Center to Advance Education for Adults
Latest Activity: Nov 13, 2014
On October 14th, SNL Part-Time Faculty Member launched the Serious Games PDN. We welcome you to join the group, enter the discussion and view the resources that have been shared!
Started by Pamela Meyer Nov 13, 2014.
Please download Dennis Glenn's presentation below.Continue
The podcast was interesting. Thanks for sharing.
Here is another quick resource for anyone interested - an image with some compiled statistics and findings on Educational Games (Information provided by: onlinecollegecourses.com).
One interesting finding that stood out was that "95% of teachers use digital games that were created specifically for educational use."
This information has to do more with the classroom / educational aspect of serious games, and not as much with businesses. Though it's interesting to look at different angles of uses for serious games.
I enjoyed the first meeting and I'm looking forward to participating in this group.
Here's a bit about me: in early 2009 I made a career transition from marketing to training and development. Since then I have focused primarily on eLearning because I enjoyed creating it and had opportunities to do it for pay.
I have come to believe that eLearning and other types of instruction can be made more effective by adding game elements to the design (although I have not done it myself).
I just listened to an 18 minute podcast that I found on SoundCloud in which the person being interviewed provides a good explanation of gamification and some examples of how his company has applied them. It's not training and development but the principles still apply. Here's a link to the podcast: https://soundcloud.com/markramsey/gamification-and-the-future-of
Thanks for the idea behind the meeting and for having it as well.
My interest in serious games comes from creating E-learning. Sometimes, some basic gameplay mechanics can be introduced into E-learning to keep a learner's attention and interest.
There have been studies regarding this. One of the things that was discussed in gamification courses that I've taken, is the idea that when playing a game (or a gamified experience), it naturally releases endorphins. Endorphins produce a feeling of euphoria and help a learner feel more at ease, which can improve learning. So, this highlights one of the advantages of using "serious games" mechanics for learning.
I've also taken the Coursera course "Video Games and Learning" before (from U. of Wisconsin-Madison), which was insightful.
Also I've played several "serious games" that are effective at creating an effective learning experience. At times I create basic serious games, as well. For more details about me, feel free to see my profile.
Thanks again for the meeting, and will be looking forward to seeing more.
I want to thank all of you who braved the rain to join us at the initial meeting of the Serious Games PDN. Please join the blog and introduce you and your interests about serious games to the group.
Tonight we will meet at 6:00 PM in room 801 in the 55 East Jackson Bldg for a lively discussion on Game Theory in Mastery Learning. If you need to contact me, I can be reached at firstname.lastname@example.org.
It takes a Mentor-Thomas Friedman NY Times September 9, 2014
I thought you might have missed this article.
With millions of students returning to school — both K-12 and college — this is a good time to review the intriguing results of some research that Gallup did over the past year, exploring the linkages between education and long-term success in the workplace. That is: What are the things that happen at a college or technical school that, more than anything else, produce “engaged” employees on a fulfilling career track? According to Brandon Busteed, the executive director of Gallup’s education division, two things stand out. Successful students had one or more teachers who were mentors and took a real interest in their aspirations, and they had an internship related to what they were learning in school.
“We think it’s a big deal” where we go to college, Busteed explained to me. “But we found no difference in terms of type of institution you went to — public, private, selective or not — in long-term outcomes. How you got your college education mattered most.”
Graduates who told Gallup that they had a professor or professors “who cared about them as a person — or had a mentor who encouraged their goals and dreams and/or had an internship where they applied what they were learning — were twice as likely to be engaged with their work and thriving in their overall well-being,” Busteed said.
Alas, though, only 22 percent of college grads surveyed said they had such a mentor and 29 percent had an internship where they applied what they were learning. So less than a third were exposed to the things that mattered most.
Gallup’s data were compiled from polls of parents of 5th through 12th graders, business leaders and interviews with teachers, superintendents, college presidents, principals, college graduates, Americans ages 18 to 34, and students in grades 5 through 12. All told, “we collected the voices of close to one million Americans in the past year alone,” said Busteed, who added that he found the results “alarming” — not only because too few students are getting exposed to the most important drivers of workplace engagement, but because there is also a huge disconnect in perceptions of the problem.
Busteed said that 96 percent of the college provosts Gallup surveyed believed their schools were successfully preparing young people for the workplace. “When you ask recent college grads in the work force whether they felt prepared, only 14 percent say ‘yes,’ ” he added. And then when you ask business leaders whether they’re getting enough college grads with the skills they need, “only 11 percent strongly agree.” Concluded Busteed: “This is not just a skills gap. It is an understanding gap.”
This comes at a time when our country faces creative destruction on steroids thanks to the dynamism of technology and growing evidence that climbing the ladder of job success requires constant learning and relearning.
I look forward to sharing the latest learning theories on serious games. Here is the first.
Games excel at building and sustaining learners’ interest in academically related areas. Games are models for teaching in which the goal isn’t memorizing information, but using information to solve problems. Games enable and promote personalized learning (as players delve into different aspects of a model), and learning is often collaborative. And, games allow for models of how students go from consumers to producers of information. In short, as media birthed in the digital era, they include many core features one would want in education.
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