Length of time game is used
(over the course of how many days/week/months will the students use this game)
Over three classes, students will do theCommon Sense Media’s Trillion Dollar footprint lesson and the related Kung Fu Fibber role-playing and mini-game on Digital Compass.
Over three classes, students will do the Common Sense Media’s Reuse, Rework and Remix lesson and the related Hack-a-wrong role-playing and mini-game on Digital Compass.
Game Description:
Hutch is the main character in the Kung Fu Fibber in Digital Compass. Students take on his role and make decisions related to self-image and identity online. Along with the role playing decision making game, students also play a mini-game activity.
Seven is the main character in the Hack-a-wrong storyline in Digital Compass. Students take on his role and make decisions related to giving appropriate credit in using online resources. Along with the role playing decision making game, students also play a mini-game activity that reviews vocabulary related to copyright and fair use.
Activity Description:
48 minute classes 2x a week). Class 1: a. Students work in groups on the Common Sense Media Trillion Dollar Footprint lesson (submitted in addition to this form). Class 2: b. students login to Digital Compass and spend time role playing as Kung Fu fibber; students should also try the mini-game. Class 3: Students have 10-15 minutes to revisit Kung-Fu Fibber. Then complete the reflective writing piece and 3 question assessment
(48 minute classes 2x a week). Class 1: a. Students work in groups on the Common Sense Media Rework, Reuse, Remix lesson (submitted in addition to this form). Class 2: b. students login to Digital Compass and spend time role playing as Seven (Hack-a-wrong); students should also try the mini-game. Class 3: Students play the game at citationgame.com and complete the journaling for the reflection prompt (assessment below).
Material(s)/resources needed:
Materials and Preparation • Preview the video included on Common Sense Media (https://www.commonsensemedia.org/educators/lesson/trillion-dollar-footprint-6-8) “The Digital Footprint,” and prepare to show it to students. • Copy the Choose a Host Student Handout, one for every four students. • Review the Choose a Host Student Handout – Teacher Version. • Copy the My Digital Footprint Student Handout, one for every student • For Digital Compass: student internet access. https://www.digitalcompass.org/ - home
Student Internet access and sound for the hightech remix video (Teach 3) • Internet access to show public domain and fair use case studies to the class • Preview Project Gutenberg (www.gutenberg.org) and “The Commons” on Flickr (www.flickr.com/commons) and prepare to show the sites to students. • Copy the Four Points of Fair Use Student Handout, one for each student. • Preview the case study video options in Teach 2 and prepare to show one of them to students. For Digital Compass: student internet access. https://www.digitalcompass.org/ - home
Instructions for Game use(s):
Provide an overview of how Digital Compass works, navigating the character and minigames, and how to see how many badges have been earned. The game is well done and fairly intuitive.
Provide an overview of how Digital Compass works, navigating the character and mini-games, and how to see how many badges have been earned. The game is well done and fairly intuitive.
Assessment
Completing group work lesson; completing at least 50% of the Digital Fibber storylines; completing reflective writing prompt on Google Forms
Complete at least 50% of the decision choices in the Hack-a-wrong storylines; results of citationgame.org.
Students choose one of these questions for journaling:
What does it mean when we “rework” copyrighted material?
How can you tell if something is fair use?
Even if you create something that’s fair use, why is it important to give credit to the work you used to make it?
Part 2: Gamification Idea
Student's year-long work of digital tools and digital citizenship in all their classes is reflected in their own Digital Portfolios. The portfolios are created by the students in Google Slides. The point and badge system described below could be integrated into their Digital Literacy learning goals for the portfolio to introduce a motivational gaming element.
Badges for Digital Literacy
Point systems and badges is a gamification concept that I believe could be a good fit and motivator for Digital Literacy. We have 6 major units in the DL curriculum: Digital Citizenship; Google Apps Organization and Productivity; Web Evaluation and Research; Presentations; Copyright, Fair Use and Citing Sources and an overarching lesson on setting SMART Goals (students set goals in each area). Students create a year-long portfolio to showcase their work with examples of work in each of these areas. The examples are drawn from their work in all their classes (e.g. Social Studies, World Language, Art, Digital Literacy, etc.). Creating a portfolio in the beginning of the year and working out in throughout the year is an opportunity for them to be invested in the process of their growth - process, something that was touched on in one of the videos. After reading and viewing gaming and gamification resources I think that it would be effective to add a badge/point component to the class that awards student badges that can be included in their portfolios.
Here are the Digital Literacy Badges I've developed and criteria for earning them:
Students assessment around game play can be formative or summative. Formative could assess certain behaviors or work during game play or by activity tracking and levels or scores they reach as they progress through the game. Summative could be through a post-game playing assessment like a quiz, test or reflection. Leaders who have written or prepared videos around Assessment for games and game playing stress that formative assessment during game play can impact the game play. It is important for students to know how the game play impacts and learning and how any related assessment will work.
Part 1: Lesson Plans
Part 2: Gamification Ideas
Part 3: Assessment
Part 1: Lesson Plans - Two lesson plans that can be used for our Digital Citizenship units.
(Lesson plan, unit plan or curriculum plan)
(meet through game use)
(over the course of how many days/week/months will the students use this game)
Part 2: Gamification Idea
Student's year-long work of digital tools and digital citizenship in all their classes is reflected in their own Digital Portfolios. The portfolios are created by the students in Google Slides. The point and badge system described below could be integrated into their Digital Literacy learning goals for the portfolio to introduce a motivational gaming element.Resources:
Readings:
http://edtechreview.in/dictionary/298-what-is-game-based-learning
http://www.instituteofplay.org/
Example of game based learning for a climate change lesson: http://www.edutopia.org/blog/climate-change-and-gbl-matthew-farber
http://www.educationworld.com/a_tech/schools-students-digital-badges.shtml
https://credly.com/badge-builder
http://www.edutopia.org/blog/video-game-model-unit-andrew-miller referencing a game for 21st century skills and this Open Badges project: http://www.digitalme.co.uk/.
Part 3
Assessment Resources and Ideas
Related Links: