  There will be a projected shortfall of 230,000 qualified advanced-degree STEM workers by 2018.  This talk is about the design and development of the game 'Tākaro' that will encourage young people to think about becoming the creators of technology and not just the users of it.  To design and build the game is one thing, to measure outcomes is another. This talk is about the why, the how and the what. 

    Session type: Talk/presentation, with discussion time

    Key themes: Building young people’s digital capabilities, coding, educational/serious games, Māori and/or other indigenous perspectives, post-school pathways, STEM, The New Zealand Curriculum/Te Marautanga o Aotearoa

    Why Game Design in the classroom?

    Facilitator: Diana-Grace Morris

    I have been thinking about Game Design for a few years now. When I started engaging with Game Design in the classroom, I noticed student's learning pathways change. Students who were usually on the edges of classroom conversations and learning started moving into the middle. Students who were ‘consistently below standard’ started to shine. Students who were successful starting to reframe who they needed to work with to be successful.  I kept wondering what the heck was going on and why. Students were totally engaged and I was hearing something in the classroom that I could only describe as ‘the humm’. It was a sound I had not heard in other learning areas.  The humm was across all 40 students! When you hea  a humm and you have no idea what is going on, you have to start noticing.  After several years of using game design in the classroom, I'm wondering if the game design process sets the conditions for a thing called Futures Literacy. Futures Literacy is about using our ideas about the future to inform our actions in the present. In this session I’ll explain why I see and use game design in this way.

    Session type: Talk/presentation, with discussion time

    Key themes: Building young people’s digital capabilities, complexity/complex systems, critical thinking/critical literacy, citizenship, teachers’ perspectives, The New Zealand Curriculum

    If the Games for Learning conference was a game…

    Facilitators: Rachel Bolstad,  Diana-Grace MorrisDan Milward

    This session is for creative, out-of-the-box thinkers who want to push their game-based thinking to new levels! Many conferences have some kind of published document that comes out afterwards, a “conference proceedings”. But what if the product that was generated after the Games for Learning conference was a game? How could we take any or all of the ideas, connections, inspiration, and knowledge we have heard and shared at the Games for Learning conference, and turn that into a game – or many games - that might engage and inspire other people in your school, community, or workplace?

    The goal of this session will be to roll up our sleeves and collaboratively “gamestorm” as many bright ideas as we can come up with. The most exciting and promising concepts may be pitched to the whole conference community at the end of Day 2. This is a great chance to process your thinking and actively contribute to the Games for Learning community - and who knows how far these ideas might go?

    Session type: Highly interactive workshop

    Key themes: Adult learning, complexity/complex systems, gamification, learning through game design, physical games, digital games, tabletop games

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  • Tony Cairns (View all users posts) 09 Sep 2017 11:37pm ()

    GATE at HIGH in 2017 by Tony Cairns (CST)

     

    https://docs.google.com/document/d/1F2s0hhS50Pb3rhBuR4TAW8pTdHqPPS-uzygVkDMaIuM/edit?usp=sharing

     

    Gaming

    • The use of board games in teaching History at WHS, (See Andrew Savage and Michael Harcourt)

    • Games + The Future of Education (NZCER) (Conference funded by Caltex Fuel Your School and WHS)

    • Gaming in Science Classes, The importance of Play, (See EdchatNZ, TeachmeetNZ, LoopEd and BioLive)

    • The cost of trying innovative play based learning in NZ ( 4Ps: Professional, Personal, Public, Parents)

    • The role of startups in game design in NZ schools and secondary education, (see EdTech, NZCER)

    • The Startup Game from the last Startup weekend,at BizDojo, on StartUps the Game (See YouTube)

    • The integration of Games into Assessments, Differentiated Learning (EdPerfect, Andrew Savage, WHS)

    • LEOTC and VR, AuR and MR at Te Papa - Hinatore and Mahuki.- Links to Te Puke and other Schools

    • The education for gaming in NZ

    • The Gamefroot/NZCER workshops at WHS, The short courses game constructions, (NZCER, Gamefroot)

    • Green Screen projections and Freeze Frame modelling to make games at WHS to teach Science concepts,

    • Gaming the Solar System, DNA and Heart dissections, Genomes and Genealogy through the NGP

    • Card Games teaching science innovation and technology, Augmented reality markers and cards in games.

    • Rachel Bolstad,  Games + The Future of Education (NZCER) Te Papa, Games for Learning

    • The link between Gaming and Big Data through GovHack, 2017 (see below)

     

    Fun, work and play: gaming, teaching and learning

    1. What does Fun have to do with Learning?

    2. What can we learn from Play?

    3. How do we Learn in ways we always remember?

    4. Where does Learning begin?

    5. How can we nurture learning in ourselves and in our students?

    6. How can we make learning more fun for ourselves and others?

    7. What are the impediments to making learning fun?

    8. Which are the enablers for making learning Fun?

    9. Where does Gaming fit into learning?

    10. What Games Motivate you to learn?

     

     
     

    Appendix 12

    Te Papa Collaboration trials VR and eLearning with WHS

    WHS Year 10 Students are working via Digital Computer Linkups with distant NZ schools to solve a multidimensional, virtual reality (MDVR) physics problem at Hinatore - Te Papa's Hi Tech Learning Lab.

     

    Jessie Robieson, Te Papa's Learning Innovation Specialist, described it as a "programme based around using  HTC vive and SculptrVR to create a collaborative, geo-remote, physics puzzle with a group of year 10's separated in time and space."  Next Thursday  afternoon our WHS students team will be issued a physics challenge that they need to collaborate on to achieve success running against the clock. We wish them well in the first VR inter college physics competition.

     

    Video here​

    image IMG_2924.MOV

    Video is here​

    image IMG_2924.MOV

    Images coming soon

    --

    Tony Cairns

    Science Teacher, GATE Coordinator, Digital Media Resource Specialist, Future Problem Solver

    Wellington High School,  Te Kura Tuarua o Taraika ki Pukeahu,

    249 Taranaki Street, P O Box 4035, Wellington 6140, NEW ZEALAND

    Mobile: 022 653 4021 Phone: 04 385 8911 Fax: 04 802 7670 Email: tony.cairns@whs.school.nz

     

     

    VIRTUAL REALITY

    image

    WHS Year 10 Students are working with other schools to solve a multidimensional, virtual reality (MDVR) physics problem at Hinatore – Te Papa’s Hi-Tech Learning Lab.

    Jessie Robieson, Te Papa’s Learning Innovation Specialist, described it as a “programme based around using  HTC vive and SculptrVR to create a collaborative, geo-remote, physics puzzle with a group of Year 10 students separated in time and space.” Our students just called it fun as they rocketed, ricocheted and rappelled around the immersive 3D hyperspace. They mastered the (VR) weapons, tools and hang glider functions effortlessly during the hands-on workshop.

    Next, our students will be issued a physics challenge that they need to collaborate on to achieve involving a giant hollowed out obelisk, a range of rockets and a strange flying ball that can assume infinite, minimal or no space at all.

     

     

     


     

     

     

  • Tony Cairns (View all users posts) 09 Sep 2017 11:38pm ()

    Gamification of Education - CoreEd Breakfast 8/5/15

    What are your favourite digital and non-digital games?

    Why are we interested in games and the future of education?

    What could future learning look like - and why?

    What kind of changes will we need to make?

    How can I research The Future of Education?

    How do we move from best practice to next practice?

     

    Teachers are active future builders - forge new territory, try new things. We’re creating the future, not just waiting for it to happen.

    Supporting future-oriented learning and teaching - a New Zealand perspective

    Digital storytelling; narratives; visual metaphors; scriptwriting; arts-based research methodologies; RP workshops; games!

     

    Serotonin and dopamine released - imagine if learning felt as good as kissing? Would anyone ever miss a class? Games like Candy Crush use latest research and gameplay mechanisms to trigger positive feedback in the brain.

    Speaker is from http://make.gamefroot.com - making game design easy and accessible. Teaches coding and game development. Powered by Google’s Blockly; comparable to Scratch. Publishes to JavaScript.

     

    From here

    To here...

    Games for learning

    Games to transform learning

    L and T as game users

    … as game creators

    Games in schools

    Games-based schools

    What’s possible now

    What might be possible in the future

     

    Research around games in learning is fragmented. An emerging and fragmented field. Many ways to approach research. Research not always asking the right questions - a bit vague, e.g. ‘can games improve learning?’

     

    Prof. James Paul Gee - education & literacy professor.

    Games can be: authoring tools; content; simulation; context; point of view; text; reflection

    http://www.instituteofplay.org/work/projects/games-as-guide/

     

    Barriers (from US study, n=488): Cost; time; lack of tech; not sure where to find quality games; hard to find games that fit the curriculum.

     

    Who benefits most from games? Takeuchi and Vaala (2014): 99% of all students, but especially low-performing students.

     

    See Claire Amos ‘Game Over’ module/blog at Hobsonville Point secondary.

     

    Five genres/games that show the diversity of what games can be:

    1. Sandbox-style games. Open-ended, no specific goals, all about exploration:

      • e.g. Minecraft, Second Life

    2. Never Alone

      • Created by Native Alaskan community

      • Immerses you in Inupiat physical and spiritual worldview, stories, language

      • See also: Thomas Was Alone which builds on feelings of empathy and interdependence

    3. Bounden

      • A game that guides you to dance with a friend

      • Play on mobile devices

      • Puts individuality and diversity of the core of the game mechanic

    4. Citizen Science

      • Funded by National Science Foundation; hopes to lead to societal transformation

      • Adventure/puzzle game where player is taken back through time to stop pollution of a local lake

      • Educational game design principles

    5. Fort McMoney

      • A ‘game documentary’

      • Virtual representation of a real place, located in Canada’s oil sands.

      • Everyone in the game is real

      • Conduct an investigation and discover the project’s main economic, environmental, and social issues.

     

    How far could this go? What about a games-based school?

     
  • Tony Cairns (View all users posts) 09 Sep 2017 11:56pm ()

    Starkey et al - Children's use of digital technologies (1) (1).pdf DGMorris #G4Lconf17 Presentation Slide_Google Slide.pptx PD CST 2015 29  November  2015 (2) (1).docx Gate and PLD from Tony Cairns 2017 CST PD (2).docx GATE 2017 Calendar (1).pdf Mahuki - Proposals for Re Development of Te Papa from Tony Cairns 2016 (1) (1).docx

    Links to my Files above

    Gaming in Secondary School Science

     

     

    1. Gaming in Science Classes, The importance of Play,

    2. Gaming in Preschool and Primary,

    3. The cost of trying innovative play based learning in NZ

    4. Secondary Schools and Parental, peer and professional responses to innovations

    5. The role of startups in game design in NZ schools and secondary education,

    6. The attitude that gaming is fun and learning through play is awesome,

    7. My search for educational Games

    8. The integration of Games into Assessments, Differentiated Learning (EdPerfect) LEOTC and VR, AuR and MR at Te Papa - Hinatore and Mahuki.

    9. The education for gaming in NZ (https://docs.google.com/document/d/1F2s0hhS50Pb3rhBuR4TAW8pTdHqPPS-uzygVkDMaIuM/edit)

    10. The short courses game constructions,

    11. The use of board games in teaching science at WHS, Green Screen projections and Freeze Frame modelling to make games at WHS to teach Science concepts,

    12. Gaming the Solar System, DNA and Heart dissections at WHS etc.

    13. The use of early gaming systems to show genetic concepts - second life's genetic islands, lethal homozygous recessives,

    14. Gaming in Art and History, Card Games showing Gaming from Wellington Gaming Suppliers and how the can help teach science innovation and technology -

    15. Augmented reality markers and cards in games.

    16. The Startup Game from the last Startup weekend,

    17. The link between Gaming and Big Data through GovHack, T

    18. The Gaming of the Genomes and Genealogy through the National Geneographic Project

    19. Game Design flourishes with Gamefroot, NZCER and Caltex Fuel Your School funding

       

      Caltex Fuel Your School is helping fund a top term of game designers to work with students at Wellington High School (WHS). Game Design Workshops are organized by local EdTech guru and Game Designer Dan Milward from Gamefroot and Mahuki, Te Papa's own innovation hub. Dan is working with Rachel Bolstad from the New Zealand Council for Educational Research NZCER.  

       

      Rachel and Dan's time, extensive experience of gaming design and educational research are helping our students design digital games - with learning through making our top priority. Students are following industry processes to create their own games based on local and global issues that are of interest to young people.

       

      Through the game design process, WHS students are challenged to generate and test their own game concepts, learn how to give and receive constructive feedback, work in teams to draw on each other's strengths, talents and interests, and think critically about how games can be used to educate, inspire, and inform.

       

      Students will be taking the skills they have learned and the games they have designed to startups, seminars and other students in Wellington and beyond.

       

      We are grateful for the support of these partners and Caltex Fuel Your School for this programme

       

      Images are here

       

      https://photos.google.com/u/1/share/AF1QipOGUXR6JvIt-m0gYGNaY6hSyAqV-GLAanwpnvjl9ry3VFmZq9KZTwoKoRlyPHCdsA?key=LVdPMVU3M2tMbEd3aGppMlNwZE5aRU9lblVoNVF3

       

      for more information contact:


      Rachel Bolstad
      Senior Researcher
      New Zealand Council for Educational Research NZCER
      Phone + 64 4 802 1382 Email rachel.bolstad@nzcer.org.nz

       

      Tony Cairns

      Teacher

      Wellington High School,  Te Kura Tuarua o Taraika ki Pukeahu,

      Mobile: + 64 22 653 4021 Email:tony.cairns@whs.school.nz

      Dan Milward
      Game Designer

      Gamefroot
      Mobile: + 64 21 449 901 Email dan@gamefroot.com

       

      Caltex Fuel Your School funds leadership programme Upwards at High

       

      Caltex has granted Upwards Leadership Programme funding to help our WHS Students to find their roots and make 'a place to stand' on the marae at Taraika.

       

      Upwards is a term-long leadership program for high school students designed by educationalist and digital instructional designer Christina Curley.

       

      Upwards aims to empower, uplift and equip students with the skills they’ll need to become more resilient adults, and become the heroes of their own lives.

       

      Starting with a pōwhiri to formally open the programme, it gives us a place to stand, a turangawaewae on our marae. Sessions are held in the Wharenui on the marae to further foster connection and a sense of belonging.

       

      Upwards uses a tikanga Māori framework of leadership, Joseph Campbell’s Hero’s Journey and the principles of education program Te Kotahitanga. Leadership, self-knowledge and communication skills are interspersed with practical life skills to prepare students for life after high school and beyond. Sessions use a mixture of kinaesthetic and auditory learning to engage and meet the needs of Māori and Pacific learners, though the programme is open to all.

       

      Upwards aims to meet students where they are, and create a promising future together. We are grateful for the support of Caltex Fuel Your School Grant for this programme.

       

      Images are here

      --

       

      https://photos.google.com/u/1/share/AF1QipOGUXR6JvIt-m0gYGNaY6hSyAqV-GLAanwpnvjl9ry3VFmZq9KZTwoKoRlyPHCdsA?key=LVdPMVU3M2tMbEd3aGppMlNwZE5aRU9lblVoNVF3

       

      for more information contact:

      Christina Curley

      Founder

      Upwards Limited

      Phone: 021 027 90138 Email: christina.curley@enspiral.com

       

      Tony Cairns

      Teacher

      Wellington High School,  Te Kura Tuarua o Taraika ki Pukeahu,

      Mobile: 022 653 4021 Email:tony.cairns@whs.school.nz

       







       
  • Tony Cairns (View all users posts) 10 Sep 2017 12:04am ()

    Tracy 

    talk to Rachel Bolstad NZCER

    talk to Diana Grace Morris - Ridgeway and AUT

    tak to Leanne Stubbing

    talk to Dan Milward - Gamefroot

    talk to Matt Richards - Hinatore

    talk to Catherine Hill - Wellington High School

    talk to Micahael Harcourt - VUW

    talk to Andrew Savage - Wellington High School

    talk to MindLab - either in Auckland, Gisborne or Petone

    Report for Royal Society on Caltex Fuel Your School funding from Tony Cairns Wellington High School Te Akorangi Pai

     

  • Tessa Gray (View all users posts) 12 Sep 2017 11:20am ()

    Wow Tony you've done it again - a wealth of people, knowledge, resources, stories and ideas (post conference and all). Thank you for sharing, more than cuppa needed with this lot Tracy smiley.

    Enabling e-Learning is also hosting the following webinar next week, which will be recorded if you can't make it. Feel free to tell your friends.

    smiley LIVE WEBINAR: 3D gaming and virtual reality, 20 Sept, 3:45-4:45 pm

    Virtual realityLast term we looked at how some secondary students from Pakuranga College were designing and creating using robotics, 3D printers and coding. This time we look at how they are learning through 3D gaming and virtual reality. Sounds out there right? Come along and find out more. REGISTRATIONS OPEN NOW! 

    This webinar will also be supported by a thread in the Technologies group and hosted in Adobe Connect.

  • Natasha Ormond (View all users posts) 12 Sep 2017 11:52am ()

    Hi Tracy,

    In terms of gamification do you mean using game design elements in a non-gaming context as described by Deterding, Dixon, Khaled and Nacke (2011)? Or more the use of IT tools in a gaming context?  If you mean the later, I have just finished a literature review for Mindlab on the subject of how gamification affects student engagement that I can share with you.  I am also completing a teacher inquiry on this at the moment and am looking at implementing it next term.  

    Let me know what you need. :)

  • Tracy Prout (View all users posts) 15 Sep 2017 9:44am ()

    Hi Natasha,

    I am interested in design elements I can use rather than IT tools. I have plenty of tools that the boys are using but I want to find a way to increase their motivation to complete tasks in a non gaming context. I was motivated by a visit to special education classroom that was using Class Dojo but have heard some very negative views on that particular programme. I then did a bit of reading and became interested in the idea of setting up something (supported by game design elements) for my boys. My email address is tonyandtracyprout@gmail.com - anything you can send me would be greatly appreciated. 

    Tracy :)

  • Darren (View all users posts) 12 Sep 2017 12:47pm ()

    If you are talking about gamification as Natasha mentioned then you should question whether it should be used at all imho. If you are talking about using gaming in the classroom then the latter definitely has worth - for any student.

  • Natasha Ormond (View all users posts) 12 Sep 2017 4:15pm ()

    Hi Darren smiley

    Do you mind me asking as to why you would question whether gamification should be used in the classroom?  I would love a different perspective as most of my readings have been pro-gamification.

  • Tracy Prout (View all users posts) 15 Sep 2017 1:14pm ()

    Hi Darren,

    I have done 'some' reading and, to me, some design elements of "gamification" already existed in schools long before the term gamification came into existence. Points systems and house systems have been around for ages so I am really just satisfying a curiosity around what 'other' elements of game design might motivate my boys (all of whom are avid lovers of video games). I am really just beginning this journey of inquiry and would like to learn more.

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e-Learning: Technologies

e-Learning: Technologies

Where we explore how different technologies can support learning.