how homo fabers and homo ludens learn - gamifying learning

Download How Homo fabers and Homo Ludens Learn - Gamifying Learning

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How Homo fabers (those who love to create) and Homo ludens (those who love to play) learn. This presentation made in Oct 2012 at Vasant Valley school in New Delhi, to educators from the Learn Today group, describes how elements can be borrowed from games and how games can be used in the classroom to enrich the learning experience.

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  • 1. H ow HOMO FABERS and Homo ludens LEARN

2. Homo sapiens i n s sapiensw those who know Homo sapoe that they knon w kthose whoHom o economicus n the rational maHomo economicus mathe mature rationaturus l man 3. Homo sapiens i n s sapiensw those who know Homo sapoe that they knon w kthose who Hom o economicus n the rational maHomo economicus mathe mature rationaturus l man fabers CREATE Homo love to those who Homo ludens those who love to PLAY 4. Elements for Enriching the Learning Experiencefor Homo fabers and Homo ludens 5. Elements for Enriching the Learning Experiencefor Homo fabers and Homo ludens Gamificationusing game-elements in learning 6. Elements for Enriching the Learning Experiencefor Homo fabers and Homo ludens Gamificationusing game-elements in learning - Novel Challenges - Intrinsic Mo4va4on - Contextual - Emo4ons/Experien4al - Scaolding, Feedback - Conversa4on - Collabora4on - ACen4on 7. Elements for Enriching the Learning Experiencefor Homo fabers and Homo ludens Gamification Game-based Learningusing game-elements in learning using games in the classroom - Novel Challenges - Intrinsic Mo4va4on - Contextual - Emo4ons/Experien4al - Scaolding, Feedback - Conversa4on - Collabora4on - ACen4on 8. Elements for Enriching the Learning Experiencefor Homo fabers and Homo ludens Gamification Game-based Learningusing game-elements in learning using games in the classroom - Novel Challenges - Listen to a Story - Intrinsic Mo4va4on - Make a Story - Contextual - Play a Game - Emo4ons/Experien4al - Build a Game - Scaolding, Feedback - Collabora4ve Game-Play - Conversa4on - Collabora4on Learning Eec4veness: Memorize, Know, Understand, - ACen4on Synthesize, Create 9. Lets start with a story 10. A woman had just a few hours before she would die from a strange disease. There was just one drug that might save her. 11. PHARMACY Only one pharmacist in the village had that drug and he was charging ten 4mes the normal price. The sick womans husband, Heinz, could arrange just half the amount. 12. PHARMACY He pleaded and argued with the pharmacist that his wife was dying and so could he please lower the price or allow Heinz to pay later. But the pharmacist refused. 13. PHARMACY Heinz got desperate and that evening he stole the drug. 14. Should Heinz have stolen the drug? Should he be punished? 15. Harvard psychologist, Lawrence Kohlberg, who proposed a stage theory of moral thinking, used stories like this one, to test moral reasoning. 16. 1. Obedience and punishment orienta4on (how can I avoid punishment?) 2. Self-interest orienta4on (whats in it for me?) 3. Interpersonal accord and conformity (social norms) 4. Authority and social-order maintaining orienta4on (law and order morality) 5. Social contract orienta4on (empathy) 6. Universal ethical principles (own moral code of conduct) 17. Kohlberg in the Classroom hCp://www.youtube.com/watch?v=77uRQeu_pUQ 18. How to teach the concept of Justice?Curatorial Learning, of course! 19. Prof Michael Sandel www.Jus4ceHarvard.org 20. What Makes a Great Learning Experience- for Homo fabers and Homo ludens 21. What Makes a Great Learning ExperienceL e a r n i n g E e c 4 v e n e s s E n g a g e m e n t 22. What Makes a Great Learning ExperienceL e a r n i n g E e c 4 v e n e s s Tradi4onally: Stories Playing Tinkering Experimen4ng E n g a g e m e n t 23. Impar4ng learning as disciplined, formal educa4on is a fairly modern inven4on, only a few centuries old 24. While it may be ecient, it is ohen: q Boring q Stressful q Irrelevant All of the above 25. Most formal educa4on has degenerated into, Passive acquisi4on of knowledge Later regurgita4on in tests of recall 26. While research shows that deep learning happens when a learner is, Self-mo4vated to learn Constructs own understanding/meaning 27. When we play a game we are, Intrinsically mo4vated Have a high cogni4ve commitment Deeply engaged Overcome dicult challenges of our own voli4on 28. Games can cultivate: ACen4on Trust Eort Empathy Persistence Respect Rule following Fairness 29. But talk about games, and Parents complain games are addic4ve and colossal 4me wasters Educa4onists lament games foster adverse social behaviour 30. What Makes a Great Learning Experience? L e a r n i n g E e c 4 v e n e s s Use Games but with minimum adverse consequences? E n g a g e m e n t 31. What Makes a Great Learning Experience? L e a r n i n g E e c 4 v e n e s s Use Games but with minimum adverse consequences? GAMIFICATION may hold the answer E n g a g e m e n t 32. Elements for Enriching the Learning Experiencefor Homo fabers and Homo ludens Gamification Game-based Learningusing game-elements in learning using games in the classroom - Novel Challenges - Listen to a Story - Intrinsic Mo4va4on - Make a Story - Contextual - Play a Game - Emo4ons/Experien4al - Build a Game - Scaolding, Feedback - Collabora4ve Game-Play - Conversa4on - Collabora4on Learning Eec4veness: Memorize, Know, Understand, - ACen4on Synthesize, Create 33. GAMIFICATIONis use of game-elements in non-gaming contexts 34. Some examples of Gamification Nike online tness community Ci4zen Science projects like GalaxyZoo.org Volkswagens www.funtheory.com in rewarding drivers who drive within speed limit 35. What Gamification is NOT:Simply adding Points, Badges and Leader Boards as a layer on top of a learning ac4vity 36. What Gamification IS:Deconstruc4ng good games to nd elements that enrich a learning experience, e.g. Connec4ng with players passions and goals Perhaps, allow personaliza4on of goals With games, learning is the drug (Raph Koster, game designer, author - Theory of Fun) 37. Why Learning becomes Taxing in a School Environment?Perhaps Unlike a game, the challenges provided are not novel or interes4ng Challenges are not contextual not related with learners aspira4ons or life situa4on Based on a talk by Sebas/an Deterding, designer hCp://bit.ly/PC8rjn 38. Why Learning becomes Taxing in a School Environment?Perhaps No varying of pace in learning No scaolding that allows gradual learning No excessive posi4ve feedback (informa4onal and not judgmental feedback) Based on a talk by Sebas/an Deterding, designer 39. hCp://tedxtalks.ted.com/video/TEDxBozeman-Paul-Andersen-Class 40. Lee Sheldons book The Mul4player Classroom Designing Coursework as a Game 41. Good game designers understand thatone size does not fit allIn a game, A newbie needs to be onboarded A regular needs fresh challenges new learned behaviours become a habit An enthusiast plays the game for mastery Based on a talk by Amy Jo Kim, game designer hCp://www.youtube.com/watch?v=F4YP-hGZTuA 42. What Motivates/Engages PeopleAmy Jo Kim 4 reasons for Social Engagement Express Explore Compete Cooperate Based on a talk by Amy Jo Kim 43. Engagement Loop in a GameCall to Action Express/Explore/Compete/Coop Player (re)Engagement Task/Mission/Quiz Positive Emotions Fun/Delight/Trust/Pride/Curious Visible Progress Statistics/Analytics/Feedback Based on a talk by Amy Jo Kim 44. According to Joseph Campbell, the journey of the archetypal hero in mythologies consists of " Call to Adventure " Refusal of the Call " Divine intervention or Epiphany " Journey of Trials & Tribulations " Return and Master of both worlds The learners journey could be, knowledge acquisition, mastery,innovation or transformation of self 45. Game = PERMAAmy Jo Kim good games embody the same 5 elements that are impera4ve for well-being and happiness (Mar4n Seligmans book, Flourish) P = Posi4ve Emo4ons E = Engagement R = Rela4onships M = Meaning A = Accomplishment Based on a talk by Amy Jo Kim 46. Impact of emotions onlearning and performance... 47. A Class Divided hCp://www.pbs.org/wgbh/pages/frontline/shows/divided/ 48. In his book Social Intelligence, author Daniel Goleman explains the impact of emo4ons on learning and performance... 49. Hans Selye divided Stress into two categories - Distress (persistent stress that is not resolved through coping or adapta4on) and Eustress (or euphoric stress that enhances physical and mental func4on) - high performance requires op4mal stress 50. Mihaly Csikszentmihalyi on FLOW High Challenge Low Skill Cogni4ve Overload Lack of Prior Knowledge (pre-requisites) Wrong Mental Model Leads to Anxiety - Provide Scaolding (e.g. step-wise hints) High Skill Low Challenge Quickly move to the next level (Mastery Learning Khan Academy) 51. Personaliza4on of Learning Role of ICT Harvard Professor, Clayton Christensens book Disrup4ng Class 52. Good Game Designers Understandthe Psychology of Motivation! 53. Self-Determination Theory!THE MOTIVATIONAL SPECTRUM External Regula/on > Introjec/on > Iden/ca/on > Integra/on > Intrinsic Amo$va$on Extrinsic Mo$va$on Intrinsic Mo$va$on Indierent to External Regula$on: you dont want to do Doing something for a task something but do it because someone wants the love of it you to do to it Not for the reward Introjec$on: do it because it enhances your status I will do it because others will value E.g. spending 4me me with family, listening Iden$ca$on: I dont really enjoy doing it but to music I will do it because I see value in doing it. E.g. study math Integra$on: I will do it because it align with my goals (even though I might not enjoy doing it). E.g. exercise 54. !Effectance Motivation!Organisms have a tendency to explore and inuence the environment and the master reinforcer for humans is personal competence (competence is the ability to interacteffectively with the environment) - Psychologist Robert White

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