Follow-up from “Settlers of Catan”: What did we learn? Strategizing…mix of luck and strategy. Everybody’s turn matters.
How do we incorporate this into classes? Examples: urban planning
Carcasonne — game about medieval life.
Seven Wonders — game about the ancient world.
Tumblr for 115: Ask students to find images of [xxx] and post these (daily, weekly). Use this as an opportunity to have students identify style, artist, period, and explain how that work exhibits that style, artist, period.
The games have begun…
Four claims:
-built on sound learning principles (collaborative…); why we do this in the classroom. WHy we do what we do.
-personalized learning experience; personal take away;
-engagement and 21st-c. skills; how do we engage our students in meaningful ways; gamification = game mechanaics; quest-based learning; but must integrate the other principles; must have tight connection to other principles;
-authentic and relevant assessment; can’t reach the goal without using the skill; ok to fail because you can try again; game format = less pressure.
Jeopardy — get online; use this instead of “memorizing;” use this for review of the previous day’s material. (Ask Andi about this. Get dog toys for ringing in.) Search: Jeopardy template.
Game-based learning — shift the power/center; not giving all the info, but allowing students to come to the knowledge. NB: Games and competition are not necessarily connected.
Game elements:
-Goals: purpose, focus, measures, outcomes (a way to measure the quality of play);
-Rules: operational, foundational, behavior, instructional;
-3Cs: conflict, competition, cooperation
Scavenger hunt: Give students a list of things to find; then return with photos. Can work in teams. Prizes for funniest photos, etc. List: amazing chocolate thing, interesting parking job. Problem: took lots of time uploading to their blogs. Solution: upload to a site; see DTLT about this.
Gaming: quantitative or participation
