Maria Rosario Marianeschi

I love quotes…

I.e. "Be yourself, everybody else is already taken" -Oscar Wilde

"Live as if you were to die tomorrow. Learn as if you were to live for ever" -Mahatma Ghandi

"Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world" -Albert Einstein

"Si quieres resultados distintos, no hagas siempre lo mismo" -Albert Einstein

The Game of Education in the Digital and Technological Era

(by Rochi)

Abstract

“The voyage of discovery is not in seeking new landscapes but in having new eyes.”
— Marcel Proust

Not only has the work and social life evolved, so has the education. Being a student in the 21st century is a complete different experience than attending school 5 to 10 years ago. There is an enormous evolution in the access to information, the speed of finding answers, and in the interaction with peers and teachers. However the main need to profit from those possibilities is good criteria. Information is out there, so the focus has to be placed on the aim instead of the way. The ultimate goal of Education is still the same: preparation for employment, life in society and personal development.
As Seth Priebatsch mentioned, we are heading to the "Games Layer". Online games entertain, connect people and also teach and train players. Games such as Farmville in Facebook, SCVNGR, SecondLife, Counter Strike and Webkinz are more popular than online transactions. They are about having a virtual life, accomplishing levels of complexity or breeding pets. Aren’t they all life experience? For instance setting up a home, starting a company or taking care of a pet, those life experiences are represented in virtual games. There is a generation hungry to live, who specializes and masters that skill by playing online games.
As educators, we are challenged to play. Balance and flexibility are key concepts in this process of building a culture of learners. The success is built upon how well we mesh in a community of learners who understand how to leverage networks in the co-constructing of knowledge. In this game of Education we don’t need competitors, we need enjoyers.

Griffithworld

-where everyone belongs

This game is designed to promote interaction between students and careers and employment area within the University, mostly through the project StudentJobs@Griffith. Griffithworld is based on an AWARDS program, where students can earn points every time they take an action towards their objective. This game is designed to encourage work placement, motivate students to make the most out of their learning experience, collaboration and success at Griffith University. This is another tool and a relevant resource to help students build their work experience.

Participation is the key, so students will receive help with their job search, encouragement to have a work experience while studying and a broader learning experience. We use SCVNGR as the main interface of this project in order to operate towards the “games layer”. Bearing in mind we are envisioning the future and embracing the technological and digital era, students need to be trained on some of the 21st Century Skills.

HOW DOES IT WORK?

Participating and playing is easy and is available for all students at Griffith University, in every Campus and in any level of study. The basic steps to play are:
• Download your SCVNGR application.
• Sign in.
• Attend seminars and workshops offered by Careers Service.
• Check out the Volunteer Experience Fair.
• Answer questions.
• Do challenges.
• Earn points!!
The connection with “The game of Education in the digital and technological era” is given by the spirit of introducing a game as a way of engaging students in a learning experience. Interactivity underpins a higher order thinking rather than rote and it makes participants follow a skill and drill- problem-solving issue. It includes a system of rewards and goals which motivate players. Griffithworld is interplay between desire and pleasure—the desire to find an appropriate job and the pleasure one feels when is playing. A context of “challenge, fantasy, and curiosity” providing feedback and being connected with players promotes intrinsic motivation for play. Motivation to play is a significant characteristic of games and effective game design considers both intrinsic and extrinsic rewards for play.

GOALS AND RULES

To play this game it is required to have the application in any iPhone, iPad, Android tablet or phone that supports SCVNGR. Creating a profile will enable students to play when they are in the location or within 25km from the place on the map. Once someone is physically in that same location, the trek will appear as an option to play.
All students can play and their objective is to add up points. Those points can be exchanged by rewards and will also make “monthly leader boards” win specific prizes.
The game consists of Treks. They will come active at different times, in each Griffith University Campus. The treks are:
1- Beyond Learning at Griffith.
2- Volunteer Fair for Gold Coast and for Nathan
3- Get started
4- Get Involved
5- Get Connected
6- Get experienced
7- Get Real
The interplay of these treks, with the support of the program, is crafted to draw students into the storyline of their own experience both personal and professional. Griffithworld supports Quality Work-Based-Learning being available and authentic for all students.

REWARDS

Points are acquired in each SCVNGR’s profile. The scale of points that can be assigned to each challenge is from 1 to 5. Depending on the complexity of the challenge, participants may be able to acquire more or less points. Once the challenges in each trek are completed, they add point in their own account, and they can redeem them for different rewards.