Game Design as a Catalyst for Learning
Location: Room 007AB
Registration code: B337
[Explore and create : BYOD]
Tuesday, June 27, 4:45–5:45 pm
Location: Room 007AB
Stony Evans Tracey Wong
Find out how to use game design to let students explore their interests, passions and curiosities as they become creative and innovative and practice thinking outside of the box. Learn to create transdisciplinary learning opportunities that give students voice.
|Attendee devices:||Devices useful|
|Attendee device specification:||Smartphone: Android, iOS, Windows
Laptop: PC, Mac
Tablet: Android, iOS, Windows
|Participant accounts, software and other materials:||Download Minecraft.edu on your Windows 10 machine or Surface.
|Focus:||Digital age teaching & learning|
|Topic:||Games and simulations|
|ISTE Standards:||Teachers : Design and develop digital age learning experiences and assessments
Administrators : Visionary leadership
Students : Empowered learner
The purpose of this session is for participants to gain a thorough understanding of the significance of game design in creating transdisciplinary instruction. Minecraft and VR Quest ( Virtual Reality Quest) are the two gaming softwares that will be highlighted. Participants will be introduced to the practices of utilizing nonfiction research, storyboards, conceptualizing and formatting as baseboards into game development. They are required to use real people, places and artifacts in their games. Through the game design and building process, students become transliterate. Student led models and student scaffolding have
The main objective is for participants to be able to implement innovative learning opportunities by providing resources and strategies to empower student voice. This produces children that share their learning experiences and also fosters responsible digital students, which will translate over to citizens that work for positive change in their communities and the world. Specific skills that will be introduced are how to begin game development and creation. Participants will be able to practice on their devices and gain a foothold by the end of the session.
Part 1: Introduction (10 minutes)
The session will begin with a presentation of research and data supporting the importance of game design as it relates to school library programs and education. (Tracey , Stony)
Part 2: Prepping for Game Design (15 minutes)
Through the use of slide presentation, participants will then learn how to create, format, and conceptualize their games. (Peer to peer interaction) Specific library-related examples will be shown with contests testing. (Hayden, Tracey, )
Part 3: Hands On (25 minutes)
Attendees will create their own games utilizing specific strategies. Participants will participate in collaborative teams to practice these techniques. (Hayden, Stony)
Part 4: Closing (10 minutes)
Following a Q&A session and closing comments, all participants will receive a digital booklet (PDF) that contains Minecraft World Landmark lessons, literacy templates, “do’s and don’ts” reminders, as well as challenge cards and other support ing materials for participants. (Tracey, Stony)
Aviles, Chris. "Why Minecraft." Classroom Technology News. Tech & Learning, 16 Mar. 2016. Web.
Kamenetz, Anya. "College Scholarships for Video Game Players?" MindShift. N.p., 28 June 2014. Web.
Moore, Blythe, "How Minecraft Is Helping Kids Learn History." ABC News. ABC News, 29 Mar. 2016. Web.
Technology-charged starts herelearning
June 25-28, 2017
© 2017 International Society for Technology in Education (ISTE), All Rights Reserved