#games4ed discussions cover ways in which gaming can be used in education. Games mirror the way the human mind was designed to learn. They motivate players to take risks and actions, persevere through failures, set and achieve increasingly difficult goals, and devote attention, time, and effort to acquiring knowledge and skills. All this while the game is tracking the player’s actions and assessing the player’s achievements and skills. Isn’t this what we want from education?
N from 🇨🇦, #edtech cofounder, creator and enthusiast. Last movie was the Lego movie (I know, behind). But, also finally saw #ReadyPlayerOne (on my mind after the chat). #games4ed
Hi, I'm Katy! I'm living in Colorado and I am a preservice teacher looking to get more involved in how I can incorporate technology in my future classroom. The last movie I watched was How to Train Your Dragon! #games4ed
It was interesting to watch. It reminded me of the Bourne movies, in that they took the general idea and plot from the books, and then completely re-wrote it. Same, but different. #games4ed
I'm getting more mixed on the movies. More because I read a bunch of the books as a teen, and really liked that universe they developed. And books always rule over movies for me. #games4ed
.@irvspanish - I wouldn't go as far as "meh", but definitely something to be enjoyed separately from the books. I did think "and the moral is" part was way overly done in the movie. #games4ed
A1: I'd like to write a narrative for my business classes. Hoping to create a story for Retailing where students work in different departments of a store, and in Promotions where different ad agencies compete for different contracts. Now, the hard part is doing it... #games4ed
A1: I am creating a game for a graphic design unit where the rainbow princess is kidnapped and the Ss need to rescue her and restore color to the land. Having fun but need to figure out how they can find her. Maybe a final breakout? 🤔 #games4ed
It was... Different. A heist movie for adults. A bit slower than the new Skywalker movies. I enjoyed it but my 5 and 8 he old were bored at some parts. #games4ed
A1 I love exploration and RPGs that allow players to move in their own direction, I have limited prepared narrative because of this and tend to just prep important milestone moments that they all have to hit #games4ed
There are so many great parts of these games. I want to figure out a way to work the mechanics and narratives into my game. Just brewing for now…#games4ed
My humble recommendation would be to build in different skills or abilities for different guilds. One can use water, one can fertilize soil, etc... Force them to work together. (I'm sure you've thought of this) #games4ed
Q2: What do you feel is the most important part of your game narratives? Rich characters? Complex conflicts? Interesting settings to explore? Another one not mentioned?
#games4ed
Q1: I love fairy tales and using themes and motifs, which I have found Ss love. So I want to create a narrative that uses a mix of diverse fairy tales, not just the well known ones, where students can explore how they are like and not #games4ed
A1: in process of creating my first game now...it’s a time travel theme. A mystery mad scientist wiped out famous scientists in history taking credit for himself...Ss will chase him through time. Steampunk vibe. #games4ed
A2 - The purpose. There needs to be some driving purpose that drives the motivation of the characters. If you don't feel there's a "goal", can feel to adrift and then your mind wanders... #games4ed
Q2: What do you feel is the most important part of your game narratives? Rich characters? Complex conflicts? Interesting settings to explore? Another one not mentioned?
#games4ed
A2: Good question. I think that an interesting storyline should carry the course. Hoping that project-based challenges, and items/powerups to make them interesting, will help too. #games4ed
A2: Considering I haven't written a narrative yet, I would think player interactions would be the most important part to keep my students engaged #games4ed
Q2: What do you feel is the most important part of your game narratives? Rich characters? Complex conflicts? Interesting settings to explore? Another one not mentioned?
#games4ed
A2 I try to set players into the time period and location, since they are science and history aligned games I want them to feel as much like their are there as I can #games4ed
A3: all of the above! And you want chances to try again. Picture playing a game, that gives you consequence for failing.That is not a good game.#games4ed
Lots of potential with the Crucible! Might also check into One Night Ultimate Werewolf. @MatthewFarber used that game when he taught about the witch trials #games4ed
A2 I think a narrative needs to give a sense of purpose. A logical explanation for Why actions are taking place. Then, from there, build rich characters and settings, and options #games4ed
I think you need to have so many of these elements. I had an okay narrative, but it lacked conflict and my NPC’s didn’t add much. I think my game would have been better with both. #games4ed
I let my kids create their characters based in certain classes of jobs needed for the location and time period, and ask for back story, I end up with some quirky and wonderfully unique characters #Games4ed
When you fail in Mario you lose a life. But I don't think that makes it a bad game. In fact, it's motivating, as you have something you're trying to "preserve and grow." #games4ed
Q2: In game narratives I feel like the characters are the most important because students need to see someone who looks like themselves. I am a huge advocate for diversity in children literature and I think diversity in games can go a long way as well #games4ed
I"ve had the same issue just in my fiction writing. By nature I avoid conflict. I have to keep asking myself--What can I do to make these characters miserable? And then...there's the next move #games4ed
A2: A rich story is key. Though I’m only just getting started with #gamification, immersive stories & experiences are important to keeping engagement. #games4ed
A2: @PBJellyGames taught me about the core of games: autonomy, risk/reward and.. FUN! I must be forgetting something. I should have written it down. #games4ed
That's is so perfect for mythology! And honestly, #herosjourney is a great structure for anyone figuring out where to start. I've used it when creating my DragonQuest RPG last year #games4ed
A3. Making sure that I teach content in the context of something engaging. #games4ed Working to blend the end of the world with students using their energy superpowers to restore power and food
A3: The entire thing. I have an idea, but it's a big one, and I don't know where to start to begin chopping away at it. Feels almost overwhelming. Being creative and finding the time to do it are my greatest challenges. #games4ed
A2: @PBJellyGames taught me about the core of games: autonomy, risk/reward and.. FUN! I must be forgetting something. I should have written it down. #games4ed
A3: Something that can be sustained over the year with multiple parts to be revealed and explored throughout the year. Somehow grading, lesson planning…the narrative got lost. #games4ed
A3 time!!!! Making it fun and accurate takes time, it becomes my summer project. Also balancing it so that there is just enough curriculum/challenge/humor but still maintains the game feel #Games4ed
My students have been on a review scavenger hunt for the Golden Skull the past two weeks. They’ve been solving all kinds of clues, digital breakouts, codes, all leading to a locked toolbox with the Golden Skull. https://t.co/oXudSJ3dZp#games4ed
Couldn't you play mini-games for each unit? #games4ed . I was hoping your answer would be yes, bc I wanted to start smaller than a whole year game for my1st time out.
A3: Something that can be sustained over the year with multiple parts to be revealed and explored throughout the year. Somehow grading, lesson planning…the narrative got lost. #games4ed
A3 I have bursts of inspiration and creativity but the actual storytelling is work! Then I always struggle with good delivery systems. Right now trying to make a digital comic book system #games4ed
The consequences need to be tied to the game. If when you died in Mario someone threw a water balloon at you, I'd also say no thanks. That game sounds terrible. #games4ed
I think it means that games are voluntary and you can choose your own path and your choices in the game truly matter and influence the game. Right? @MGrundel@PBJellyGames#games4ed
Absolutely. That is how I started. I went whole year this year, but the mini-games per unit is also sooo doable, plus it give the kids a chance to regroup. #games4ed
My students have been on a review scavenger hunt for the Golden Skull the past two weeks. They’ve been solving all kinds of clues, digital breakouts, codes, all leading to a locked toolbox with the Golden Skull. https://t.co/oXudSJ3dZp#games4ed
A3: writing an ending is tough! How to bring the whole narrative together in something that makes sense but is also exciting and fulfilling to the kids #games4ed
So if I have a learning management system (Canvas) can I use mastery pathways to let them chose the skill the want to develop. Like solar energy, like wind energy, like water. ##games4ed
I think it means that games are voluntary and you can choose your own path and your choices in the game truly matter and influence the game. Right? @MGrundel@PBJellyGames#games4ed
Face to face course...though I've taught online before and you can def adapt it to fit that audience. Yes absolutely check out this doc where I've placed all of my resources/links - Take whatever you want #games4edhttps://t.co/wj7b26R4Au
That is certainly a possibility. Some advocate starting with one unit to work out bugs and playtesting. Others jump in completely. I know a lot on this chat are at least a year or two into this. I'm going on year 5. #games4ed
Yep that’s why I have key narrative components in areas that move players forward towards a goal or transition to a new one and not so much on the rest of the game. It keeps things freer, but it means being an active DM in class during game play #Games4ed
A4: In my ELA class, tying the mini quests to each unit can sometimes be a challenge - still trying to work out poetry & Holocaust units but others seems to unravel themselves #games4ed
I have yet to write a narrative, but I think engaging the students for a long period of time would be challenging. I encounter students who get easily bored or are too frustrated that they stop participating, so the challenge is creating a game that keeps attention #games4ed
A3: Sustaining it with continuity of character & story. The one game I wrote started off as one thing, and morphed into something else. It’s not bad, just didn’t sustain the narrative arch. #games4ed
That is certainly a possibility. Some advocate starting with one unit to work out bugs and playtesting. Others jump in completely. I know a lot on this chat are at least a year or two into this. I'm going on year 5. #games4ed
I’ve thought of creating the narrative this summer with multiple parts to be rolled out throughout the year. Balancing that with wanting the kids and the game to drive it…like life, it is a balancing act. #games4ed
A3: I’m struggling with how to how much of a narrative do I give the kids to start with. Since it’s my first time I don’t want to make it so specific that it doesn’t allow me to grow it as the year goes on. #games4ed
I love when the end of one narrative for a quest leads to the next. I have one over arching narrative for the year and then there are various quests based on each unit of study #games4ed - love connecting them to each other & seeing new paths to learning
A4 Actually @PerkyScience suggested I look at @Scistarter and they have a NOVA Energy lab that could be the core learning materials...I can build a story around that. #games4ed
A4: Insipiration comes from the course content, pop-culture and game experience, ideally. There's plenty of content to pull from, it's just a matter of putting it together. #games4ed
So if I play a game and think...wow, that's a cool thing to do. Do you just see if it fits your narrative? i just played Azul last night and it was easy and fun and strategic. #games4ed
Totally agree! I get some of the best ideas from #games4ed and #xplap chats! Sometimes I have to sit down and journal for ten minutes when these chats get over to get all the inspiration out! #games4ed
In reply to
@irvspanish, @johnCfallon, @PaulDarvasi, @haskell
I created a trailer video to introduce the large class narrative and then it unveiled itself with each unit of study. @mrmatera had butcher paper in his classroom and mapped/uncovered the journey with his students throughout the year #games4ed#xplap
That is real life - you cannot plan out the entire thing. Instead let it flow organically and have choices like with a Choose Your Own Adventure #games4ed
I’ve thought of creating the narrative this summer with multiple parts to be rolled out throughout the year. Balancing that with wanting the kids and the game to drive it…like life, it is a balancing act. #games4ed
Enough that they have any background info they need and they have learned the goal of the main arc. Think Wizard of Oz - need to know that she got caught up in a tornado and is no longer home, and the main goal is finding her way home. #games4ed
There are so many well-written TV shows today...much more than the sitcoms of the 90s! Flipping through the channels can provide me lots of inspiration. In fact, that's how Hunger Games started! A mix of the Iraq War and Greek Myths #games4ed
A4 . And since my story would be about the world, couldn't current events be the way the story evolves? #games4ed . For example, firestorms caused by dwindling rain levels? #games4ed Would that be engaging?
A4 the tchotchke aisles at Homegoods, Marshals, TJmaxx, etc... seriously. My narrative arch all started with a ridiculous home decor piece... and it all spiraled out from there. #games4ed
A4: I want to keep it ralated to science but interesting to the kids. Each year their favorite unit is space science, so next year we are going to Mars. #games4ed
Q5: What's your process when writing narratives. Do you follow a structure? Do you plan the ending first? Or is your storyline organic and ever-developing?
#games4ed
A4: I want to keep it ralated to science but interesting to the kids. Each year their favorite unit is space science, so next year we are going to Mars. #games4ed
Sounds awesome. . . but that is how it all unfolded with me & The Reader and then The Speaker by @tracichee -- Cannot wait for The Storyteller #games4ed
There are so many well-written TV shows today...much more than the sitcoms of the 90s! Flipping through the channels can provide me lots of inspiration. In fact, that's how Hunger Games started! A mix of the Iraq War and Greek Myths #games4ed
Going back a bit, one thing I always thought Alias did super well, is that each episode essentially had an arc of "2, 3, 4, 5, 1." So the episode ended up with the intro to the next arc (did make it hard if you didn't watch in order). #games4ed
A5: And now to the point where I don't know. I've really struggled when it comes to writing narrative, as in where to begin. I'm all ears here, and hope to see some inspiration from the other replies. #games4ed
I am in TX so we have our own standards, but I am working to weave the NGSS ESS standards with them. The are so powerful and I don’t want my kids to miss out on the learning they provide. #games4ed
Sounds cool, what if you got a clear umbrella and mapped it in a 3D effect with the bio-dome. Also reminds me of that TV show that was about the dome with people inside #games4ed
In reply to
@PerkyScience, @mpilakow, @KaraDoenges, @mrmatera
A5: I find myself changing. Sometimes, I start from the beginning. Sometimes at the end. Sometimes in the middle. I like not being so formal. It stop my creative mind.#games4ed
A5 - Start and Ending points first. Then main conflict points to connect them. After that, throw in anything fun. But at least the main line is in there. #games4ed
Q5: What's your process when writing narratives. Do you follow a structure? Do you plan the ending first? Or is your storyline organic and ever-developing?
#games4ed
A4 . I'm thinking each city has a diminishing amount of power left and food....they must design and race to avoid destruction. But not against each other...so it could have collaborative help #games4ed But couldn't big storms roll in or extended days of 90 degree weather?
A5: I kind of have the whole thing mapped out in my head, but then when I am creating things of course change all the time! I do wish I had focused on the end a bit more 😬#games4ed
Love the upside down clear umbrella idea. Right now I have an image of the Bio-Dome 2 in Oracle AZ that I put through a filter to make it look futuristic. It is fun to see kids try to figure it out. All of the guilds are named after actual bio-domes. #games4ed
In reply to
@TeachingFactor, @mpilakow, @KaraDoenges, @mrmatera
A5 For this year’s year end game, my process & narrative is evolving. For my course companion game next year, I’ll have the arch pretty well laid out. #games4ed
A5: when starting a narrative I want to look at what I want my character to accomplish or what story I want to tell. With fairy tales reimagined I want to start with knowing the tale and then creating it into something more modern, so starting from what's already known #games4ed
A5 review the standard and then sub-standards, brainstorm overall game for that standard, identify key ellements, crucial points and locations where game motivation or goal is shifting, write to those and research all the rest to create the DM game guide #Games4ed
A5 review the standard and then sub-standards, brainstorm overall game for that standard, identify key ellements, crucial points and locations where game motivation or goal is shifting, write to those and research all the rest to create the DM game guide #Games4ed
Maybe you could have trading of resources? One city earns solar, while another earns good soil or clean water and they all need to trade with each other? #games4ed
My Supers can draw from "Primary Source Energy". The super power comes from that, items, motives for the boss battles. The story flows fro that #games4ed
Q6: What benefits are there in integrating student input into the narrative? Are there benefits to not including students in writing the game narrative?
#games4ed
A5: So funny, I talk about this in my book #PersonalizedReading - I created a chart to begin to map our the learning quests using Wiggins & McTighe Understanding by design. To start building this might help: https://t.co/WFcowys3N7#games4ed
Cool! Somehow I can't get the link to open. I must be doing something wrong. Can you please send it as a link that can be viewed? Many thanks! #games4ed
If you do this, make sure every city needs what the other cities have, or you'll have alliances that will shut out some groups. I really like the idea of dividing out resources as a way to bring them together. #games4ed
A6: For more student by in, let them add to the narrative if not make their own. Like with the Game Council idea, Ss have great ideas. My Ss Game Council meets 2morrow to start planning for next year #games4ed
Its not Carmen - It's Sandra SantaFe. Check out this for a quick preview - This is a mini #ARG I created for a conference - https://t.co/yaycAT54oC#games4ed
A5: So funny, I talk about this in my book #PersonalizedReading - I created a chart to begin to map our the learning quests using Wiggins & McTighe Understanding by design. To start building this might help: https://t.co/WFcowys3N7#games4ed
I am all for Flipping many lessons these days and embed them into the quest. I did that will lots of writing lessons for Ss to go back to throughout the school year. Better than a handout #games4ed
A6 my plan next year is to have Ss write character backstories. This increases buy in. But I also want to keep mystery and plot twists to engage. Also Easter eggs. #games4ed
A6 - Benefit is they have skin in the game and can increase motivation. Downfall, is you can lose some elements of surprise, if they have too much influence, reducing anticipation. #games4ed
Q6: What benefits are there in integrating student input into the narrative? Are there benefits to not including students in writing the game narrative?
#games4ed
A6: Integrating Ss input is integral---I like to do it on the sly....listen to what they say & talk about and incorporate a version into story. Makes for awesome connections #games4ed - Ok going for a walk with family - Great chat! Buenas Noches!!
A6: I think part of the magic of narrative is the unfolding nature of it. When you include Ss in writing the narrative, they potentially lose some of the wonder. Offering multiple storylines dependent on choices however, while it may be more work, does offer Ss input. #games4ed
Thanks everyone...what a great expansion of my idea. The interdependence comes from what your city develops that can be traded. Perfct. Wouldn't have thought of making them into cities and giving them a speciality. #games4ed
A6: I'm not far enough in to have the students help with narrative, but I can totally see them having some ability to write or alter the script in some way. Or perhaps create their own items/abilities/powerup... #games4ed
I am all for Flipping many lessons these days and embed them into the quest. I did that will lots of writing lessons for Ss to go back to throughout the school year. Better than a handout #games4ed
Do they characters come with any powers? Thinking of games where you get x skill points and have to divide them between say 5 categories. Could be fun to have Ss do that, so they all start different too. #games4ed
A6 I always have some student input during the game and try to keep my guidance to a level that they don’t see that I am heading them in a certain direction, I like them to feel as at the wheel as possible #games4ed
What a fun idea. Do the kids come up with the characters too, or just their story? Do their characters have powers? I want to explore this idea. :) #games4ed
Autonomy is a situation in which the learner is totally responsible for all the decisions concerned with his or her learning and the implementation of those decisions.
Despite my Golden Skull Quest being a singular victor getting the 100 on the final exam, students have been working in cooperative teams since the end of last week when I turned the challenge of puzzles up to 11. Totally spontaneous cooperation! #games4ed
In reply to
@MusingsOnEdTech, @sarahjteacher, @ratzelster
A6: Since I haven’t actually gasified my course yet, not quite sure. However, I am a big believer in asking kids their input and I th8nk I might like to do small group reflections through my first year of gamification...like focus groups! Anyone try this? #games4ed
It depends, I am not big on HW but they are embedded throughout the quests and also available on Google Classroom whenever needed. I might be in conference &ask Ss to watch lesson on the conclusion paragraph or how to set up quotes seamlessly in writing #games4ed
After the Ss already start the game and get invested, asking them what they like or don't like allows you to go back and rewrite or adapt the game so they like it more. Might be more work, but student opinions matter #games4ed
I'm thinking of including the game The Quiet Year that uses characters and settings of our game. At least with my composition students at the beginning of our narrative unit #games4edhttps://t.co/V1tfwGPMM1
I've tried dozen of todo lists methods. Current method that is working best, is a bunch of post it notes on the wall beside me (semi sorted by project). If an idea or new task comes up in the middle of another, onto a post it, out of mind. #games4ed
In reply to
@mpilakow, @dwsteven, @carrie_linden, @PerkyScience, @irvspanish, @johnCfallon, @PaulDarvasi, @haskell
“Blended Quest-based learning” I haven’t heard that team before, but it is perfect. I do a bit of many things with quest learning woven throughout. #games4ed
In reply to
@mpilakow, @TeachingFactor, @ratzelster
In a game that means self directed, self guided, free play. Free as in exploratory and the ability to take risks. And yes @supervxn it means voluntary for sure.
In reply to
@supervxn, @ratzelster, @PBJellyGames, @supervxn
A7: I think an idea box for items creation could be a great way to get student input, yet still have the mystery. Maybe it gets included, maybe it doesn’t. #games4ed
A7 my ultimate goal is to have one year’s class build the game for the next year, I have had Ss share the DM rolls with me one year though and they loved that #games4ed
Jim from NJ arriving late to the #games4ed party! HS theatre (and soon to add English) teacher & researcher. Last movie was Captain America: The Winter Soldier
I read (and agree) with a quote that the revolution in education isn't tech, it's teaching. Reaching out to a tribe has been a game changer. (See what I did there?) #games4ed
I think what they mean is just that students have choices. Going one direction or doing one assignment may take them on a different story arc than doing another assignment or activity would #games4ed
I've seen the "Mission Impossible" template on PowToon, Biteable and of course iMovie used as narrative video creators. Any other ones that people use? I'm very much looking for any help or ideas. #games4ed
Yes, a few Ss asked what they can do with left over XP and suggested some ideas so I set up a store & sold Article of the Week passes or lightning bolts to remove question off final exam for Ss. They are all busy shopping these last 2 weeks of school! #games4ed
That makes sense. If you have guilds, do they each get their own x,y,z or is the x,y,z common to something they will all need to do? Or both? #games4ed
Although... on second thought, if you want to teach some lessons in politics and trade wars, don't make all resources needed the same for each city. :) #games4ed
Not every aspect of your class needs to be gamified. Honestly, I’d be a bit horrified with myself if that became the case, as a social studies teacher I deal with some topics which frankly should not be gamified. I will not ever be gamifying my lessons on slavery, etc. #games4ed
In reply to
@PerkyScience, @mpilakow, @TeachingFactor, @ratzelster
We are 1-1 so I had a google form on the top of my LMS landing page. It worked pretty well, especially when I gave badges, XP or powers for great ideas. Somehow that would generate more ideas. #games4ed
Q2: What do you feel is the most important part of your game narratives? Rich characters? Complex conflicts? Interesting settings to explore? Another one not mentioned?
#games4ed
Yes, and totally agree! I think tech has a role in pushing that revolution in teaching. It's pushed us much more into student choice and differentiation. It's pushed me to be a teacher--that and Twitter! #games4ed
I have been curating a collection of AoW for this upcoming year. How did you incorporate that into your game? #games4ed . Hadn't thought it would fit but planned on suspending the game to do AoW. Lame, I know.
Yes, a few Ss asked what they can do with left over XP and suggested some ideas so I set up a store & sold Article of the Week passes or lightning bolts to remove question off final exam for Ss. They are all busy shopping these last 2 weeks of school! #games4ed
If we can create opportunities for students to play, freely, and then reflect on the choices and actions of in game decisions we can often tie into larger global and historical events. #games4ed@supervxn
Speaking of narrative. I'm looking for a movie or game clip with a public service style video of "you survived an apocalypse, now go rebuild!" I'm thinking Fallout but can't find quite what I want. Any ideas? #games4ed
My Holocaust & WW2 multigenre unit is not #gamified either - there are certain topics that games don't belong. Shakespeare and poetry, that is another story #games4ed
In reply to
@dwsteven, @PerkyScience, @mpilakow, @ratzelster
A8: My favorite takeaway from tonight is that I feel that I'm not alone in my narrative-creation struggles. But I'm also walking away with a planning sheet and some other ideas. Success! #games4ed
I have a few built already and lot of them in the works this summer, the goal is that they tie into standards so no class would ever play the same game twice #games4ed
Go with what's easiest to start with. Everyone gets the same options. As you build up a repertoire of game "pieces", you can be more creative here. #games4ed
So for me, as a science teacher, the free play could actually be with a simulation. Learning how kinetic energy works by playing with the Energy Skate park. I know it isn't a game but I could leave the exploration very open-ended. #games4ed
If we can create opportunities for students to play, freely, and then reflect on the choices and actions of in game decisions we can often tie into larger global and historical events. #games4ed@supervxn
I have 8 types they can start with. They can eventually earn item powers, absorb other powers, rank up to get sidekicks and weapons. Here is m 1st example. Another coming out tomorrow #games4edhttps://t.co/SYAA7p0XPG
Once a month during lunch period. I bring snacks, they bring their lunch and run the meeting telling me ideas, suggestions, and building off of games already played #games4ed
Not every aspect of your class needs to be gamified. Honestly, I’d be a bit horrified with myself if that became the case, as a social studies teacher I deal with some topics which frankly should not be gamified. I will not ever be gamifying my lessons on slavery, etc. #games4ed
In reply to
@PerkyScience, @mpilakow, @TeachingFactor, @ratzelster
Q5: What's your process when writing narratives. Do you follow a structure? Do you plan the ending first? Or is your storyline organic and ever-developing?
#games4ed
This! And sometimes it's just elements that work, like with slavery, Holocaust, etc. Narrative is a powerful mechanic in these, but not a full out game is needed! #games4ed
Not every aspect of your class needs to be gamified. Honestly, I’d be a bit horrified with myself if that became the case, as a social studies teacher I deal with some topics which frankly should not be gamified. I will not ever be gamifying my lessons on slavery, etc. #games4ed
In reply to
@PerkyScience, @mpilakow, @TeachingFactor, @ratzelster
And if you need to "reset" the game, a plague can go through that wipes everyone out. But they're like phoenixes, and rise from the ashes to start anew. #games4ed
I disagree. I think we can often teach many skills and content better in game then through some traditional methods. However, I am not a secondary science teacher. I could imagine some pretty cool games though that could tie in content standards #games4ed
I use @activelylearn - a digital reading platform for AoW. First they were optional for game points but last year saw a lag in learning that I made them mandatory. Ss can buy passes or win them if get perfect score each quarter. #games4ed
A1: humans have created superior AI, and obviously it contacts aliens and uses our pop culture to genetically modified evil goombas and more to destroy us. I'm presenting over this at #gencon#tradeday#games4ed having fun creating and would love feedback. https://t.co/gxEAPyzhA2
A7. I love when students create within the narrative. They've added setting & character details while progressing through the game. I add an element of chance sometimes to make it more interesting. #games4ed
It can’t be tech for tech’s sake. But tech can unlock new opportunities which weren’t there previously. The ability to interact with the world, & create multimedia from their pockets. It’s pretty awesome what we can do these days from the palms of our hands. #games4ed
My dissertation would've never finished if I didn't approach it as an outline, that got progressively more detailed, until it was a dissertation. #games4ed
That Dragon, Cancer is another one that deals very well with a difficult subject. You bring up a point, Kevin. Some games can be used in difficult subjects, but they do need to have a more serious tone that matches the severity of the content #games4ed
In reply to
@MrRoughton, @dwsteven, @PerkyScience, @TeachingFactor, @ratzelster
A8: Before this chat I had no idea that teachers even made their own narrative games and I feel like I have a whole new avenue to get students engaged especially when using technology in classrooms continues to expand #games4ed
I just curated a collection of physics and chemistry readings that are on an 8th graders level that relate to current events (not an easy task). So I am understanding I'll need to figure out how to design game points. #games4ed . Thanks.
I use @activelylearn - a digital reading platform for AoW. First they were optional for game points but last year saw a lag in learning that I made them mandatory. Ss can buy passes or win them if get perfect score each quarter. #games4ed
I agree there are some powerful games that address important topics like immigration, death, and even the Holocaust - for age group I teach (8th grade) I want to cover in an honest way without glossing over important ideas. My goal is to build understanding and empathy #games4ed
In reply to
@MrRoughton, @dwsteven, @PerkyScience, @mpilakow, @ratzelster
A8: walking away with knowing I’m moving on the right path and some new ways to organize myself as I continue to plan. Thanks for all the great feedback! #games4ed
A8: I’m walking away with an ever growing network of potential collaborators, educators mixing it up, giving Ss an opportunity to experience a rich narrative alongside & as a piece of their education. #games4ed
I think the powerful thing of gamification is that it gives you freedom to do what is best for your kids. An activity can be a side quest and opportunity to dig deeper or a cooperative activity that leads to learning or reviewing content. #games4ed
I'm excited to see what I cr8 too. It will be a suprise for everyone!!! But I feel so much better having this group to help guide me. Ive gotten a couple solid ideas to incporate. Thansk. #games4ed
When first had AoW for XP, they were 100 XP per article. I also do twitter book chats once a month after hours and those are 1000 XP - as the game master you decide what each is worth #games4ed
