A Field Guide to Game-Based Learning – Revised edition
This completely revised and expanded field guide is packed with new innovative ideas on how to implement game-based learning and gamification techniques in everyday teaching. With nearly two dozen more experts than the first edition, this book contains interviews with more than 70 authorities in the field, including academics such as James Paul Gee, Kurt Squire, Mizuko (Mimi) Ito, Lee Sheldon, Jordan Shapiro, and Mary Flanagan. The author also shares conversations with experts from numerous organizations such as Common Sense Media, iCivics, DragonBox, Connected Camps, GlassLab Games, Schell Games, Institute of Play, Games for Change, BrainPOP, Tiggly, Toca Boca, ThinkFun, BrainQuake, Filament Games, BreakoutEDU, Kahoot, Classcraft, and more. Featuring a new introduction, as well as a foreword from USA Today’s national K-12 education writer Greg Toppo, this book provides new practical lesson plan ideas, ready-to-use games, and links for further research in each updated chapter. Included are best practice recommendations from star game-based learning teachers, including Steve Isaacs, Peggy Sheehy, Michael Matera, Rafranz Davis, Zack Gilbert, and Paul Darvasi. Regardless of your teaching discipline or grade level, whether you are new to game-based learning or if you have experience and want to take a deeper dive, this book will engage and reinvigorate the way you teach and how your students learn!
Chapter 10. Multiplayer Learning
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Each year my 7th grade students collaborate to create a “Virtual Student Constitution” on a wiki (a wiki is an online document that more than one person can edit). The idea for the project came from an article in the Guardian titled “Mob Rule: Iceland Crowdsources Its Next Constitution,” which described how Iceland, in the process of recovering from a collapse of its banks and government, decided to use social media to get citizens to share their ideas for a new constitution.
My students are each given a laptop or an iPad and “meet” online (rather than face-to-face) in cooperative groups. Their task is to rewrite the school’s student handbook—their “constitution.” The Edmodo social network was the virtual meeting place. Although it has the look and feel of Facebook, it’s private and secure. Edmodo has a feature called “Small Groups” in which side chats can occur. Students can have fun personalizing their pages with avatars; teachers can award digital badges on profile pages.
Students are given five student handbooks from middle schools around the state. Each group edits a portion of the wiki, which includes both text and talking avatars made using Voki. There is one wiki for each of my four 7th grade class sections. There can be several hundred edits over a 5-day period. The “game” began as students competed to control editing the wiki page—only one person can edit at a...
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