Categorie archief: #1 Tackle necessary obstacles

In just 6 throws of the dice: Digicoach the Game

Hi Judith, (Hi Jane, I hope),

It only took 6 steps before they did it! Digicoach the Game has hit the jackpot!

Throw a six: Be inspired

Inspired by the games I played with my students since I took up teaching in 2007. Inspired by the TED talk of Jane McGonigal, inspired by her book “Reality is Broken”, inspired by lot of games played in education throughout the recent history of Zuyd University of Applied Science. I experimented with gaming in education a lot. But this always was within my own course, with my own students. I was inspired but surely not the only one to be inspired?

Throw a five: Do some inspiration

I knew Ankie van den Broek since several years. She is an educationalist working at the Teacher Training Institute at our Zuyd University of Applied Science. She is a true innovator! Searching for new stuff, trying new stuff, but not only within her own courses, she also is trying to convince her students, the teachers of the future (K12) that they should be more aware of technology, of innovating educational techniques and of involving other areas (like gaming) into their lessons. Talking to her is always great and it was easy to give some of my inspiration to her.

Throw a four: Not only talk but also try

Ankie has a ‘minor’ (10 weeks part-time course) which is called Digicoach. The aim of the minor is to teach the students what 21th century skills are, what innovation is, to show them around in social media and new technologies and to train them how to coach their peers in their future workfield. An inspiring minor with far too less participants. Young students at the Teacher Training Institute aren’t fully aware of the future potential of this minor.

Ankie and I decided that gamification and serious gaming should be part of her course. So I gave a few lectures, I showed the TED talk of Jane and got the students awake and aware of the potential of gaming as an educational tool. We even had a game-day were two teams of students competed against each other in imagining building the most inspiring educational game with the help of Tablets or mobile phones. The winning teams product would be developed by a group of Software Engineering students. [It is off topic now, but a demo of Game On to Play Out was built, by our Software Engineering students. I will talk about it in an other blog]

Students found it a great experience, but the actual result was approximately a year after the students finished their course and because of busy working schedules only one of the ‘great minds’ behind the product was actually at the presentation of the demo.

Throw a three: Take the next step

In the next run, a bigger game was presented to the students. Half of the tasks which they had to perform during the course were presented in a game called SoMeGa or SΩ (The Social Media Game) I have even written about that Game in English: https://2bejammed.org/2011/11/21/first-playtest-somega-has-started/ It was great to play. The students had several roles and they had to use Social Media to communicate about tasks they had to execute. But there also was some roleplaying going on. Some of them had to ‘pretend’ to be a student from another institute just to create more buzz online on their blogs, twitters and facebookpages. We experienced that the quests were fun, but that we, as game leaders, couldn’t keep up with the inspired students, because of our other tasks we had to do. This decreased the speed of occurring new quests or new scores too much and the students lost interest in the game.

Throw a two: Learn from  your mistakes and make some new mistakes in stead. Immerse yourselves.

In the next run of Digicoach we made the entire minor a game.

‘Digicoach the game’ let’s you experience the power of new media, techonology enhancement and knowledge sharing within your workdomain. First started as a game within the world of the Teacher Training Institute now intended to broaden the workdomain.

In 30 quests students are inspired to build up and share their new found knowledge about technology enhancement and new media in their workfield. There are 10 individual quests, 10 quests where a team of students is a pseudo consultancy company, and 10 quests on a network on one of technology enhancement or new media topics.

Points can be scored on: technology, communication, creativity, special and ‘regular’ questpoints. Players are playing in 2 teams with different partners (company and network) and for themselves in individual quests. The ultimate challenge is a small conference where everyone is involved and experts from the workfield are invited.

In our run in the fall of 2012 we experienced that student involvement is very high. These students participate while executing an internship at local schools. Every second week they have to participate in our course where the game is played. Students can score points on several elements (creativity, technology, communication, special and ‘questlists’). For each quest we communicate when you score points on the different elements. In our fall 2012 run we experienced that these way of scoring was too much to handle for the gamemasters (teachers) that had to assess the students. With 3 teachers we didn’t had the time to view all material we asked for in the quests. Second mistake was that there were too much different attributes to get points on per quest. The feedback system was too complex to fill in and too complex represented to have a great view as a player where you are ranked.

Great bonus of the game was the final day where students inspired their own teachers in the field of technology enhanced learning. Colleagues of Ankie, management of the Teachers Training Institute and other visitors were surprised and inspired by the students that presented great material in a miniature conference on Technology Enhanced Learning.

Throw a one: Let it go en enjoy how they finish it!

In the most recent run I had to let it go. But the run before I already had a great substitute which took my position with greatness; Chris Kockelkoren. He is a Software Engineering teacher which is an inventor, explorer, inspiratory and a Duracell Bunny (I’ll explain someday) He supported Ankie and adapted the quests, the scoring system so that it was easier to assess and that it was more fun to play, because the scoring system was more transparent.

They did great. Students appreciated the changes. The self-efficacy of the students was researched by Chris. Students were inspired and spend a lot of energy. I am convinced that they learned a lot. Because of the creativity of Ankie and Chris they had a great final day (theme; airport) which was used as an internal study day for the colleagues of Ankie. Management and teachers were impressed, both by the content and also by the cosmetics. They were that impressed that the miniature conference is going to be repeated 2 times in the next months (both for the entire workfield in the south of the Netherlands and for a special occasion).

And I am proud that Ankie and Chris got second prize of most inspiring, innovating course of the year from our partner institute Fontys University of Applied Science. *Snif*… Six times we threw the dice. From 6 to 1 and from being inspired, to do the inspiring, into seeing how that inspiration spreads out! Just by one throw of the dice at a time and some great people like you, Ankie, Chris and Jane!

Thanks to you all.

Marcel Schmitz

Laat ons dat crowdfunden eens ervaren

Ha Judith,

Er over praten is een ding. Maar het ‘ervaren’ is toch iets anders. Ik wilde een blog schrijven over crowdfunding tools. Ik had al een aantal lijstjes bekeken van verschillende tools die je kon gebruiken en heb zelfs hier een daar (geprobeerd) een project mee te funden. Maar eigenlijk moet je het geheel beleven om ook te zien hoe de tools werken. Je weet ideeen zat maar te weinig tijd (lees geld) om alles uitgewerkt te krijgen. So why not try it?!

De komende tijd ga ik drie ideeen posten op drie verschillende crowdfunding sites. Nee, het is geen wetenschappelijk onderzoek, aangezien het verschillende ideeen zijn op verschillende sites en dat daarmee het exacte vergelijk tussen de verschillende tools lasting is. Maar het zal me zeker inzicht geven in hoe de sites werken en wellicht ook of de systematiek werkt. De sites die ik uitgekozen heb zijn:

kickstarter

gofundme

rockethub

De keuze’s zijn arbitrair en ik ben in eerste instantie terecht gekomen op deze sites door een van de vele overzicht sites met betrekking tot sites/apps/tools. Maar deze drie geven op mijn eerste blik het beste de ruimte om de ideeen op neer te zetten. Maar goed we zullen zien, want het gaat juist om het ‘ervaren’ van het crowdfunding.

En de ideeen die ik denk te plaatsen hebben nog geen echte project titels, maar wellicht zeggen de werktitels jou wel al iets: Challenge2Learn, Inspiration the online deck/inspiration building game en the 2Connect2U (De combinatie tussen het Theme Park style krijgen van commentaar op hetgeen je voor je doelgroep doet en het activeren van je community Plusoneme of Zweinstein stijl). Maar over de ideeen natuurlijk later meer als ik ze online zet…

Laat ons dat crowdfunden eens ervaren!

Groet Marcel (2)

Het is duidelijk nu. Ik kan gewoon niet anders.

Yeah Marcel! Het is nu verklaard. Het is onderzocht. Hersenonderzoek heeft uitgewezen: een mens is geprogrammeerd om informatie met andere mensen te delen. 🙂 🙂 🙂

Nieuw onderzoek wijst erop dat ons brein zodra we iets nieuws zien, direct gaat bedenken of dat nieuws ook interessant kan zijn voor andere mensen. Het wijst erop dat ons brein geprogrammeerd is om informatie met anderen te delen en kan verklaren waarom sociale media zo’n succes zijn.
@Scientias

Dat komt uit het onderzoek ‘Creating Buzz : the neural correlates of effective message progagation‘ van o.a. Matthew Lieberman van UCLA.

Niemand heeft eerder gekeken naar welke delen van de hersenen samenhangen met de succesvolle verspreiding van ideeën. Je zou verwachten dat mensen het meest enthousiast zijn over ideeën en er de sterkste mening over hebben wanneer ze zelf opgewonden zijn over die ideeën. Maar ons onderzoek suggereert dat dat niet het hele verhaal is. Nadenken over wat anderen aantrekkelijk vinden, zou wel eens belangrijker kunnen zijn.
@Scientias

Ik kan gewoon niet anders. Ik blijf bloggen en kennisdelen! Ik hoef het boek ‘Vind je element’ van Sir Ken Robinson dat ik onlangs gekocht heb eigenlijk niet meer te lezen (doe ik toch wel hoor). Ik weet wel waar ik goed in ben, waar ik van hou en energie van krijg. Daarom zit ik nu op deze mooie zomeravond te bloggen aan de tuintafel. Dit vind ik heerlijk. Dus ondanks de twijfel van de afgelopen tijd: Voor wie doe ik dit bloggen toch? Waarom blijf ik maar hameren op kennisdelen binnen de organisatie, met inzet van de beschikbare sociale netwerken? Alleen omdat het mij zoveel oplevert en ik dat anderen ook wil laten beleven? Is dat voldoende? En zie, de laatste dagen krijg ik ineens wat reacties, begint het kennisdeelzaadje dan voorzichtig te groeien binnen Zuyd. Zou het dan toch …. ?
Ik heb #rule 1 Tackle necessary obstacles (voor nu ;)) genomen. Dat was ikzelf. Ik heb mijn element weer gevonden na een paar zonnige denkdagen en goede gesprekken.

Dank je!
Fijne avond
Judith

SuperBetter de online Resilience bouwer!

Dag Erik, dag Judith,

Voordat ik met mijn post verder ga wil ik jullie even aan elkaar voorstellen. Dit is Erik van Rossum (even doorscrollen) en dit is Judith van Hooijdonk. Erik is een van de inspirerende ‘voorgangers’ van het Lectoraat Autonomie en Participatie, waarmee ik in de komende jaren veel te maken krijg en die ik beetje bij beetje leer kennen en van leer tijdens de bijeenkomsten van het lectoraat. Judith is mijn inspirerende college van de I-Adviseur groep (waar ik in het verleden deel van uit maakte) en waar ik samen op deze site mee blog. Met Judith deel ik alle inspirerende verhalen rondom onderwijs, innovatie en dus nu ook zorg. Maar zeker ook inspirerende verhalen in zijn algemeenheid. En ik maar ook Judith hebben op dit blog al eerder gesproken over Superbetter in bijvoorbeeld: The game that can give you 10 extra years of life #TED

Ik heb Erik ‘het’ boek uitgeleend. Ik had het uitgeleend aan Sandra, die het zo inspirerend vond dat ze erin geschreven had en mij (en Melanie) een nieuwe heeft gekocht. Erg jammer 😉 Ik had graag haar aantekeningen gezien, wellicht krijg ik haar nog zo ver om eens te bloggen over wat zei van het boek vond. Ik had dus een nieuwe versie gekregen van Sandra en heb hem gelijk al overgedragen aan Erik (de Engelse versie heb ik zelf nog hoor!). Hij werd pas echt enthousiast toen ik begon te vertellen over SuperBetter en het opbouwen van Resilience (weerstand) wat het belangrijkste feedbackmechanisme is bij dat online spel. Ik ben erg benieuwd naar de onderzoeken over Resilience waarmee Erik en zijn team bezig zijn. In deze post loop ik door een aantal screenshots van SuperBetter om hopelijk een heel kort inzicht te geven in de game: SuperBetter.

 

Superbetter0 Het idee achter SuperBetter is dat je jezelf een doel stelt , waarbij je verschillende zaken ‘tegen’ kunt komen. Voor mij is dat afvallen. Ik kom van 95 kg. en wil graag naar 75 kg. Bij SuperBetter doe je een aantal zaken, namelijk: definieren van quests: korte opdrachten die je doel ten geode komen (bijvoorbeeld sporten). Maar je definieert ook ‘gevaren’ (bijvoorbeeld snoepen omdat je stress hebt). Daarnaast probeer je ‘Allies’ te vinden die je online gaan ondersteunen om je doelen te bereiken. Je houdt via de website of via de social media (facebook/twitter) bij welke stappen je neemt, welke ‘activiteiten’ die je onderneemt. De quests leveren ‘weerstand’ op in vier verschillende categorieen.

resilienceSuperBetterDeze vier ‘Resilience’ categorieen zijn: Physiek, Mentaal, Emotioneel en Sociaal. Je kunt door verschillende quests te doen of enemies te tackelen of contact te hebben met je sociale omgeving weerstandspunten scoren binnen deze categorieen.

resilience2SuperBetter
In een score log kun je zien waarom je bij welke categorie punten hebt gescoord. Emotionele punten krijg ik bijvoorbeeld als ik naar U2 luister. Mental Resilience op het moment dat ik na het tanken geen snoep heb gekocht. Physieke weerstand nadat ik met Koda heb gewandeld. En Sociale weerstand als ik heb ingechecked bij jouw Judith als een van mijn Allies.

resilience3Superbetter
Het mooie is dat als je bepaalde levels bereikt je extraatjes krijgt. Hier kreeg ik bijvoorbeeld een fysieke opdracht (met handpalmen) waardoor je Fysieke weerstand kunt opbouwen. Je moet dan denken aan kleine opdrachtjes die even kunt doen en die wetenschappelijk onderbouwd zijn. De onderbouwing wordt dan ook meegegeven bij dit onderdeel. En het gaat bij deze handpalmen opdracht om een wetenschappelijk artikel: Rudimentary Determinants of Attitudes. II: Arm Flexion and Extension Have Differential Effects on Attitudes” van John T. Cacioppo, Joseph R. Priester, and Gary G. Berntson

resilience4SuperBetter Zo is er in het Secret Lab bij SuperBetter veel meer informatie over de wetenschappelijke onderbouwing. Elk onderdeel wordt beschreven en is ondersteund met wetenschappelijk onderzoek. Je snapt dat ik nog niet eens op de helft ben en toch al erg enthousiast over de toepasbaarheid.

Ziet er goed uit he! En toch moet ik ook een kritische kanttekening plaatsen. Namelijk ik heb me ooit aangemeld en speel nu toch niet meer. Waar zou dat aan liggen. Ik weet dat ik gestopt ben omdat ik zelf quests moest aanmaken en die lastig/moeilijk kon kopieren. Dus ik moest elke keer de quest opnieuw invullen (ook al was dat iedere keer dezelfde quest). Wellicht raak ik door mijn WillPower boek nu wel weer gemotiveerd om dit spel op te pakken. Maar over dat boek later meer…

Wellicht leuk om toch weer te gaan spelen. Sandra, Erik ik zal jullie binnenkort als Ally toevoegen en Judith jij moet dan wellicht je Ally-schap weer oppakken 😉 We zullen zien!

Groet Marcel

One throw of the dice at a time – Digicoach the Game

Hi Judith,

It only took 6 steps before they did it! Digicoach the Game has hit the jackpot!

 

Throw a six: Be inspired

Inspired by the games I played with my students since I took up teaching in 2007. Inspired by the TED talk of Jane McGonigal, inspired by her book “Reality is Broken”, inspired by lot of games played in education throughout the recent history of Zuyd University of Applied Science. I experimented with gaming in education a lot. But this always was within my own course, with my own students. I was inspired but surely not the only one to be inspired?

 

Throw a five: Do some inspiration

I knew Ankie van den Broek since several years. She is an educationalist working at the Teacher Training Institute at our Zuyd University of Applied Science. She is a true innovator! Searching for new stuff, trying new stuff, but not only within her own courses, she also is trying to convince her students, the teachers of the future (K12) that they should be more aware of technology, of innovating educational techniques and of involving other areas (like gaming) into their lessons. Talking to her is always great and it was easy to give some of my inspiration to her.

 

Throw a four: Not only talk but also try

Ankie has a ‘minor’ (10 weeks part-time course) which is called Digicoach. The aim of the minor is to teach the students what 21th century skills are, what innovation is, to show them around in social media and new technologies and to train them how to coach their peers in their future workfield. An inspiring minor with far too less participants. Young students at the Teacher Training Institute aren’t fully aware of the future potential of this minor.

Ankie and I decided that gamification and serious gaming should be part of her course. So I gave a few lectures, I showed the TED talk of Jane and got the students awake and aware of the potential of gaming as an educational tool. We even had a game-day were two teams of students competed against each other in imagining building the most inspiring educational game with the help of Tablets or mobile phones. The winning teams product would be developed by a group of Software Engineering students. [It is off topic now, but a demo of Game On to Play Out was built, by our Software Engineering students. I will talk about it in an other blog]

Students found it a great experience, but the actual result was approximately a year after the students finished their course and because of busy working schedules only one of the ‘great minds’ behind the product was actually at the presentation of the demo.

 

Throw a three: Take the next step

In the next run, a bigger game was presented to the students. Half of the tasks which they had to perform during the course were presented in a game called SoMeGa or SΩ (The Social Media Game) I have even written about that Game in English: https://2bejammed.org/2011/11/21/first-playtest-somega-has-started/ It was great to play. The students had several roles and they had to use Social Media to communicate about tasks they had to execute. But there also was some roleplaying going on. Some of them had to ‘pretend’ to be a student from another institute just to create more buzz online on their blogs, twitters and facebookpages. We experienced that the quests were fun, but that we, as game leaders, couldn’t keep up with the inspired students, because of our other tasks we had to do. This decreased the speed of occurring new quests or new scores too much and the students lost interest in the game.

 

Throw a two: Learn from  your mistakes and make some new mistakes in stead. Immerse yourselves.

In the next run of Digicoach we made the entire minor a game.

‘Digicoach the game’ let’s you experience the power of new media, techonology enhancement and knowledge sharing within your workdomain. First started as a game within the world of the Teacher Training Institute now intended to broaden the workdomain.

In 30 quests students are inspired to build up and share their new found knowledge about technology enhancement and new media in their workfield. There are 10 individual quests, 10 quests where a team of students is a pseudo consultancy company, and 10 quests on a network on one of technology enhancement or new media topics.

Points can be scored on: technology, communication, creativity, special and ‘regular’ questpoints. Players are playing in 2 teams with different partners (company and network) and for themselves in individual quests. The ultimate challenge is a small conference where everyone is involved and experts from the workfield are invited.

In our run in the fall of 2012 we experienced that student involvement is very high. These students participate while executing an internship at local schools. Every second week they have to participate in our course where the game is played. Students can score points on several elements (creativity, technology, communication, special and ‘questlists’). For each quest we communicate when you score points on the different elements. In our fall 2012 run we experienced that these way of scoring was too much to handle for the gamemasters (teachers) that had to assess the students. With 3 teachers we didn’t had the time to view all material we asked for in the quests. Second mistake was that there were too much different attributes to get points on per quest. The feedback system was too complex to fill in and too complex represented to have a great view as a player where you are ranked.

Great bonus of the game was the final day where students inspired their own teachers in the field of technology enhanced learning. Colleagues of Ankie, management of the Teachers Training Institute and other visitors were surprised and inspired by the students that presented great material in a miniature conference on Technology Enhanced Learning.

 

Throw a one: Let it go en enjoy how they finish it!

In the most recent run I had to let it go. But the run before I already had a great substitute which took my position with greatness; Chris Kockelkoren. He is a Software Engineering teacher which is an inventor, explorer, inspiratory and a Duracell Bunny (I’ll explain someday) He supported Ankie and adapted the quests, the scoring system so that it was easier to assess and that it was more fun to play, because the scoring system was more transparent.

They did great. Students appreciated the changes. The self-efficacy of the students was researched by Chris. Students were inspired and spend a lot of energy. I am convinced that they learned a lot. Because of the creativity of Ankie and Chris they had a great final day (theme; airport) which was used as an internal study day for the colleagues of Ankie. Management and teachers were impressed, both by the content and also by the cosmetics. They were that impressed that the miniature conference is going to be repeated 2 times in the next months (both for the entire workfield in the south of the Netherlands and for a special occasion).

And I am proud that Ankie and Chris got second prize of most inspiring, innovating course of the year from our partner institute Fontys University of Applied Science. *Snif*… Six times we threw the dice. From 6 to 1 and from being inspired, to do the inspiring, into seeing how that inspiration spreads out! Just by one throw of the dice at a time and some great people like you, Ankie, Chris and Jane!

Thanks to you all.

Marcel Schmitz

 

 

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