http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world
8 Principles Of Gamified Learning - 8 Principles Of Gamified Learning by Jonathan Cassie As our society continues to evolve in response to the rapid changes brought on by universally accessible mass technology, the act of teaching (and the experience of learning) has been under significant pressure to adapt. Since the turn of the century, a number of approaches have been offered by scholars and practitioners to answer this challenge. One of them that I feel strongly is an essential part of the educator’s toolbox is gamified instruction. Simply put, Industrial-age instructional techniques leave many Information-age students in the dust.
The 100:10:1 method – the heart of my game design process This is the first post of a series on practical game-design techniques. In my years designing games, my methods have evolved from Games-Randomly-Emerging-from-the-Inchoate-Chaos-of-my-Brain-Area to something resembling an honest-to-goodness, write-downable process. I’ve decided to share this process here, for four reasons: 1. I’ve used it to create 3 of my 4 favorites among my own designs (Catchup, Stinker, and Cat Herders - Odd is the exception), which suggests it might have value. 2. How Teachers Can Use Video Games In The Humanities Classroom Part 12 of MindShift’s Guide to Games and Learning. We often think about game-based learning as if video games can become robotic teachers. In the same way that software file systems have created more flexible and efficient file cabinets, we imagine that video games can make great instruction more scalable and accessible. In the same way that email, text messages, and social media have provided more efficient methods of communication, we imagine that digital analytic systems will streamline assessment. These things are true. Erin Scott
The Teacher's Guide To Badges In Education What encourages students to do well in school? Often, it comes down to grades. Many students will work harder in order to earn a higher grade. Colleges want to see good grades. Parents want to see good grades. Fate Misconceptions and Aspect Spamming There are a couple things I’ve seen pop up again in the Fate community, which seems to pop up as new people discover Fate. People, you gotta understand two things about Fate: To the people who say “It can do everything!” no, it can’t.
Principle I. Provide Multiple Means of Representation Click to Get the Guidelines! Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Principle III. Provide Multiple Means of Engagement Click to Get the Guidelines! Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors.
Hitbox Team - Designing game narrative Imagine one day you are struck with a flash of inspiration: freshly seared onto your mind is a story, one that is undoubtedly the greatest tale ever conceived by Man. It has all the elements of a great narrative: a gripping plot, nuanced characters, and an evocative setting. How would you write a book to convey this story? First, let’s look at how the medium of literature works. Writers use words to express ideas, arranging them in ways that draw the reader into the world of the story.