1.What the second-best teacher can learn about using the first

2. Introducing: badbuddha0 The Bard 3. Lets start with a snap 4. Your mission for the next hour Get ready to do these things during the session: Identify Scotts two atoms of learning; Distinguish between the roles of teacher and experience; List the 4 building blocks of game (and lesson) design; Identify resources for you to explore gameful learning.Pay close attention and you could WIN a cool prize! 5. EXPERIENCE 6. Our Job? Design the Experience 7. Games and Stories 8. What is a Game, anyway? They are unnecessary obstacles that we volunteer to tackle. Dr. Jane McGonigal Author, Reality is BrokenThey are paths into an experience Jesse Schell Professor, Carnegie Mellon 9. GBL vs. Gamification Game-Based LearningGamificationClass PLAYS gamesClass IS a game 10. This is not a new idea 11. How do Games Engage? Game-like learning offers support for each aspect of engaged learning by providing Objectives Rules Interface Feedback Dickey, 2005, 12. Example Taylan Kays Auti-Sim 13. Learner = Player 14. Determine the Essential Experience and then determine the Objectives, Rules, Interface and Feedback tools you want to use to engage students with that experience. 15. What do students learn? Systems thinking Collaborative problem solving A pro-skill orientation (new skills = awesome!) How to positively tackle challenges Organizational skills Relational skills How to use data Just-in-time preparation How to be an agent of their own destinies 16. Or, how I learned what NOT to do 17. What is the Game? My First Try Every student starts at Level 0 But the first thing they learn is that they can level up. Students receive XP for being able to demonstrate actions in and around the school. Students never lose experience and can complete tasks at any time. 18. Results December 2012 Out of 28 enrolled students, 20 have attended at least 1 session. Of the 20 who have attended, 3 have not levelled up. Anecdotally, whether or not a task is related to XP is the determiner for its completion by students. A sense of community is developing as students take risks in the class and see that their classmates support them in making them. The class, while operating on game mechanics, is not gameful in the sense that students are in a state of flow while in session. It may be worth examining how the actual class tasks might be more gamelike. Like any role playing game, there is a challenge to new students whostart while the course is underway. While they can certainly catch up by doing the work, they havent formed the relationships needed for a satisfying experience. 19. I was missing 20. In other words: Flowand Fiero 21. Experience some Fiero yourself Rules: It is possible to put together three hands of three players who want to indulge in thumbwrestling. A nodal network is formed. In a game of three, the player holding tight the thumb which is furthest down is the winner. All other thumbs (further up) have a walk-over for the two thumbs furthest down are frozen already. Since humans have two hands the left hand can be used to connect even more players to the network. Thus, various possibilities pop up. 22. Because you cant get the gold in the dungeon with out fending off a few hordes of enemies! 23. Games = Video Games? 24. Effectiveness? 25. Addiction or Flow? 26. Gender/Race/Access Issues? 27. Questionable Content? 28. So was THIS at one time: 29. WE DESIGN THE EXPERIENCE 30. Where does he get those wonderful toys? 31. Games MOOC 32. Institute of Play and Q2L 33. Gamestar Mechanic 34. Dr. Jane McGonigal 35. My Stuff 36. DropboxTHIS is my dropbox link for this session. I decided to save a tree 37. How closely were you paying attention? 38. Mission Results What are Scotts atoms of learning? What is the relationship of the teacher to experience? What 4 elements can you adjust to design an experience? What was the 4th thing you were supposed to watch for? Easter Egg What is Scotts favorite football team?