Se ha denunciado esta presentación.
Utilizamos tu perfil de LinkedIn y tus datos de actividad para personalizar los anuncios y mostrarte publicidad más relevante. Puedes cambiar tus preferencias de publicidad en cualquier momento.
INTEGRATING GAMES AND SIMULATIONS IN THE CLASSROOM GAME ON! brianhousand.com
GAME ON! HANDOUTS AND RESOURCES AVAILABLE AT brianhousand.com/ iagc2016
Brian H E L L O My name is
I AM A GEEK
what is a game
OBJECTIVESRULES OBSTACLES
GAMES ARE VOLUNTARY GAMES OFFER CHOICES CHOICES HAVE CONSEQUENCES CONSEQUENCES OFFER FEEDBACK
FREEDOM TO EXPERIMENT FREEDOM TO FAIL FREEDOM TO TRY ON DIFFERENT IDENTITIES FREEDOM OF EFFORT -Scot Osterweil
Lev Vygotsky 17 November 1896 11 June 1934 Zone of proximal development social construcitivism play theory
In play, children are involved in an imaginary situation, with explicit roles and implicit rules. VYGOTSKY
This leads to a greater degree of self-regulation, the children's actions being determined by the rules of the game. VYGOT...
When involved in play, children's concentration and application to the task are much greater than in academically- directe...
Games are the most elevated form of investigation.
BOARD GAME Renaissance Computer games mobile games & Apps GAMIFYING YOUR CLASS
ITECH
FORGETTHEi TECHNOLOGY!
STOP
PLAY
10,000
Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use a...
Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use a...
EXPERTS AT What? creativity communication collaboration problem solving Task commitment navigation
bit.ly/quest-to-learn
Collect Quest Puzzle Quest Share Quest Drama Quest Conquest Grow Quest Shrink Quest Maze Quest Story Quest Delivery Quest ...
REAL GAMES VS. EDUCATIONAL GAMES
CONSUMERS PRODUCERS
codecombat.com
http://www.teachthought.com/the-future-of- learning/technology/50-of-the-best-video- games-for-learning-2015
goosechase.com
PLAY
@brianhousand #carpetdiem
“While most games contain a clear reward system for players (moving up a level, receiving badges or points, etc.), what ma...
GAMIFICATION: The use of game elements and game-design techniques in non-game contexts.
POINTS BADGES LEADER BOARDS
POINTS Effectively Keep Score Determine WIN State Connection Between Progress and Reward Provide Feedback External Display...
BADGES Goals to Strive Toward Guidance About Possibilities Visual Markers of Accomplishment Status Symbols Tribal Markers
LEADER BOARDS
ENGAGE
GAMIFICATION OFFERS CHOICE
It’s about THE EXPERIENCE.
Play
Magical and Meaningful
Story
DEFINE LEARNING OBJECTIVES
2. Delineate Target Behaviors DELINEATE TARGET BEHAVIORS
DESCRIBE YOUR PLAYERS
DEVISE ACTIVITY CYCLES
DON’T FORGET THE FUN!
DEPLOY APPROPRIATE TOOLS
http://help.edmodo.com/teachers/ how-to-createmanage-badges/
BOSS LEVEL
YOU
brianhousand.com brianhousand@gmail.com @brianhousand brian.housand bc1000
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
GAME ON! Integrating Games and Simulations in the Classroom
Próxima SlideShare
Cargando en…5
×

GAME ON! Integrating Games and Simulations in the Classroom

139.165 visualizaciones

Publicado el

Brian Housand, Ph.D.
brianhousand.com
@brianhousand

GAME ON! Integrating Games and Simulations in the Classroom
It is estimated that by the time that today’s youth enters adulthood that they will have played an average of 10,000 hours of video games. By playing games, research suggests that they have developed abilities related to creativity, collaboration, and critical thinking. Come explore the history of games and simulations in the classroom and investigate ways that current games and simulations in digital and non-digital formats can be meaningfully and purposefully integrated into your learning environment.

Publicado en: Educación
no profile picture user
  • Turn Your Idea Into A Website https://bit.ly/2LTVPTf
       Responder 
    ¿Estás seguro?  Sí  No
    Tu mensaje aparecerá aquí
  • Nice !! Download 100 % Free Ebooks, PPts, Study Notes, Novels, etc @ https://www.ThesisScientist.com
       Responder 
    ¿Estás seguro?  Sí  No
    Tu mensaje aparecerá aquí
  • Hello! Get Your Professional Job-Winning Resume Here - Check our website! https://vk.cc/818RFv
       Responder 
    ¿Estás seguro?  Sí  No
    Tu mensaje aparecerá aquí
  • Hi there! Essay Help For Students | Discount 10% for your first order! - Check our website! https://vk.cc/80SakO
       Responder 
    ¿Estás seguro?  Sí  No
    Tu mensaje aparecerá aquí
  • Hi there! Essay Help For Students | Discount 10% for your first order! - Check our website! https://vk.cc/80SakO
       Responder 
    ¿Estás seguro?  Sí  No
    Tu mensaje aparecerá aquí
Mostrar más
Mostrar más

GAME ON! Integrating Games and Simulations in the Classroom

  1. INTEGRATING GAMES AND SIMULATIONS IN THE CLASSROOM GAME ON! brianhousand.com
  2. GAME ON! HANDOUTS AND RESOURCES AVAILABLE AT brianhousand.com/ iagc2016
  3. Brian H E L L O My name is
  4. I AM A GEEK
  5. what is a game
  6. OBJECTIVESRULES OBSTACLES
  7. GAMES ARE VOLUNTARY GAMES OFFER CHOICES CHOICES HAVE CONSEQUENCES CONSEQUENCES OFFER FEEDBACK
  8. FREEDOM TO EXPERIMENT FREEDOM TO FAIL FREEDOM TO TRY ON DIFFERENT IDENTITIES FREEDOM OF EFFORT -Scot Osterweil
  9. Lev Vygotsky 17 November 1896 11 June 1934 Zone of proximal development social construcitivism play theory
  10. In play, children are involved in an imaginary situation, with explicit roles and implicit rules. VYGOTSKY
  11. This leads to a greater degree of self-regulation, the children's actions being determined by the rules of the game. VYGOTSKY
  12. When involved in play, children's concentration and application to the task are much greater than in academically- directed activities contrived by the teacher. VYGOTSKY
  13. Games are the most elevated form of investigation.
  14. BOARD GAME Renaissance Computer games mobile games & Apps GAMIFYING YOUR CLASS
  15. ITECH
  16. FORGETTHEi TECHNOLOGY!
  17. STOP
  18. PLAY
  19. 10,000
  20. Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project. Computers in Human Behavior, 28(2), 370-376. CREATIVITY COMPUTER USE INTERNET USE CELL PHONE USE VIDEO GAME PLAY
  21. Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project. Computers in Human Behavior, 28(2), 370-376. CREATIVITY VIDEO GAME PLAY
  22. EXPERTS AT What? creativity communication collaboration problem solving Task commitment navigation
  23. bit.ly/quest-to-learn
  24. Collect Quest Puzzle Quest Share Quest Drama Quest Conquest Grow Quest Shrink Quest Maze Quest Story Quest Delivery Quest Seek and Destroy Quest Spy or Scout Quest Research Quest Design Quest Apprentice Quest Tracking Quest Experiment Quest
  25. REAL GAMES VS. EDUCATIONAL GAMES
  26. CONSUMERS PRODUCERS
  27. codecombat.com
  28. http://www.teachthought.com/the-future-of- learning/technology/50-of-the-best-video- games-for-learning-2015
  29. goosechase.com
  30. PLAY
  31. @brianhousand #carpetdiem
  32. “While most games contain a clear reward system for players (moving up a level, receiving badges or points, etc.), what may be most appealing to educators is that games provide students A SAFE PLACE TO LEARN FROM FAILURE. In games, exploration is inherent and there are generally no high-stakes consequences. Children are able to EXPERIMENT AND TAKE RISKS TO FIND SOLUTIONS without the feeling that they are doing something wrong. GAMES ENCOURAGE STUDENTS TO MAKE AND LEARN FROM MISTAKES, which is a particularly important concept in the K-12 setting.” GAME BASED LEARNING
  33. GAMIFICATION: The use of game elements and game-design techniques in non-game contexts.
  34. POINTS BADGES LEADER BOARDS
  35. POINTS Effectively Keep Score Determine WIN State Connection Between Progress and Reward Provide Feedback External Display of Progress Data for Game Designer
  36. BADGES Goals to Strive Toward Guidance About Possibilities Visual Markers of Accomplishment Status Symbols Tribal Markers
  37. LEADER BOARDS
  38. ENGAGE
  39. GAMIFICATION OFFERS CHOICE
  40. It’s about THE EXPERIENCE.
  41. Play
  42. Magical and Meaningful
  43. Story
  44. DEFINE LEARNING OBJECTIVES
  45. 2. Delineate Target Behaviors DELINEATE TARGET BEHAVIORS
  46. DESCRIBE YOUR PLAYERS
  47. DEVISE ACTIVITY CYCLES
  48. DON’T FORGET THE FUN!
  49. DEPLOY APPROPRIATE TOOLS
  50. http://help.edmodo.com/teachers/ how-to-createmanage-badges/
  51. BOSS LEVEL
  52. YOU
  53. brianhousand.com brianhousand@gmail.com @brianhousand brian.housand bc1000

×