Games have potential to enable discussions around systems; we had philosophical debates around the meaning of game and the purpose of make; and many of us lost the game or decided not to play. We drew examples from our childhood, and instances in which we use them in our day-to-day activities. We questioned the value of competition in various learning environments and pushed the limits of what qualifies as a game.
One of our goals this week was to generate evidence that a game lens can be a useful tool to support the principles of Connected Learning.Throughout these discussions, it is clear that there is a genuine call for new learning tools that inspire creativity and drive community. We highlighted game design as a new and fun opportunity to implement the Connected Learning principles of production-centered and interest-centered learning. In addition, we as a community danced with the concept of celebrating failure, and having fun with difficult problems in dynamic, complex environments.
Considering your participation and what you’ve seen from others, which of the connected learning principles seemed evident in your making, playing and learning? Which seemed evident in what other participants shared?
These creations from the CLMOOC community might help.
Games allow us to explore and tinker. Susan Watson’s OGMOJS provides a create example for how we can use dynamic tools, like games, to encourage curiosity.