1. burgoynem

    Play Journal #1: Seven Wonders

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    I am not really big into video games so for my first play journal I thought it best to cover what I do enjoy: board games (I’m sure I’ll delve into some video games in later journal entries). My siblings and I loved playing board games growing up. It helped that we’re all close in age so our ability levels were fairly comparable (except no one can beat my brother at Clue…not sure why). To this day, when we get together we enjoy gathering around the kitchen table with our favorite junk food and breaking out a game or two. For us, it’s more than just a game – it’s also a social component, which is a major component in playing board games. Amidst the strategy and decision-making, it’s fun to chat, laugh, and enjoy the company.


    For Christmas, my wife got me a new strategic board game, Seven Wonders, which I had played only once or twice before. Seven Wonders is a card-based game with the theme being, you guessed it, the seven ancient wonders of the world. The object of the game is to get the most “victory” points, which one can accrue in seven different categories (the number seven is an important aspect). Here’s how the game goes:


    Three to seven players are each dealt seven cards. Each player reviews their seven cards, selects one to acquire, and then passes the remaining cards to the left. Each card has a cost, either money or resources, which each player has been allotted. Once the cards are passed and the process is repeated until all the cards are used up. This is the phase one. Phases two and three are the same. At the end of the third phase, all the points are added up and the player with the most points wins. Each of the cards in one’s hand, at any given time, represent a way in which points can be accrued. Ultimately, there are seven different categories in which players can accrue points.

    Seven Wonders is all about managing resources and creating a strategy for accruing points. Even though there are seven categories for gaining points, as you can imagine, it is virtually impossible to get the most points in every single category.




    I really enjoy this game. I think what makes it compelling are the constraints. There are hundreds of strategy board games out there and all them have similar components: cards, points, money, etc. It’s the rules of the game and deciding how to be successful within those rules that provides a fun challenge. In addition, not only is one impacted by their own decision, they are impacted by the decisions of others. To win the game, players need to be aware of the situation of others (all accrued points are viewable by everyone), manage resources, and strategize on the fly. The design and flow of the game are intricate, well thought out, and very efficient. And depending on how many players are involved, the game should last no longer than 30 to 45 minutes. There is a certain level of unknown in that the winner is truly decided once the score is tallied.



    I believe all board games provide learning experiences because they are life simulations. Especially in strategic board games, the scenarios encountered require critical thinking. All of these skills benefit players in real life. I believe most people agree on this point. I believe the real question of value is how we can take a game/concept, like Seven Wonders, and use it to accomplish a learning objective. An interesting byproduct of this game, is the fact that I now, for the first time, can name all the seven wonders of the world!

  2. kirklunsford

    VR ‘Redefining’ How We Design

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    SAMR: REDEFINITION. Image courtesy of Christina Moore 2016.

    In recent years virtual reality (VR) technologies have gained popularity for enhancement of a myriad of industries and experiences. It’s hard to dispute VR has the potential to transform. It’s exciting to consider exploring these technologies for the purpose of education, but before putting VR into practice in the classroom, it’s important to apply the study of theory to VR potential. The SAMR model (substitution, augmentation, modification, and redefinition) is a great way to apply rather basic theory to VR tech. Although it’s possible VR practitioners and learners can traverse SAMR, based on how VR is used, “redefinition” may be the most impactful way to demonstrate use of these technologies for learning. Redefinition, in regards to SAMR, refers to the ability for technology to “create tasks and ways of learning that were previously inconceivable.” (Technology Is Learning 2014)

    From the perspective of a CAD and Interior Design instructor, at a career and technical college, the use of VR for architecture and design is exciting to consider in terms of redefining methods of teaching and learning. Consider students who are studying the histories of design, art, and architecture. The typical way we experience these courses and instruction is to explain history through text and pictorial representation. Imagine being able to virtually walk through a setting relevant to the study of history. This is particularly meaningful for design and art instruction where many times the experience and feeling of such places can not be effectively demonstrated. For example, Mies Van Der Rohe’s Core House is available online as a virtual study. When one applies VR goggles to this it’s possible to engage in the feeling and the experience of the physical space. This redefines how we learn about history by immersion in space rather than mere dictation of what it is like. In effect, students can determine what they discovered through the VR experiences and compare that to historical contexts to make conclusions. The ultimate goal of which, would be to apply their historical experience to actual practice in the design of their own spaces.

    Perhaps even more exciting than virtually walking through history, is the ability to shape unique spaces with the use of VR. It’s already possible to model a building in VR, assign materials, and design the furniture and flow of the space. More importantly, the result of VR designs can be experienced in VR by the end users and the designers together, creating greater empathy and connections between them.


    Most designers begin to learn how to design by 2D representation on paper and in 3D software. At the same time, designers learn about the dimensions of things, as well as codes, and anthropometrics. Things like standard counter heights, doorways, chairs, tables, ADA requirements, etc. Mostly these things are a given, but when all of the elements are put together, the space transforms into it’s own functional or dysfunctional place. In 2D and 3D softwares, one can only guess through experience and the “mind’s eye” what it would be like to experience the space. However, with VR one can simply assess the space while they are creating it. Rather than critiquing the space post design and planning. Dysfunctional designs and proportions become readily apparent immediately in the VR process. Everything is formatively assessed on the fly, versus a giant summative assessment in the form of a design presentation including plans, diagrams, renderings, etc. The whole design process is flipped, redefining it. Rather than creating plans and sketches first, designers create the space in VR and produce plans last when the space is mutually satisfactory for everyone involved.

    Like many new technologies, it may take a while to take hold and become a new standard way of doing and being. For educators this is painfully true when it comes to budget allocation and accessibility for students. Because VR technology combines both hardware and software for use, the cost to implement and upkeep is greater than simply updating the software every year. Other concerns from accessibility standpoint would be students who suffer from motion sickness because of the visual interface, or physical disabilities, or fatigue from prolonged operation of VR devices. The final determining factor of this technology becoming more commonplace may be the willingness of the industry and employers to adopt it. Because of these things, it may be a challenge for VR to take off. However, I remain optimistic because of the ability to redefine the design process and experience.

    References:
    VR goggles combined with hand-held controllers offers architects "a whole new way of designing" (May, 2016)
  3. anniemelzer

    GO, and the Art of War

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    The game I played was “Go” an originally Chinese strategy game that is played throughout Asia and worldwide. This is a board game played by two players. The board itself has a matrix carved into it the pieces, oblate spheroids, are placed on the parts of the board where these carved lines intersect. In Go, […]
  4. anniemelzer

    Peaceful Competition?

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    I selected this article because I personally do not think that I would ever equate peace to games. To me games are always a competition (not to say there are not peaceful competitions). This article sought to examine the use of games in exploring the achievement of peace. The ideas of using games compared to […]
  5. emilysmayy

    Learning through Play: Sorry!

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    Last weekend, I had an adventure with my inner child at Snow Mountain Ranch near Granby, Colorado. I can’t tell you how awesome it was to completely let go and play! We (my boyfriend his mom) went snow tubing, roller skating to amazing cheesy 90’s ballads, cross country skiing, played board games and attempted two puzzles. Whew! Activities!! The weekend definitely… Read more →

    The post Learning through Play: Sorry! appeared first on 4 Seasons of May.

  6. emilysmayy

    Games & Learning: #Classcraftchat

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    As part of my graduate coursework at CU Denver, I participated in a twitter chat related to games and learning. In this post, I’ve shared some thoughts around my experience networking and learning from this games-based learning community. The theme: Class craft! Okay, so what is class craft?! Don’t worry if you don’t know, I didn’t know either! In a… Read more →

    The post Games & Learning: #Classcraftchat appeared first on 4 Seasons of May.

  7. emilysmayy

    Comparing 2D and 3D Game-Based Learning Environments

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    As part of my learning experience in my Games and Learning graduate course at CU Denver, I’ll critique literature tied to the theme of game-based learning. These critiques will summarize features like research design, learning theory, methods, findings, and implications for the study and application of games and learning. Below is my latest critique of the semester: Overview: The authors… Read more →

    The post Comparing 2D and 3D Game-Based Learning Environments appeared first on 4 Seasons of May.

  8. anniemelzer

    Review of a Webinar: Resumes that Rock!

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    Title of the webinar:  Resumes that rock Date, start and end time of the webinar:  January 20, 2017, 9am-11am Number of participants who attended this webinar:  There was no indication of the number of participants (none that I was aware of) URL of the webinar announcement or description: Link to a the future one on […]
  9. burgoynem

    Learning is fun, right?

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    Games and Learning marks my tenth and final class in my online graduate program and it's one I've had my eye on. I was sold on the title, really. I love games, puzzles, challenges, and competition and I absolutely believe that games are a part of learn...
  10. emilysmayy

    Games & Learning: #games4ed Chat

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    As part of my graduate coursework at CU Denver, I participated in a twitter chat related to games and learning. In this post, I’ve shared some thoughts around my experience networking and learning from this games-based learning community. The theme: Play in School! I am no stranger to twitter chats. But, I’m usually the one running them. I’ve been developing… Read more →

    The post Games & Learning: #games4ed Chat appeared first on 4 Seasons of May.

  11. anniemelzer

    Boys vs. Girls

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    I first became interested in this article because of my previous experience with games. I have 3 brothers and 2 sisters, it was interesting seeing our preferences in video game. When it comes down to a person’s gender, there are differences in what females and males prefer, which may play into how much learning is actually occurring. The […]
  12. anniemelzer

    To Game or Not to Game?

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    When deciding what courses to take towards my Masters program, seeing the title “Games and Learning,” the choice was all too easy.  I have always enjoyed games growing up.  I could sit for hours (back when I had the time) and put puzzles together. I grew up in a big family, 8 to be exact. […]
  13. emilysmayy

    Can Gamification Foster Learning in the Workplace?

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    As part of my learning experience in my Games and Learning graduate course at CU Denver I will critique several pieces of literature tied to the theme of game-based learning. These critiques will summarize various features such as research design, learning theory, methods, findings, and implications for the study and application of games and learning. Below is my first critique… Read more →

    The post Can Gamification Foster Learning in the Workplace? appeared first on 4 Seasons of May.

  14. emilysmayy

    I Hate Games: An Introduction & History of Play

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    I hate games. Seriously. I’ve always hated games. My fun meter immediately drops with even the slightest mention of games. I don’t know why I hate games. Maybe I’m ADD? Maybe I’m to apathetic about competition and winning? Sometimes, games just seem like a lot of extra work and a walk (or something) sounds more enjoyable.   Someone: Want to… Read more →

    The post I Hate Games: An Introduction & History of Play appeared first on 4 Seasons of May.

  15. emilysmayy

    Highlands Sport and Spine interactive virtual office tour

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    After tinkering with a variety of tools and instructional methods in my Producing Media for Learning course, I created a virtual tour using ThingLink for my final. I really liked the simplicity/usability of the platform and how it puts the learner in control of the experience. I worked with my partner, Dr. Jonathan Weimer, owner of Highlands Sport and Spine… Read more →

    The post Highlands Sport and Spine interactive virtual office tour appeared first on Four Seasons of May.

  16. emilysmayy

    Learning in 2026: What the Adult Learner can Expect

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    Over the past couple of weeks, I’ve been heads down on Watson re-branding at work, my literature review on AI in learning and talking future edtech in my Producing Media for Learning class. The timing couldn’t be better. I’m fully immersed in future tech and it’s impact on learning experiences and outcomes. So, what will adult education look like 10… Read more →

    The post Learning in 2026: What the Adult Learner can Expect appeared first on Four Seasons of May.

  17. emilysmayy

    Evaluating a Mobile App

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    Have you ever used Rosetta Stone to learn another language? I have not. That’s why I chose to experiment with the mobile app, Learn Languages with Rosetta Stone, for my Producing Media for Learning graduate course at the University of Colorado Denver. Oh, and I’m traveling to Guatemala this winter so why not use it as an opportunity to brush… Read more →

    The post Evaluating a Mobile App appeared first on Four Seasons of May.

  18. emilysmayy

    The Hunt for 8 Buffalo: An Interactive Video Project

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    Over the past few weeks, I created the below interactive video for one of my graduate courses, Producing Media for Learning, at the University of Colorado Denver.   Assignment: create a 3-5 minute video about the sentence, “Buffalo buffalo Buffalo buffalo buffalo buffalo Buffalo buffalo.” For this assignment, I decided to focus less on the content and more around experimentation… Read more →

    The post The Hunt for 8 Buffalo: An Interactive Video Project appeared first on Four Seasons of May.

  19. nubowski

    Drawing More and Why I Feel I Can’t

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    I have done an activity as a teacher, now, several times. Each time, it produces almost the same results. I use it to talk about creativity with my students, but little did I know that I need my own lesson. I give my students a blank piece of paper and a marker and then tell […]
  20. emilysmayy

    How to Produce a Podcast – Basic

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    I just finished a 5-10 minute podcast for my Producing Media for Learning graduate course at the University of Colorado Denver and wanted to take a few moments to jot down some notes on the experience and process. If you’re like me and fairly novice to podcasting or, audio/sound editing in general, you’ll want to spend some time listening to… Read more →

    The post How to Produce a Podcast – Basic appeared first on Four Seasons of May.

  21. emilysmayy

    Pedago.me does TLTS 2016 – Denver, CO

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    Get ready ed tech, pedago.me’s coming for ya… I am super excited to share that I will be part of an interactive forum with some extraordinary instructional technologist and digital innovators this October on the Metropolitan State University campus in Denver, Colorado. What is TLTS? The Teaching and Learning with Technology Symposium (TLTS) is an interactive forum designed to collaborate… Read more →

    The post Pedago.me does TLTS 2016 – Denver, CO appeared first on Four Seasons of May.

  22. ekeating

    STEAM Friday!

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    Our second STEAM Friday was a success (thanks to Teachers are Terrific)!! The kids worked in groups to build bridges using only toothpicks, marshmallows and one piece of paper.  This was their second attempt building suspension bridges (last week ...

UMW Spring 2024 (Bond & Groom)

Welcome to Paul Bond and Jim Groom’s Spring 2024 ds106

Student Blogs

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