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James Paul Gee on Learning with Video Games

James Paul Gee on Learning with Video Games
Related:  Potencialidades y limitantes de la gamificación

Gaming for Social Good Over the years, many video games with social themes have been developed. In 2005, the United Nations World Food Programme released Food Force. Food Force was a downloadable game, developed by game publisher Konami, in which players delivered food to people in need. Another game for social change was MTV's Darfur Is Dying. In my social studies classroom, I have implemented games with social themes, including Ayiti: The Cost of Life, a role-playing game set in Haiti, and the poverty simulation games Heifer Village and 3rd World Farmer. The Social Good The social media news site Mashable defines social good as the "intersection of technology and social change." Video games that focus on social change have become a fast-growing sector of the "edutainment" gaming sector. Games for Change Nowhere is gaming for social good more evident than with the organization Games for Change (G4C). Since 2004, G4C has sponsored a festival in New York City. G4C also promotes social gaming.

Flow Sebastian Deterding – Closing keynote: Don’t play games with me with me Web Directions @media 2011, London, May 27th 1:40pm. Presentation slides Session description In 1960, Milton Bradley published “The Game of Life”: a capitalist wet dream of a board game, won by the lucky one who retired richest. Today, “gamification” vendors still take Milton Bradley seriously. From losing weight to saving Africa, from watching TV to matching DNA sequences: there’s nothing that couldn’t be made more fun by adding points, badges, and other elements from video games. Yet the debate on gamification is deeply split. About Sebastian Deterding Sebastian Deterding is a designer and researcher usually flown in for some thorough German grumpiness.

UDL Guidelines 2.0 The goal of education in the 21st century is not simply the mastery of content knowledge or use of new technologies. It is the mastery of the learning process. Education should help turn novice learners into expert learners—individuals who want to learn, who know how to learn strategically, and who, in their own highly individual and flexible ways, are well prepared for a lifetime of learning. Universal Design for Learning (UDL) helps educators meet this goal by providing a framework for understanding how to create curricula that meets the needs of all learners from the start. The UDL Guidelines, an articulation of the UDL framework, can assist anyone who plans lessons/units of study or develops curricula (goals, methods, materials, and assessments) to reduce barriers, as well as optimize levels of challenge and support, to meet the needs of all learners from the start. They can also help educators identify the barriers found in existing curricula. Learn more about the UDL Guidelines:

Edublogs sobre Gamificación. Potencialidades y limitaciones. Example of Endogenous activities. Can Vampires Make You a Better Investor? Universal Design for Learning Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments that can accommodate individual learning differences.[1] Recognizing that the way individuals learn can be unique, the UDL framework, first defined by the Center for Applied Special Technology(CAST) in the 1990s,[2] calls for creating curriculum from the outset that provides: Multiple means of representation to give learners various ways of acquiring information and knowledge,Multiple means of expression to provide learners alternatives for demonstrating what they know, andMultiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn.[3][4] Origins[edit] The concept and language of Universal Design for Learning was inspired by the universal design movement in architecture and product development, originally formulated by Ronald L.

Pensando los vínculos entre video juegos y educación nos ayuda a pensar las potencialidades y limitaciones Endogenous and Exogenous fantasy elements. Newsmaker: James Gee on Why the Power of Games to Teach Remains Unrealized Gee: “We need to begin to get teams of people — game designers, content people, assessment people, learning people — who can get on the same page.” For more than a decade, James Paul Gee has been writing about the potential power of games and game mechanics to change the way we learn, to create new “deep” learners. But in this newsmaker interview Gee says most of the possibilities of games remain unfulfilled as the American education system continues to focus on tests and fact retention. He worries that even as learning games become more prevalent, they are in danger of being changed by the schools they seek to sell to rather than changing the school itself. “The textbook was the worst educational invention ever made because it was a one size fits all type thing and we don’t want to do the same things with games. We don’t want to bring games to school,” he said. Listen to the full interview: The following is an edited version of the full conversation: Has much changed in the last decade?

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