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Using Games for Learning: Practical Steps to Get Started

Using Games for Learning: Practical Steps to Get Started
Joan Ganz Cooney Center Part 19 of MindShift’s Guide to Games and Learning By now, you’ve probably read enough to be convinced that it’s worth trying games in your classroom. You understand that games are not meant to be robot teachers, replacing the human-to-human relationship. Games are a tool that teachers can use to do their jobs more effectively and more efficiently. Games provide a different approach to developing metacognitive skills through persistent self-reflection and iteration of particular skill sets. There are so many great reasons to include digital games among classroom activities. Though every educator can find her own way, here are ideas for the first four steps to getting started with digital games in the classroom. Step 1: Assess Your Resources What platforms do you have available in your class? Hardware is one of the biggest determining factors, and it will have a significant impact on the way you use games in the classroom. Laptops also have their virtues. Related Related:  Ludagogie: école et jeux vidéo

Gamification in Education: Top 10 Gamification Case Studies that will Change our Future New to Gamification? Check out my post What is Gamification & my Gamification Framework: Octalysis Education Gamification in Action. There’s a lot of potential in the field of Education Gamification. If you ask children, “What is work?” Clearly there should be a way to help kids learn from what they do best – play. No longer viewed as a mundane process for presenting information while testing for retention and understanding, the modern educational challenge involves tasks of engaging students, stimulating their interests, retaining their attention, and maintaining a positive attitude in a nurturing environment. Key to these goals is the effort to maintain a rich communications environment that encourages feedback and reinforcement, not only between the instructor/teacher and students, but also between the students themselves. Education Gamification Example #1 – DuoLingo:Learn a language while translating the Web Each student gets an avatar which can be visibly displayed in ClassDojo.

Forum Solitude(s) :: Sujet : La ludification : guide pour procrastinateur (1/1) Sachant bien que ce site est un repère de procrastinateur, je vous propose ici un billet sur une nouvelle méthode qui vous fera accomplir des tonnes de trucs sans y faire attention : La ludification L’observation à la base de la ludification est justement liée à l’obstination des joueurs. Ils sont capables de retenter un passage difficile dans un jeu des centaines de fois par gout du défi. La clé est là : la motivation. Je vais essayer ici de brosser un tableau des différentes dynamiques observées dans les jeux vidéo, les mécanismes associés et un exemple d’utilisation. Rappelez-vous que le point central est la motivation. Niveau 1 : Ludification du marketing Deux aspects du jeux vidéos sont très utilisés en marketing : toutes les problématiques liées à la gestion d'une communauté autour d'un jeu et les récompenses annexes, qui servent dans le jeu vidéo à diriger les actions du joueur. Ces techniques sont de nouveaux outils pour le marketing. Niveau 2-1 : Scoring & notes Voilà.

Games in the Classroom: Overcoming the Obstacles Brad Flickinger/Flickr Part #20 of MindShift’s Guide to Games and Learning Series Even for educators who are excited about using games in the classroom, questions inevitably come up around the very real obstacles to implementation, and strategies for overcoming them. A recent survey from the Games and Learning Publishing Council asked 700 teachers to identify and rank the major barriers to using games in the classroom. 1. Forty-five percent of teachers surveyed reported that insufficient time is a barrier to implementing game-based teaching strategies. 2. Forty-four percent of teachers surveyed reported that cost is prohibitive. 3. Thirty-five percent of teachers surveyed reported that they lack the technology resources to introduce game-based teaching strategies. 4. Thirty-four percent of teachers surveyed reported that it’s hard to find games that fit the current curriculum. 5. 6. Twenty-seven percent of teachers surveyed reported that they don’t know where to find quality games. 7. 8.

Apprendre en s’amusant ou Utiliser les jeux vidéos dans un projet pédagogique La création d'un jeu vidéo est une approche pédagogique tout aussi pertinente que leur utilisation, d'autant plus qu'elle permet de travailler généralement plusieurs compétences et connaissances à la fois. Des outils de création de jeux pour publier sur une grande variété de plates-formes, y compris iOS, Android, HTML5 et Mac Desktop. Exemples pédagogiques : A l'école, les compétences travaillées avec Scratch, résolution de problèmes, les nombres, la géométrie, les mesures et les sciences. Le site Web : Au collège, La conception d’un jeu vidéo/dessin animé est un « sport » complet : art musical, pictural (dessins), programmation (et donc mathématique), lecture et écriture… C’est aussi une oeuvre collaborative : les jeunes apprennent à travailler ensemble pour réaliser une création commune. Le site Web : GameSalad Le site Web : Stencyl Le site Web :

Gamification, vous avez dit gamification La gamification consiste à utiliser des mécaniques de jeux pour changer des comportements et susciter la motivation. Cette pratique connaît actuellement un grand succès dans les domaines : – du marketing et de la communication où des marques l’utilisent notamment pour faire connaître leurs produits et fidéliser leurs clients, – des ressources humaines et du management pour motiver, par exemple, des collaborateurs, – de la formation pour améliorer la compréhension de contenus délivrés lors de formations présentielles ou à distance. Dans cet article, et en toute logique, nous nous intéresserons plutôt à la formation. Alors comment mettre en place des expériences ludiques dans une formation grâce à la gamification ? De quelles mécaniques de jeux parle-t-on ? On dénombre 4 types de mécaniques, chacune correspondant à un profil de joueur. – Les jeux de rôle servent à vérifier de manière concrète que les apprenants maîtrisent et savent appliquer des connaissances. Comment bien gamifier ?

Arcadémie récompensé : une victoire du "gaming" dans l'enseignement ? - Ludovia Magazine Titulaire de Masters 1 en histoire et en Ingénierie culturelle, Salim ZEIN a été professeur de Lettres dans un lycée professionnel jusqu’en 2012, date à laquelle il a fondé l’association ECDC (Eduquer, Créer, Divertir, Cultiver) dédiée à la diffusion des usages vidéo ludiques L’IDÉE : Créer un centre culturel numérique dans le but de développer des contenus numériques et de les diffuser à travers des ateliers itinérants. Alors qu’il est professeur de Lettres dans un lycée professionnel, Salim ZEIN remporte avec sa classe le premier prix d’un concours pour un projet littéraire réalisé à l’aide d’un ordinateur. Ce succès confirme son intuition : les nouvelles technologies contribuent à ouvrir les horizons de publics en difficulté. Il décide de lancer le projet ARCADEMIE. Grâce à ce projet déjà primé plusieurs fois, ce Montpelliérain souhaite créer des emplois en donnant leur chance à des jeunes pas ou peu diplômés. Voir notre article au sujet d’Arcadémie, présent à Ludovia 2013 lu : 733 fois

Games Can Advance Education: A Conversation With James Paul Gee Getty Part 10 of MindShift’s Guide to Games and Learning. Most people involved with games and learning are familiar with the work of James Paul Gee. A researcher in the field of theoretical linguistics, he argues for the consideration of multiple kinds of literacy. The notion of “New Literacies” expands the conception of literacy beyond books and reading to include visual symbols and other types of representation made possible through, among other things, current digital technologies. At this point in the evolution of education, it’s critical that we expand our conception of literacy to include more than just words. Gee is included in this series because outside of academic psycholinguistics circles, he’s especially well known for his work on video games. In the following conversation with Gee, we discuss literacy, systems thinking, education, socio-economic inequality, and, of course, video games. James Paul Gee: No, I did not expect such a big impact. JG: Yes and Amen. James Paul Gee

Report Finds Teachers Underutilize Resources for Digital Games in the Classroom iStock While more teachers are using digital games in the classroom, how they decide which games to use and why is less standardized, according to a teacher survey of 694 K-8 teachers by the Games and Learning Publishing Council called Level Up Learning: A National Survey on Teaching with Digital Games. The report finds that teachers learn about games through informal means, such as peers within the school or school district, and could benefit from more explicit training programs. By not having a more formal process, the report finds that “teachers may not be getting exposure to the broader range of pedagogical strategies, resources, and types of games that can enhance and facilitate digital game integration.” “There’s a problem with discovery. They aren’t aware of all the types of games they could be using and all the ways they could be using them,” said Lori Takeuchi, senior director and research scientist at the Joan Ganz Cooney Center who co-authored the report. Related

Three Ways to Make Games More Effective for Learning I’m a big fan of the constructive use of games in education. After all, games are engaging and, potentially, connected to rich, authentic activities. Traditional schooling is often neither. Digital games can capture the process of learning. Traditional assessment is typically about the outcome of learning. That promise for digital games to transform learning has been with us for a while. Meeting the recurring promise of digital games requires thoughtful and intentional integration into the curriculum. So what can we do to make games more effective for learning. Keep the gap between the game skills and the real world (including the real world of school) skills small. The promise of games I heard back in 1983 remains. Author's disclosure: I worked on Sushi Monster and MATH 180 at Scholastic

Speak 180: Why Is Game-Based Learning Good for Today's Youth? | Marcus T. Wright Speak 180 hosted by Marcus T. Wright is a new written segment where industry experts, thought leaders, and notable figures get a chance to answer an important question in 180 words or less. A 180 represents a turnaround, as in, our guests have 180 words to possibly turn around your opinion about a topic. Today's question:Why is Game-Based Learning Good for Today's Youth? So let's hear from three industry experts. Today's Guests: Lindsey Tropf, Founder & CEO, Immersed GamesDr. Lindsey Tropf 176 words Games are a natural learning environment that make lessons relevant within context and without risk. Dr. Good games offer compelling opportunities to engage with the world around us. Dr. Play in general is beneficial.

Mindshift's Guide To Game-Based Learning MindShift Guide to Digital Games and Learning How can games unlock a rich world of learning? This is the big question at the heart of the growing games and learning movement that’s gaining momentum in education. The MindShift Guide to Digital Games and Learning [PDF] explains key ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use. The MindShift Guide to Digital Games and Learning started as a series of blog posts written by Jordan Shapiro with support from the Joan Ganz Cooney Center at Sesame Workshop and the Games and Learning Publishing Council. Here's a preview of the table of contents: Introduction: Getting in the Game (Page 4) An overview of games in the classroom from Katie Salen Tekinbaş, executive director of the Institute of Play. What the Research Says About Gaming and Screen Time (Page 6) Much of the research around digital games and screen time is evolving.

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