REPOSTED FROM: The Chronicle of Higher Education
By Audrey Williams June
Here’s what a search committee looking for a department chair can’t tell from a curriculum vitae or answers to interview questions: How well can the candidate mediate the sticky situations that crop up when managing colleagues?
One way to get a more accurate read of that ability is to role-play, according to a new article in the journal Academic Medicine. To better understand how a potential manager actually manages, the authors of the article simulated a typical interaction between a department chair and a faculty member.
Candidates in four department-chair searches in Pennsylvania State University’s College of Medicine were asked to respond to this scenario: A faculty member was frustrated by how his increasing clinical load had left too little time to pursue academic interests. The candidates, who were aware it was a simulation, were told that the faculty member had good teacher ratings and was liked and respected by residents and medical students, but his clinical productivity was lower than that of his peers. The frustrated faculty member also hadn’t published since joining the faculty 18 months earlier.
If organic chemistry were easy, an old joke goes, it would be called biology.
For some, O-chem is where med school dreams go to die. Many see it as an impossible maze of ceaseless memorization. But Professor Neil Garg looks at organic chemistry and sees a delightful puzzle, an engaging problem to be solved. He finds it endlessly relevant to everyday life, intellectually stimulating, and ultimately fun.
His students at UCLA seem to agree. Getting a seat in Garg’s Chemistry 14D class—even one on the floor in the aisle—is for many undergraduates a cause for a victory dance, no doubt accompanied by the UCLA Eight Clap. Among a slew of teaching awards, Garg has received UCLA’s Eby Award for the Art of Teaching and was named the 2015 California Professor of the Year. He has been named a Master Educator by Course Hero, an education technology company that produced a short film on Garg, who is now one of three finalists for the Robert Foster Cherry Award for Great Teaching bestowed by Baylor University.
Garg is an innovative educator, famous at UCLA for the organic chemistry music video extra-credit assignment he initiated. He also created BACON (Biology and Chemistry Online Notes), a series of online tutorials that interweave organic chemistry, human health, and popular culture. He and his daughters, Elaina, 10, and Kaylie, 5, authored The Organic Coloring Book to introduce younger students to organic chemistry.
Last week, Garg and six of his students launched an app called Backside Attack; it teaches basic concepts of organic chemistry and is available, free, at the App Store. EdSurge talks to Garg about his new game, his favorite music videos, and how to make chemistry fun.
By Sande Chen excerpted and Re-Posted from Games & Learning
Any adult who has been through a mock interview can tell you about the benefits of role-play and simulation. Universities have been using role-play and simulators for years in the fields of healthcare, business, science, and social policy. Former teacher Peter Shea, now director of Professional Development at Middlesex Community College in Massachusetts, recalls one incident in which a student doctor was weeping after she had killed off her virtual patient.
Adults, in general, understand the value of role-play for professional development, but may not see how the imaginative play of LARPs helps education. Call it a historical re-enactment and it sounds educational, but that wouldn’t fully describe larping since players affect the story of the game. They are not just hearing about or re-enacting a story, but are a part of the story.
Like improvisational theatre combined with the game mechanics of tabletop RPGs, LARPs have systems for character progression through the narrated story. In Archer’s edu-larp on the Industrial Revolution, there are experience points (XP) given for various activities and yet, winning may not be about gaining the most XP. Winning might be in co-authoring an extremely satisfying story regardless of whether or not the player’s character dies or amasses the most wealth in the game.
Archer’s company, Iocari Games, recently branched into developing curriculum-compatible edu-larps for schools in addition to its after-school programs and summer camps. The after-school program relies heavily on tabletop RPGs with familiar gaming systems like Dungeons & Dragons but with original content. The summer camp combines engineering, physical activity, tabletop RPGs, and larping by allowing the kids to play out their created characters. For example, in one summer session, he did a Star Wars themed week where the kids got to manufacture foam light sabers using parts from Home Depot.
For entire article link to article at Games & Learning
Excerpted and Re-Posted from Games & Learning
Editor’s Note: I often preach my mantra that Mega-games are grand examples of how gaming interaction could be effectively integrated into higher education curricula. Elsewhere in this blog there are many examples of how a mega-game can involve players (students) in the mechanics of an historical event or a political system. One activity that is becoming increasingly integrated into mega-game designs is that of the LARP – live action role play. This allows a player to not only don the guise of a role within the game (such as scientist, president or general in a game like “Watch the Skys”), but to flesh our her character with backstory, and motivation and personality and ….well character characteristics.
In her blog BeckyBecky deftly describes a new game called Alchemy set in Renaissance Europe that has elements of both a mega-game and a LARP. More intriguing than this description is her explanation of the entangled relationship between mega-games and LARPs. As BeckyBecky explains, mega-games are basically a cross between board games and LARP or LARPing (live action role play). Some people even describe “mega-games and LARPs as convergent design.” She goes on to explain that people struggle to define them exactly. This is in no small part because Megagames are being created as interactive events by people who have never done them before, and they basically reinvent the wheel every time. However, this very fact is adding to the growing variety and number of such events. As BeckyBecky says, “People from different gaming backgrounds can add in or emphasize the elements of their favorite type of gaming. Mega-gaming is still very much an emerging game genre.”
But, enough of my musings. Read BeckyBecky’s article. If you are not inspired to run out and apply mega-game/LARPs to an educational setting after reading this engaging article (as I certainly am), I can only guess that you are brooding over your un-cool looking LARP costume.
-Jared Seay Jan 12, 2018
Game of Alchemy and Megagames vs LARPS
5th August 2017
Re-posted from BBBBeckyBeckyBlogs
IMO, one of the most awesome things about megagames is that people really struggle to define them.
Okay, I bet you’re confused. Why would that be awesome? Well, it means people will interpret it in a thousand different ways. Additionally, since megagames are live events, many people around the world are putting them on without ever having attended one before.
In many ways this is frustrating, and leads to people continually reinventing the wheel. It means that people will independently develop the same or similar mechanics. It means that people will stumble into common pitfalls they could have avoided.
But it means that no two megagames are alike. People are free to put their own spin on things, without worrying that they’re screwing everything up. Without the confines of THIS IS A MEGAGAME IF YOU DON’T HAVE ALL OF THIS YOU CAN’T CALL IT ONE, the variety of games available is growing and growing. People from different gaming backgrounds can add in or emphasise the elements of their favourite type of gaming. Megagaming is still very much an emerging game genre.
Take my own game, Everybody Dies, for example. My own gaming background is largely roleplay and board games. And my first megagame was Renaissance and Reformation, which I took a lot of influence from. There’s a massive focus on characters, on drama and decisive moments. Arguably the weakest part of the game, the combat, is because I don’t come from a wargaming background, unlike a lot of UK megagame designers.
And so I was super excited to chat to Ed Procktor of Game of Alchemy, the newest Megagame idea to come out of Southampton. He comes from a strong LARP background, and so our conversation let me examine how a LARP-inspired megagame looks.
To continue reading link to original post at Game of Alchemy and Megagames vs LARPS
BGamers: This is not a very deep or intensive blog. In fact it is little more than a calling card for facilitating megagames in Singapore. This blog is maintained by a team of gamers in Singapore who focus on board games and how they can be utilized both as entertainment and education and training. This section on Megagames contains some basic explanatory information on what Megagames are including links to common megagame sites.
The site is relatively simple but is interesting and fresh. It is produced by a team of young people in Singapore. It showcases scores of images of mega games (and other board games) in progress in a variety of settings in Singapore. At the very least it showcases the international appeal and use of megagames.
by Bob Hand was originally published on Getting Smart.com on 12/28/16
Gamification has become an increasingly pervasive part of education over the last decade. Educators in K-12 schools have found creative ways to engage students by gamifying coursework. But why are these teaching strategies not more common in higher education?
Gamification, the process of introducing elements and mechanics from games into the classroom, can often be dismissed as just a buzzword in HigherEd. HigherEd educators and students have become apprehensive of the concept of mixing work with games. The aim of gamifying the curriculum is to improve student motivation and engagement—and when applied correctly, there is evidence that games can improve student performance.
However, gamification has had both positive and negative effects in education. Here are examples of both sides.
Promising Uses of Gamification
For educators, mastering gamification requires restructuring current teaching methods. It is only successful if it is holistically integrated into the curriculum. Affixing game mechanics to pre-existing lesson plans in a slapdash manner can confuse and frustrate students; it can unnecessarily complicate simple processes. Here are some examples of well-implemented gamification:
Modeling your classroom as a role-playing game.
A well-known example of successful gamification in education is that of the work of Dr. Lee Sheldon. In 2009, this professor began modeling his classroom on a massively multiplayer online game. Students created avatars, formed guilds with classmates and completed quests to gain experience points.
Furthermore, Sheldon made structural changes to the class to offer choices to his students. Students could tackle assignments in the order of their own choice. As long as they reached level twelve by the end of the semester, they would receive an A.
According to Sheldon’s book, The Multiplayer Classroom: Designing Coursework as a Game, the average grade of students rose from a C to a B under this new system. Attendance records also improved drastically. Other educators have taken notice, and many of the strategies described in Sheldon’s work pervade pedagogy today.
Gamification to motivate students during lectures.
Engaging over two hundred students at a college lecture might seem like a daunting task, but Professor Cliff Lampe has found that the solution is to gamify his lectures. At the University of Michigan, Lampe has been using elements of gamification such as offering students the freedom of choice, providing rapid feedback via a monitoring system, offering chances for students to work as a team, and using “game labels” (such as those used by Dr. Sheldon).
Despite scrutiny from his peers, Lampe’s strategies proved successful. The lecturer has reported that students have given extremely positive feedback to his approach. Students praise the professor’s focus on collaboration and choice. Furthermore, they claim to have a greater retention of class material.
Examples of Ineffective Gamification
There are also several examples of ineffective uses of games in HigherEd. While usually well-intentioned, these attempts do not contribute to better learning. These attempts to gamify either fail to engage students, misunderstand the purpose of gamification, or merely distract students with extrinsic motivators:
Games do not always motivate students.
Virtual badges and other rewards will help to motivate some students. However, a number of students will inevitably be turned off by gamification. Due to preconceptions they may carry, they will not respond favorably to such strategies. Other students may be turned off by the competitive nature of some aspects of gamification. Some elements, like leaderboards, should be optional for students to participate in.
Simply using extrinsic motivators, such as virtual trophies or achievement points, does not always guarantee students will actually care or be more engaged. Educators must be mindful of which gaming elements they want to try to implement into the college classroom. Most gamers will agree that achievement points and virtual trophies do not make a game good. On the other hand, choice, rapid feedback, and creative design do contribute to an engaging experience. These are the elements that professors should seek to incorporate into their teaching.
Trivializing important issues.
Introducing games into the classroom can be an effective strategy. However, using games that are based on sensitive issues can be a misstep. Author and technology advocate Refranz Davis brought up an excellent example of this mistake in an article about the game Mission US: Flight to Freedom—a game intended to give an intimate look at the history of slavery in the United States. Perhaps not surprisingly, there are some troubling implications in the game. The fate of the player is dependent on what choices he or she makes; when the player ends the game as a slave, it is due to the decisions they made. The implication that slavery was a choice is absurd, and likely offensive to many students.
Successful gamification involves introducing elements of games into lesson planning, and it can guide the structure of the classroom, but merely introducing games into the classroom is not necessarily an effective approach to gamification.
However, there are clear incentives for educators to adopt high-quality gamification. The impact it has had on HigherEd has been substantial. Promising results continue to pour in from universities across the nation. Even counselors are finding novel methods of using technology to engage students. While more data will be needed, gamification will continue to find a place in classrooms at universities.
In the future, new strategies will be available in higher education. Universities are adopting BYOD policies, which will provide easier technology implementation for students. Pioneers in edtech are even finding ways to use virtual reality in the classroom. This shift will give students the chance to explore subjects in exciting ways.
Adaptability is key to successful teaching, and prudent educators should be careful to only implement proven strategies. Furthermore, routines can grow ineffectual over time—if a pedagogical approach is identical in every lesson, students will cease to be motivated by that approach. There are hundreds of platforms for introducing game mechanics into the classroom. Educators should continue to explore these options, and pioneer new ways to motivate and engage students.
For more, see:
- 8 Principles of Productive Gamification
- Three Steps to Better Engage Higher Education Students
- Leaderboards: Learning Lessons From Research & Gamifcation
Bob Hand is a blogger and education enthusiast. You can follow him on Twitter: @bob_hand567.
Re-posted from Getting Smart original article of 12/28/16
As the technology that supports gamification becomes more accessible, many universities are infusing their courses with game mechanics and alternate reward structures to enhance learning among the generation of digital natives.
When I started teaching a copy-editing course in the journalism department at Howard University in 2011, my goal was to help students master editing as well as AP style, which is widely used in newsrooms and public relations firms, and I wanted to find interesting and engaging ways to do that. Gamification piqued my interest.
At the time, students’ use of social media was exploding, due in part to gamification. The social app Foursquare is one of the best examples of gaming as a driver of engagement. Users “check in” to locations and earn badges for the visits. The user with the most check-ins at a location becomes the mayor. If five different airports are visited, five JetSetter badges are earned. Customer loyalty programs have also taken advantage of this strategy to encourage frequent return visits to a business.
Andrew Miller, an educational consultant and online educator, says there are three types of game categories. First, there are serious games, which are primarily used in training and often incorporate simulation for problem solving. Next is gamification. This model applies game mechanics in areas such as education or credit-card use. Finally, there is game-based learning (GBL), which can include board games as well as video games in the classroom.
While developing a syllabus for my course and considering the use of games to enhance my teaching, I found instructors all over the country who are similarly engaged in the exploration of gamification. Most interesting to me is how communications professionals have adopted game mechanics for the classroom.
Steve Johnson of Temple University’s Fox School of Business has developed Social Media Innovation Quest to teach a course on innovation in social media. On his course blog, All Social, Johnson says he developed Quest to “encourage self-paced learning” that takes students through assignments that get progressively difficult. He uses the WordPress Achievements plug-in for the game platform and Google Forms to help him keep track of completed assignments. His highly developed and detailed game is laid out in the syllabus, and students can receive points and badges as they complete assignments and activities that figure into their grade for the course.
Then there is Kim Pearson, chair of the African-American Studies department and an associate professor in the English department at the College of New Jersey, who has been collaborating with Dr. Lillian Cassel with Villanova University on an interdisciplinary Distributed Expertise in Computing project funded by the National Science Foundation. Their project combines communications and computer science to build computational fluency among students who are not specifically studying computer science. In the game-based project, students collaborate, but in different locations, and work according to their competencies to build games that tell stories. In a previous course, professor Pearson used the Scratch programming language to develop a game that demonstrates what it is like for a family to use food stamps.
At Arizona State University, one of the nation’s most innovative campuses, Retha Hill, executive director of the Digital Innovation and Entrepreneurship Lab and a 2010 Knight News Challenge winner, developed a news-game workshop that combines game mechanics, news and data. She also plays a role at the Center for Games and Impact in the university’s Mary Lou Fulton Teachers College. The center’s goal is to “cultivate game-infused solutions to society’s biggest challenges.”
While not everyone may agree about the effectiveness of games for improving learning, retention and career success, most educators will agree that the exploration will be fun and the potential is great.
Featured Blog: https://boardinthelibrary.com/
This is a blog that focuses on reviews, session reports of board gaming events, lists, and assorted ephemera from a variety of gaming librarians.” As stated by blog owner John Papas, “The Board in the Library blog was spawned after I was invited to write a series of posts on board gaming and libraries for Webjunction. That series served as an introduction to modern board games and how they can have a productive presence in the library space. Feel free to catch up on the fun and read Part One | Part Two | Part Three | Part Four | Part Five | and Part Six.”
John continues: “Ideally this blog will serve to be enlightening, strange, diverse and exciting for anyone interested in this particular area of geekiness.”