I'm AgileBill Krebs. My goal is to teach project management for adults. But there is a catch. I'm also a closet gamer.
Some adults get all serious, and flee when I mention the G word. But the paradox here is that the motivation elements and topology of games are very sound. So my epic quest for the next few years is to bridge this gap and make learning and doing project management as addictive as playing Civ5.
I have played 3dGameLab a couple times since 2012, and even run a quest group for Teacher Camp (Which World Are You?). I found it so exciting that I signed up for Chris's Games and Simulations and Teaching in Virtual Worlds classes to feed my addiction to quest'n. Apparently it also comes with a Master's degree, which is a cool bonus (Boise M.E.T class of 2016).
My hobbies include collecting certifications in project management and EdTech coolness (up to 11, including Innovation Games(R)), as well as running an Agile MOOC.
I hope to advance the use of 'spatial environments', such as virtual worlds, as shown in this video. Quests I got. But what are the best practices in designing what badge to give when?. I look forward to learning together!
My name is Larry Schowalter, and I have been using 3D GameLab for one year. My grade 6 students, who finish at the end of June, used it for all of their Math and Science work this year. They really enjoyed the process. Some of them were given additional quests since they really raced through them, while a few really lagged and will be unable to complete the year's work.
My name is Al Gonzalez and I used 3D GameLab this school year with my 6th and 8th grade Science students. I had the same experience as Larry, I needed to create new quests for those students who couldn't get enough while the majority of my students didn't meet with winning conditions I setup. I guess I really need this course! :)
My name is Travis Showers and I was part of the GL beta after getting interested in it through the Cognitive Dissonance WOW guild. I played briefly before I was moved to administration and I had to work hard just to keep my head above water. The district is moving in a better direction now and I need to jump into a new pool and start swimming. I miss gaming and am hoping I can get my fix through GL.
I have a question about the locks and keys design.
In the locks and keys design do I understand it correctly that there would be a lock quest for maybe all the topics we'll be studying and students choose which one or ones to unlock by completing whichever lock quest they prefer?
Some Science topics make that difficult becasue I can't run labs anytime a student is ready. Those are class raids that we all just have to do together. That makes it difficult to have students studying completely different topics. Am I stuck with my hierarchical structure???
I was thinking of maybe breaking that one course into three smaller groups. If I keep the course as one group with three parts or even if break it up into three smaller groups a mostly hierarchical design with smaller locks and keys options within each subtopic can work, I think. Much to think about.
I would like to start with a big idea up front and have students have to put the pieces together to get there. Like the Explore, Flip, Apply approach by Ramsey Musallum. I guess by having a quest that stays incomplete until the player is "raid prepared" or something. Very interested in new ways to structure a course in GameLab.
Hello, I am new to gaming but fascinated by the possibilities of using them in my library instruction and eventually teaching my colleagues how to leverage them in their content areas. I'm open to learning best practices for developing games which challenge and engage my hardcore gamers.
Hi, my name is Jenn, and I've been piloting the use of 3D GameLab and quest based learning with a College Survival Skills course this quarter. I seem to be in the same boat as Benjis and Gonzalez, as a few of my students have met the "winning" condition, while a much larger number have not. This is the last week of the quarter, so we'll see where we end up! I'm really looking forward to this course, as I feel that a small portion of the lack of engagement by most students is their problem, and a much larger portion is my problem in the way I've set things up!
Hello all. My name is Mark Tennyson. I have been using 3D GameLab with my 6th and 7th Graders this year. I think I have had some similar experiences as others. When properly motivated my students seem to excel in the quests. Some faster than I can add them.
I am looking forward to seeing how I can improve for next year.
"So many worlds, so much to do, so little done, such things to be." - Alfred Lord Tennyson
Hi- My name is Joanna Marcotte. I've been working in 3DGameLab for several years. I love the idea of Badges. I have used several platforms that issue badges to students. However, they don't allow allow exporting. I'd like to see sites like Khan, Code Academy, Game Star Mechanic, and other sites to export to the badge backpack.
I'd like to see students get more engaged in learning both inside class and outside of class for my elementary students.
During the past two years, I used 3DGL to gamify my middle school social studies curriculum with a lot of success. At this point I'd like to do the same thing for my current elementary computer classes.
#9645998 Jun 17, 2014 at 08:47 AM · Edited 6 years ago
My name is Lisa, former middle school and high school biology and earth science teacher, now working in teacher professional development for a non profit group. An NSF-funded genetics project I've been working with the past 4 years comes to an end August 31st. I am creating an online "course" in 3DGL to prepare teachers to implement our program, Geniverse. We're running the course this August as a pilot and I will moderate it. The results of this pilot will determine whether we keep it a moderated course, or whether I scramble to rework the quest group so it can be a stand-alone course for teachers.
The Academy group was very useful. I'm hoping in this Teacher Camp to learn a little more about organizing quests and about cooperative questing.
Hello, my name is Cindi and I teach middle school math - 6th, 7th, and 8th grades. I "flipped" my classroom last year and would like to add the gamification aspect this year. I plan to work throughout the summer on our new standards - Common Core - and would like to create several quests.
I hope to make my curriculum more engaging for my students!
I blended my ELA classes using 3DGL last year and had a blast! I need to get better at this--and adapt to the CCSS. I'm going through these quests late because I was in other training. I'm sorry to have missed out on the collaboration, but I am sure glad that this is here so that I can still learn. That's one of the reasons that I love 3DGL. My students who miss school can do what I am going to do now!
Hello, I am a secondary Social Studies teacher and have been using the game layer theory for the past year with my students. Our department recently purchased the 3D Game lab system with the hope that it would help us organize and simplify our quests and leader boards.
I have done much research on gamification in education and believe that it is an excellent tool for students. My question, and struggle, is ensuring that I develop quests that are both entertaining and educational. My concern is that some quests can be seen by students as something to simply "check off on the list" to move up to the next XP level. I am looking forward to learning from others on how to create quests that not only motivate students, but truly convey content.
Hello everyone, My name is Bobbie (Enkidu) Hoobler. Right now I'm in school studying Education Technology. I went to an Edcamp and got turned onto the idea of gamification. My goal is to fully gamify my curriculum using a quest based system. I want to learn how to use 3dgamelab to its' fullest potential.
I usually teach high school English or Social Studies and I know that my kids would love a quest base gamified classroom. Especially one that lets them take charge of their learning. A habit that we've been trying for centuries to teach them.