Let’s explore how chatGPT can be used to inform creative learning assessments, including project planning, brainstorming, feedback, and reflection. I’ll also share how I think these assessments can help students build important artistic and creative skills while achieving their educational goals. So let's dive in and see how we can use AI tools like chatGPT to transform the assessment landscape for the better!
Read MoreI’ve been thinking about creativity. More specifically, I’ve been thinking about the opportunities (or lack of) we provide students to flex their creativity at school. The truth still seems to be that in most classes, creativity tends to be relegated to "free time" at the end of the week. During this time, students are given the opportunity to engage in art projects, creative writing, or other forms of creative expression. This is great of course - every kid loves to end the week having fun at school doing something they enjoy doing. While this time can be valuable, it's not enough. We need to incorporate the values and learning benefits of creativity throughout the week during core instructional time.
Read MoreIn the end, this project went about as well as I expected. I had to take a slightly larger leadership role than I wanted to but it felt necessary to keep the project on the rails. The final product felt of very high quality - I was proud we were the only group who had a game anyone in the class could play. I wrap up this class with an intense desire to make a commercial game, something I’ve always wanted to do, and I think some added insight into what it takes to get it done. Stay tuned.
Read MoreCreating safe, inclusive, rewarding, fun learning experiences in STEM for girls and LGBTQ+ people is the job of EVERY educator. Not only this, but teachers can be on the front lines of the behavioural battles as well. Teachers who model inclusivity in the classroom, will see students who demonstrate inclusivity in gaming.
Read MoreDr. Lupo, Timthetatman, and Dr. Disrespect are masters of the craft. Regardless of your taste in entertainers, one can’t deny that the investments they’ve made in production and hardware have paid off as they stream for tens of thousands of viewers on a daily basis and earn upwards of 3 million dollars per year doing it. They are appreciative of their audience, thanking them constantly for supporting them.
Read MoreI am a seeker. I own almost 1000 games across multiple systems and delivery formats. I play dozens of different games per year. I am also constantly on the lookout for an MMO I can sink my teeth into and play long term with the same friends I’ve been playing MMO’s with for close to 20 years now. Lost Ark is not that game.
Read MoreWorking alone–and for some of you this is re-reading (no harm in that!), read chapters 1-3 and do at least 5 of the exercises Fullerton suggests . For those of you who this is not a new reading reflect on your past work, and choose different exercises – you can even branch out if you want into another chapter, just make sure we can follow along. The exercises are mostly quick, some go deeper, but you can pick and choose. The idea is to work with the ideas she is presenting ways to think deeply and productively about your own game design.
Read MoreBetween 2008 and 2017, Gee has seen the landscape of games and virtual worlds evolve into opportunities for more than just language learning and acquisition into spaces with deeper meaning and purpose.
Read MoreGames mean a lot to me. They are a HUGE part of my life. I play games for fun, I’ve used games to teach, and I am lucky to make a living with games. Generally speaking, if you know one thing about me, it is likely associated in some way to video games. So with all that being said, I’d like to document better what I am playing, want to play, liked, and disliked over the course of a year. This will be my first and hopefully not last attempt to do that.
Read MoreThe aim of A Qualitative Investigation of Student Perceptions of Game Elements in a Gamified Course was to evaluate student perceptions of a number of game elements in a gamified teacher education course (p. 235). The focus was on how students reacted to specific game elements as opposed to gamification as a whole.
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