WHY WORK DOES NOT WORK
Friday 27th NOVEMBER
13:45 – 14:00
Is it possible that the opposite of play is not work – that they are in fact mutually supportive, and when we stop playing, we stop creating and developing? Games are often talked about as if they were a relief from serious learning. But in the make-believe world of games we are in charge, making decisions, as we assess risk to master a range of challenges. Are games and gamification in reality… serious business?
Play helps us deal with difficulties, provides a sense of expansiveness, promotes mastery of our crafts, and is an essential part of the creative process. Most important, true play that comes from our own inner needs and desires is the only path to finding lasting joy and satisfaction in our work. In the long run, work does not work without play.
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Learning & Education
PANEL SESSION: DESIGNING GAMES TO EXPLORE, ADDRESS AND TAKE ACTION FOR WICKED LEARNING PROBLEMS
Monday 23rd NOVEMBER
14:45 – 15:10
Sarah Le-Fevre Chairs this panel session and she is joined by Dave Eng, Monica Cornetti and Antonios Triantafyllakis
The focus of the panel is using games to address wicked problems. Games are often used to create learning experiences (knowledge acquisition, examining values, exploring systemic issues) around wicked problems such as inequality, culture in organisations, the climate crisis – and I’m sure you can add many more. But today’s focus is a little closer to home, looking at wicked problems within learning itself. As learning professionals, we face issues around accessibility, content and quality all the time, so let’s examine just a few of these.
Covid19 has presented us with many challenges, but one of the greatest concerns for many learning providers has been managing the transition from the classroom to online. How might games or gamification play a part, either as content, frameworks for taking advantage of the additional functionality of ‘online’, or as part of our own design/translation processes?
Recent research from the National Foundation from Educational Research has shown that pupils from disadvantaged backgrounds are less likely to be engaged with remote learning, further damaging their prospects during lockdown. If games could be part of the solution to the engagement problem, how do we factor in, for example, unequal access to technology?
A final question, which is somewhat ‘meta’. Although there have been many innovations in platforms and software to help with online, it feels like the field is still so new, that we haven’t yet achieved reliable pedagogies, with firm theoretical and experimental bases. What could we do with games to help explore online learning to build our understanding?
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About Monica Cornetti
Monica Cornetti works with individuals and organizations who want to learn how to think differently to achieve uncommon results. A gamification speaker and designer, Monica has been repeatedly rated #1 among the “Gamification Gurus Power 100” by RISE since 2015, and this year was recognized as #1 in the Most Influential Women in Gamification who have created a legitimate impact in the gamification industry.
Monica is the Founder and President of Sententia Gamification, Founder and Gamemaster of GamiCon (the annual international conference for the gamification of learning), and the author of the book Totally Awesome Training Activities Guide: Put Gamification to Work for You, and co-author of Deliberate Fun: A Purposeful Application of Game Mechanics to Learning Experiences.
She is a graduate of Seton Hill with a BA in psychology, and The University of Houston-Victoria where she earned a Masters Degree in Economic Development and Entrepreneurship.
Monica is hired for her skill as a gamification speaker and strategist and is considered at the top of her field in gamification design for corporate training and adult education. When she is not busy changing learning with gamification, Monica can be found “researching” gameplay with her grandchildren.
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