This link has been bookmarked by 222 people and liked by 1 people. It was first bookmarked on 26 Sep 2011, by Shirley Miller.
-
13 Sep 16
-
Overall Structure: Individual Quests and Boss Levels
A game-based learning unit should consist of both smaller quests and more robust boss levels. A quest can be done either individually or collaboratively in groups. These would be your lesson plans where you challenge students to complete tasks that will prepare them for the boss level later in the unit. They may be trying to figure out where to invade an area with their army, or they may be figuring out how they will be able to create an army unit for a battle, who will be in it, what roles will be needed, and how many of each. They may be doing a science lab to figure out who's hand was on the murder weapon. They may be calculating times from interviews that suspects gave in order to see which suspect is most likely to have committed the crime. Again, these are engaging, game activities to have students learn and/or practice using content. Goals for quests can range from searching for resources to destroying something. The learning targets or standards for these quests are usually more individual and targeted, perhaps only a couple targeted standards. These standards for the quest however can be across one-two disciplines, or just in a single discipline. Objectives for the quests should be varied in order to keeps kids engaged in different purposes for learning
-
Boss levels are more rigorous missions that require students to synthesize the content and skills learned in the quests. Students work with the teacher to create a capstone project or product that shows all they have learned from the previous quests. Boss Level problems or challenges can either be defined by the teacher or co-defined by the teacher and the student. Perhaps they are creating a crime lab with all the steps and tools needed. Perhaps they are creating a plan for a new emperor of the Roman empire to conquer the world. These boss levels assess and target multiple standards, usually across multiple disciplines, and they are all the standards that were practices in the quests before.
-
Trial and Error, Timely Feedback and then Success
These challenges in the quests and boss levels demand that students take risks, learn from mistakes and reattempt. Throughout this process, teachers arm them with additional skills needed to be successful. Because students are engaged in multiple trials, teachers give immediate, useful feedback to students. This process of allowing for mistakes goes contrary to much traditional instruction, but gamers know (and yes, I am proud to be one) that the payoff feels great, and accomplishment feels more like genuine accomplishment rather than simply "getting it done." The quests and boss levels that students accomplish end up having real value that students are proud of.
-
Avatar
Part of gaming is role-playing. It's exciting for students to take on a persona related to the unit. Are they Spartan warriors? Are they detectives? Are they space explorers for NASA? Students like to pretend, even secondary students. Students like to create. Part of getting them engaged in the persona and unit is allowing them to build on their avatar. They aren't simply creating a character in one day. They build a back story and continue to tell it. They improve their skills with incentives and experience points and/or badges awarded. Just like a role-playing video game, students become someone else, and they learn skills and content through this avatar
-
-
-
Game-Based Learning demands a "need to know" the content. In order to complete quests and boss levels, students will need to learn content and skills to do them. Instead of pre-teaching, the instructor teaches the material or facilitates the learning of material as students are engaged in the quests
-
Comments
-
-
-
Myths About Game-Based Learning
First, let's clarify a couple things. One common myth about GBL is that it requires high-level technology. Another is that it is simply using games, whether physical or on the web, in the classroom. These ideas are not entirely true. Yes, GBL can be more rockstar when using technology, but it is not a requirement. No, GBL is not simply using games in the classroom. It is about making a rigorous unit of study a robust game, not just one day, where multiple games and challenges are used to explore concepts and learning targets in depth.
-
A game-based learning unit should consist of both smaller quests and more robust boss levels. A quest can be done either individually or collaboratively in groups. These would be your lesson plans where you challenge students to complete tasks that will prepare them for the boss level later in the unit. They may be trying to figure out where to invade an area with their army, or they may be figuring out how they will be able to create an army unit for a battle, who will be in it, what roles will be needed, and how many of each.
-
-
23 Nov 15
austinbaughmanA game-based unit includes structures, themes, and mechanisms for trial and error.
-
20 Oct 15
shelbydepewA game-based unit includes structures, themes, and mechanisms for trial and error.
-
25 Jul 15
-
21 Feb 15
-
Quest to Learn, located in New York City, infuses technology with game-based learning, where entire units utilize missions, boss levels, and the like for learning important standards.
-
A game-based learning unit should consist of both smaller quests and more robust boss levels. A quest can be done either individually or collaboratively in groups. These would be your lesson plans where you challenge students to complete tasks that will prepare them for the boss level later in the unit. They may be trying to figure out where to invade an area with their army, or they may be figuring out how they will be able to create an army unit for a battle, who will be in it, what roles will be needed, and how many of each. They may be doing a science lab to figure out who's hand was on the murder weapon. They may be calculating times from interviews that suspects gave in order to see which suspect is most likely to have committed the crime. Again, these are engaging, game activities to have students learn and/or practice using content. Goals for quests can range from searching for resources to destroying something. The learning targets or standards for these quests are usually more individual and targeted, perhaps only a couple targeted standards. These standards for the quest however can be across one-two disciplines, or just in a single discipline. Objectives for the quests should be varied in order to keeps kids engaged in different purposes for learning.
-
Boss levels are more rigorous missions that require students to synthesize the content and skills learned in the quests. Students work with the teacher to create a capstone project or product that shows all they have learned from the previous quests. Boss Level problems or challenges can either be defined by the teacher or co-defined by the teacher and the student. Perhaps they are creating a crime lab with all the steps and tools needed. Perhaps they are creating a plan for a new emperor of the Roman empire to conquer the world. These boss levels assess and target multiple standards, usually across multiple disciplines, and they are all the standards that were practices in the quests before.
-
You may have already noticed that all the quests are related under a thematic idea of question. Whether you call it a guiding or essential question, the intent is to frame the work in a theme. Perhaps they are trying to answer the question: How can we make plans to help the Roman Empire conquer the east? Or: What do police detectives do to solve crimes? Often scenario-based, it creates a challenge for students in a game-based fashion.
-
Instead of pre-teaching, the instructor teaches the material or facilitates the learning of material as students are engaged in the quests.
-
Throughout this process, teachers arm them with additional skills needed to be successful. Because students are engaged in multiple trials, teachers give immediate, useful feedback to students. This process of allowing for mistakes goes contrary to much traditional instruction,
-
Teachers give experience points, badges and other incentives to keep affirming and rewarding students. Mozilla is in the process of creating a badge tool around 21st century skills, and it is an exciting preview to the potential of badges. I don't know about you, but I do like getting badges and rewards on Foursquare and Empire Avenue. This is all very similar to other video games, where student characters are rewarded better equipment, accolades, and characteristics. Students might get the "Perseverance Rank 1," "Helping a Teammate," or the "Computer Search Term Guru" badge. They might get experience points to use to purchase "virtual equipment" for their avatar. These points aren't actually used in their content grade per say. In fact, students do need grade points to feel rewarded. Students in a GBL unit get rewarded for demonstrated 21st century and other skills through a variety of methods to celebrate all kinds of success and to keep students engaged.
-
Part of gaming is role-playing. It's exciting for students to take on a persona related to the unit. Are they Spartan warriors? Are they detectives? Are they space explorers for NASA? Students like to pretend, even secondary students. Students like to create. Part of getting them engaged in the persona and unit is allowing them to build on their avatar. They aren't simply creating a character in one day. They build a back story and continue to tell it. They improve their skills with incentives and experience points and/or badges awarded. Just like a role-playing video game, students become someone else, and they learn skills and content through this avatar.
-
-
09 Feb 15
-
01 Dec 14
tjonas11A game-based unit includes structures, themes, and mechanisms for trial and error.
-
27 Oct 14
-
22 Oct 14
-
09 Oct 14
-
15 Jun 14
-
13 May 14
-
tips about using the game model
-
Gee refers to teachers as "learning designers,"
-
How do I design engaging game-based units in my classroom to assess important learning targets?
-
smaller quests and more robust boss levels.
-
Objectives for the quests should be varied in order to keeps kids engaged in different purposes for learning.
-
Boss levels are more rigorous missions that require students to synthesize the content and skills learned in the quests
-
the intent is to frame the work in a theme
-
Game-Based Learning demands a "need to know" the content.
-
Instead of pre-teaching, the instructor teaches the material or facilitates the learning of material as students are engaged in the quests.
-
, teachers arm them with additional skills needed to be successful
-
immediate, useful feedback to students
-
Part of gaming is role-playing
-
-
01 May 14
Joan HanorGame-based learning (GBL) is getting a lot press. It is an innovative practice that is working to engage kids in learning important 21st century skills and content.
-
27 Apr 14
-
19 Apr 14
-
30 Mar 14
-
19 Mar 14
mayliscIt’s not enough to offer badges and points, it has to be all done in the context of community. That’s what can prompt real behavior motivation: seeing game dynamics play out socially"
-
Gee refers to teachers as "learning designers," and I couldn't agree more. Teachers are the designers of all the components of the learning environment for students, from the management to the assessment
-
-
13 Mar 14
Luis RiveraIt is an innovative practice that is working to engage kids in learning important 21st century skills and content.
-
28 Feb 14
Taylor ScottAndrew Miller is a consultant for the Buck Institute for Education, an organization that specializes in project-based curriculum. He is also a regular blogger for Edutopia. You can follow him on T
-
09 Nov 13
Ian Gabrielson"Mozilla is in the process of creating a badge tool around 21st century skills"
teacher_resources gamification Game Based Learning formative curriculum education Pedagogy
-
05 Oct 13
kyle zielinskiclarification of game based learning. wonderful teaching website Edutopia
-
26 Jun 13
-
21 Jun 13
-
19 Jun 13
karen sipe"Game-based learning (GBL) is getting a lot press. It is an innovative practice that is working to engage kids in learning important 21st century skills and content. "
GBL gamebasedlearning edutopia learning edtech teaching gaming Game-Based technology
-
She also gives tips about using the game model (2) in the classroom. James Paul Gee (3) has long been a champion for game-based learning in speeches, blogs, and books. Quest to Learn (4),
-
-
11 May 13
-
It is about making a rigorous unit of study a robust game, not just one day, where multiple games and challenges are used to explore concepts and learning targets in depth.
-
A game-based learning unit should consist of both smaller quests and more robust boss levels.
-
quest can be done either individually or collaboratively
-
Instead of pre-teaching, the instructor teaches the material or facilitates the learning of material as students are engaged in the ques
-
Incentives
-
Avatar
-
-
16 Apr 13
-
13 Apr 13
-
19 Feb 13
-
Game-Based Learning Units for the Everyday Teacher
-
Game-Based Learning Units for the Everyday Teacher
-
-
16 Feb 13
-
It is about making a rigorous unit of study a robust game, not just one day, where multiple games and challenges are used to explore concepts and learning targets in depth.
-
teachers as "learning designers,"
-
How do I design engaging game-based units in my classroom to assess important learning targets?
-
A game-based learning unit should consist of both smaller quests and more robust boss levels.
-
A quest can be done either individually or collaboratively in groups.
-
learning targets or standards for these quests are usually more individual and targeted, perhaps only a couple targeted standards.
-
Objectives for the quests should be varied in order to keeps kids engaged in different purposes for learning.
-
Boss levels are more rigorous missions that require students to synthesize the content and skills learned in the quests.
-
Students work with the teacher to create a capstone project or product that shows all they have learned from the previous quests.
-
Boss Level problems or challenges can either be defined by the teacher or co-defined by the teacher and the student.
-
boss levels assess and target multiple standards, usually across multiple disciplines, and they are all the standards that were practices in the quests before.
-
guiding or essential question, the intent is to frame the work in a theme
-
Game-Based Learning demands a "need to know" the content.
-
the instructor teaches the material or facilitates the learning of material as students are engaged in the quests.
-
These challenges in the quests and boss levels demand that students take risks, learn from mistakes and reattempt.
-
The quests and boss levels that students accomplish end up having real value that students are proud of.
-
Part of gaming is role-playing.
-
-
15 Feb 13
-
13 Feb 13
-
-
11 Feb 13
-
31 Dec 12
-
07 Dec 12
-
26 Nov 12
June BreivikGBL - Game-Based Learning Units for the Everyday Teacher | Edutopia http://t.co/ZU8s9tlz #edtech #edchat
-
07 Sep 12
-
It is about making a rigorous unit of study a robust game, not just one day, where multiple games and challenges are used to explore concepts and learning targets in depth.
-
Gee refers to teachers as "learning designers,"
-
So here is the question for each educator: How do I design engaging game-based units in my classroom to assess important learning targets?
-
all the quests are related under a thematic idea of question.
-
Game-Based Learning demands a "need to know" the content.
-
These challenges in the quests and boss levels demand that students take risks, learn from mistakes and reattempt.
-
Because students are engaged in multiple trials, teachers give immediate, useful feedback to students
-
Teachers give experience points, badges and other incentives to keep affirming and rewarding students.
-
Part of gaming is role-playing.
-
-
03 Sep 12
-
27 Aug 12
-
Game-based learning (GBL) is getting a lot press.
-
GBL can be more rockstar when using technology
-
A game-based learning unit should consist of both smaller quests and more robust boss levels
-
Boss levels are more rigorous missions that require students to synthesize the content and skills learned in the quests
-
In order to complete quests and boss levels, students will need to learn content and skills to do them.
-
teachers give immediate, useful feedback to students
-
The quests and boss levels that students accomplish end up having real value that students are proud of.
-
-
-
22 Aug 12
-
17 Aug 12
-
09 Aug 12
-
06 Aug 12
-
13 Jul 12
-
10 Jul 12
Mikko JordmanGame-Based Learning Units for the Everyday Teacher | Edutopia http://t.co/dZLv6MQf
-
07 Jul 12
-
20 Jun 12
-
13 Jun 12
-
27 May 12
-
26 May 12
-
18 May 12
-
07 May 12
-
as "learning designers
-
-
05 May 12
-
Myths About Game-Based Learning
-
One common myth about GBL is that it requires high-level technology
-
Gee refers to teachers as "learning designers,"
-
How do I design engaging game-based units in my classroom to assess important learning targets?
-
Overall Structure: Individual Quests and Boss Levels
-
A game-based learning unit should consist of both smaller quests and more robust boss levels. A quest can be done either individually or collaboratively in groups. These would be your lesson plans where you challenge students to complete tasks that will prepare them for the boss level later in the unit.
-
They may be trying to figure out where to invade an area with their army, or they may be figuring out how they will be able to create an army unit for a battl
-
may be doing a science lab to figure out who's hand was on the murder weapon.
-
engaging, game activities to have students learn and/or practice using content.
-
Goals for quests can range from searching for resources to destroying something.
-
Objectives for the quests should be varied in order to keeps kids engaged in different purposes for learning
-
Boss levels are more rigorous missions that require students to synthesize the content and skills learned in the quests.
-
Students work with the teacher to create a capstone project or product that shows all they have learned from the previous quests
-
These boss levels assess and target multiple standards, usually across multiple disciplines, and they are all the standards that were practices in the quests before.
-
Overall Theme
-
all the quests are related under a thematic idea of question
-
the intent is to frame the work in a theme.
-
Need to Know
-
Game-Based Learning demands a "need to know" the content
-
nstead of pre-teaching, the instructor teaches the material or facilitates the learning of material as students are engaged in the quests
-
he overall theme and mission is presented to the students, along with the quests and boss levels in order to create engagement to accomplish
-
Trial and Error, Timely Feedback and then Success
-
challenges in the quests and boss levels demand that students take risks, learn from mistakes and reattempt.
-
process of allowing for mistakes goes contrary to much traditional instruction, but gamers know (and yes, I am proud to be one) that the payoff feels great, and accomplishment feels more like genuine accomplishment rather than simply "getting it done."
-
eachers give experience points, badges and other incentives to keep affirming and rewarding students
-
his is all very similar to other video games, where student characters are rewarded better equipment, accolades, and characteristics. Students might get the "Perseverance Rank 1," "Helping a Teammate," or the "Computer Search Term Guru" badge
-
Avatar
-
Part of gaming is role-playing
-
Part of getting them engaged in the persona and unit is allowing them to build on their avatar. They aren't simply creating a character in one day. They build a back story and continue to tell it
-
hey learn skills and content through this avatar
-
-
19 Apr 12
-
18 Apr 12
-
11 Apr 12
-
04 Apr 12
Ben Macsekjust a page for my research.
-
23 Mar 12
-
20 Mar 12
-
19 Mar 12
-
16 Mar 12
-
14 Mar 12
trevor_stone91Talks about how game based learning is used for little kids to learn important 21 century skills
-
13 Mar 12
Susan DThis is an overall summary and understanding of Game Based Learning, also known as GBM. It is true that there has been contradicting questing over what GBM really is. It doesn't have to be difficult or requires a lot of technology, and it isn't just as simple as using a game in a classroom. It is a rigorous unity of study that takes much longer than a day where multiple games and challenges are used to explore concepts and learning targets in depth.
What needs to be understood is that GBM is not always perfect. We go off on a basis of trial-and-error learning, which means that quests and goals are not always reached as expected.
A main basis of GBM is avatar and role-playing. Taking on another form online is what makes things exciting, new, and fun. Avatar based learning is when someone can take a classroom to a place on the opposite side of the world, become anything they want to be, and build their learning with several new blocks of things someone could hardly imagine.-
It is an innovative practice that is working to engage kids in learning important 21st century skills and content.
-
GBL can be more rockstar when using technology, but it is not a requirement.
-
No, GBL is not simply using games in the classroom.
-
Page Comments
Would you like to comment?
Join Diigo for a free account, or sign in if you are already a member.