The Towne of Histoire is complete - with content, graphics, videos, and activities!
Now I am moving on to Gaming Towne where students will explore the various types of games (simulations, frame games, serious games, virtual worlds, interactive virtual environments). hey will learn the difference being gamification and turning a class into a game and delve into the history of gamification. They will see how business and education use these various activities and even experiment with these types of games. Student will begin to ponder how to apply games or gamification in their settings.
I have really been looking forward to this Towne, although it will be bigger and much more involved than Histoire. Finally, we can explore pedagogy and games and gamification.......really get into the meat of this course!
My plan for the upcoming week? Finish the section on Simulations, including the various associated quests and hopefully begin working on Frame Games.... I have these mapped out already - I just want to make sure offer lots of options allowing students to choose among options for testing and learning.
These past two weeks have seen a great deal of accomplishment - in my mind....
First, I finished the video game training in 3D GameLab, spending several days thoroughly delving into the world of Minecraft, a sandbox video game.
Minecraft can be used a variety of ways in a classroom setting - we just need to think outside of the proverbial box and create:
A few possibilities for use in higher education occurred to me as I watch video after video on Minecraft. I could create a community college or university and create quest plates. this ay students could move through the college and be faced with a variety of scenarios to solves, ranging from budget to resources to faculty squabbles. Ideally, though, students need to be in Minecraft synchronously, so I would need to assign them in teams to various times....difficult task in a fully asynchronoous online master's degree program. this did leave me thinking, however, so that is good....and Minecraft will certainly be included in the course.
I quickly reviewed a series of videos on Minecraft (101 Ideas for Minecraft Learners) and found one that will be VERY useful once we are ready to create our map of Gamitopia. We will be able to sketch out a map of our world, scan it in, then the video below shows how to actually create a topographical map using our sketch and a program called World Painter:
I was also introduced to Classcraft, a free class management tool.A great example of gamification, Classcraft uses gaming elements such as XP, badges, and boss battles to incentivize students with real in-class risks and rewards and help them develop meaningful collaboration. Faculty can pull up the LMS on a projector for the entire class, using the system based on student responses and behaviors:
I also have finished the Towne of Histoire.....FINALLY! All content is posted as is a Guildchat. I am currently trying to choose between designing a checklist or a rubric...or both. I love grading with the speedgrader in Canvas, but the rubric creator itself does not do what I want. I prefer to have a description of each level of each criterion. I suppose I can create a rubric in Word and attach it to the assignment, THEN set up the Canvas rubric with the basic numbers, but that would mean students need to use the handout when they review the rubric, instead of just the rubric...Just seems time-consuming and not useful!
Next for me?
Gaming Towne! This modules explores the types of games, provides some vocabulary, defines gamification, and gives a history of gamification. I am very excited to move on to this section!
I suppose I am not really lost....just trying to learn more, to fill in the gaps of my knowledge.....
3D GameLab is holding a Teacher Camp - free training for me - and I have a difficult time during down free training.....particularly free training related to games.
Play This, Learn That is based on a free enhanced audio e-book that explores commercial videos and their use in the classroom.
While I am familiar with a few simulations for use in higher education , I am not as familiar with those for K-12, so this free training fills a gap in my knowledge base.
So far I have explored two video games.
Kerbal Space Programis a space flight simulator. Players control a fledgling space program at the dawn of the space age, similar to the US or USSR in the 60s or China and other countries in the 90s. Players are given a working spaceport with assembly buildings, research facilities, a training campus, and all of the trappings of mid-century NASA.
This simulation takes place on a planet called Kerbin, with a race of little green, minion-like, characters called Kerbals who all share the last name Kerman. As rockets are built, Kerbals are recruited to man the rocket, and missions are successful if the Kerbals fly the rocket, land, complete their assigned tasks, and return home.
This video provides a quick overview:
The primary mode of play is Science Mode where players begin with a limited set of technologies and resources. As they complete missions, players earn more spendable science credits or points that can be used to research and select new technologies for future missions. Early on, vehicles must be controlled manually. However, after multiple mission successes different guidance and stabilization systems can be unlocked and applied to future spacecraft. Each successive mission increases future science and technology. Players build on successes and develop a need and understanding of each subsequent technology.
Science mode is designed with the new player in mind, breeding many opportunities for simple successes and acquisition of new technologies in a graduated and personally selected way.
The game has different game modes as well. Career Mode lets players control more of the business of space flight. Players build, expand, and manage their own space center, taking on missions and researching new technologies.
Players can even build and play in Sandbox mode if they are interested in flying and discovering the Kerbal universe without restrictions. The Internet is filled with examples of incredible Kerbal creativity generated in this mode. With all of the tools and abilities at your disposal, this mode makes it possible.
KerbalEdu also includes a mission library, editor, and sharing capability. You can select missions (described as contracts or quests) that align directly with age level (5-18+), subject (math, physics, astronomy, engineering, technology, other science), and mission type. The mission library of pre-made lessons can even include lesson plans, if included by the teacher.
I have two or weeks of training to complete - and more simulations to explore - but these simulations have been fascinating, allowing me to see what is available in K-12...and beyond. Entire assignments could be built around these simulations, and assignments do not have to be limited to physics, math engineering, or history. Students could use these to explore leadership or craft narratives about their experiences, improving storytelling skills.
How will I use these in this course of gamification? These have a number of uses, ranging from examples of simulations to being pieces of pathways. As I a just getting started with reviewing video games, I am am sure more possibilities will open up as I complete these quests in 3D GameLab.
What's next? I plan to finish the remaining training in 3DGL then return to Histoire. I also want to make a note to look for the research on using such simulations....while looking for hose appropriate to the business and industry sector for other training.
My goal for this week is finish the Towne of Histoire...and I am almost there!
I am actually learning quite a bit about games by creating this content on the history of games, learning that many of the most popular games are not "new" but are based on older games. Many board games such as Monopoly are based on real life, serving as early simulations. Other games such as Clue served as a method of keeping people occupied while they sat in air-raid bunkers during World War II. Candy Land, in part, is believed to have grown out of a wish to keep
the smallest children indoors to offer them more
protection from the threat of polio. It remains one of a child’s first
games.
Why is this important information?
Games have been used for centuries to teach both children and adults, providing them with morals and even life strategies. Games have been used to teach history and battle strategy. Games teach eye-hand coordination.
Games do more than entertain - they teach. Using games to teach is nothing new. Games involve players in the learning, making the learning real for the player.
I am still toying with some ideas regarding the quest(s) for this town, perhaps having students "connect the dots" between older and newer games.....I will see what speaks to me once the content is finished.
What happens next? What is my plan?
I want to continue working on Histoire, adding to the content and crafting a quest or two, being sure the quest(s) involve students, fostering learning.
I am finally making progress!
