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https://youtu.be/hvqST2ggvA0

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For quizis I use kahoot, quizizz, plickers or google forms. For viktorins I use jeopardylabs.com.  To make a crosswords I use crosswordlab.com. For coding games or apps I use code.org

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To create your avatar or badge you can use this tool or this tool.

SpeakPic App  is the best Talking Photo App (from Google Play).

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Hello. I am Jelena from Vilnius, capital of Lithuania. I teach math and computer science in secondary school.
I am currently on parental leave, but I will try to do all the tasks and participate in all activities.

About my school: Vilnius Adult Education Centre was established in 1993. Here adult students can acquire complete or partial upper secondary education. The Centre offers flexible study programs and also organizes various supplementary modules in English, Lithuanian (for non-Lithuanians as a state language), IT. The democratization of lifelong learning is widening the learning opportunities to all citizens. The customers of the Centre are people over 18 years old. They can freely express their learning needs.

In my classroom I have a smartboard, which often use with the math learning objects. Also, at school we use  distance learning environment Moodle , were I have created the materials of mathematics and computer science  course for 9-12 grades.

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Learning through games encourages the acquisition and development of various hard and soft skills, as it stimulates problem-solving, encourages experiential learning and increases motivation. The player learns through repetition, failure, ongoing and non-threatening feedback and accomplishment of goals in a risk-free environment, which is aligned with clear objectives.

1. Serious games – games designed specifically for learning a certain topic or skill

2. Games for thematic learning – using games not specifically designed for learning but for entertainment to engage students in learning about a certain theme or topic

3. Games as tools of creation – developing key skills and creative capacity through the process of creating a product or output with a game

4. Designing games – using the process of game design to develop key skills and creative capacity

My favorite outside game was “Cossacks and robbers”. The robbers were running and drawing arrows on the street and the Cossacks were looking for robbers. We spend all the day outdoor playing this game. Everyone wanted to be robbers, so we made the rule that one time you are the robber and another time you must be Cossack.  We learned how to respect the rules, how to communicate in group, and to make strategy.It is really interesting, that people from different countries play this game with the similar rules but they call this game differently.

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https://academiccolab.org/resources/documents/Good_Learning.pdf

In my lessons I use a quiz (Kahoot, Quizizz), QR codes, jeopardylabs, moodle and other interactive environments. Now I would like to learn how to use Minecraft for math lessons.

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1.3 How do games impact teaching & learning dynamics?

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1.3 How do games impact teaching & learning dynamics?

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We educators need to grow into a new role when using games in the classroom: the role of facilitator of learning. Teachers as facilitators provide their students with resources, opportunities and guidance, as students take on agency for other aspects of their learning. They are flexible, and support students in taking charge of their own growth and development. Games  may promote a student-centred pedagogy that facilitates a more personalised learning approach.

I think that teacher’s role in the classroom depends on the type of lesson. If i need to explain new important information I stand in front of the class, most of the time I move around the class giving my students formative assessment and helping with some issue. I try to make my students active and responsible for their learning outcomes. The use of ICT helps me as a teacher to be facilitator and I hope, that games will give me more opportunities.

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Creativity is associated with characteristics like "curiosity (or inquisitiveness), use of imagination, critical thinking, problem-solving, and perseverance (resilience or persistence) which includes positive risk-taking".
Good games stimulate creative problem-solving by providing players with risk-free, judgement-free environments that give them ownership and allow for experimentation.

To develop my students creativity I'm trying  not to give them full information and avoid telling how  exactly to solve the task, but  use more open-ended questions. Aslo I try to give them more task with problem solving.

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Traditional assessment mechanisms and timetable structures  make the use of games – which often require a more prolonged engagement – difficult to implement in our day-to-day teaching.

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1.6 Challenge break: try to gamify the grading and alter its meaning.

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1.6 Challenge break: try to gamify the grading and alter its meaning.

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My students are adults aged 17 and over. They all feel uncomfortable and timid when they start thinking about evaluation. Therefore, besides the usual assessment of control work I use the self-assessment system for students.

For almost every lesson I create quiz by kahoot, quizizz or google forms that helps students to self-assess. Students evaluate their work by writing a grade on self-assessment sheets prepared by the teacher. After half a year I noticed changes: the students honestly and boldly spoke about their progress and less feared the control work.

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Important questions to evaluate a game’s learning potential:

1. What is your goal and how does this fit with your curriculum goals? For example, are you aiming to cover content or develop a skill by using the game? Your answers to such questions should direct you in your evaluation.

2. What are the game mechanics? Do they promote experimentation? Do they offer progression? How “free” is the player to find different solutions/paths?

3. Is the game engaging for students?

4. How much time does the game take to play? Does this fit with your lesson or homework time? Does it fit with your curriculum timetable?

5. What thematic links can you make to the game’s content?

6. What skills do students need to succeed in the game?

7. Can students customise the game? Does a possible customisation impede the student from achieving the goals you’ve set? Does the process of customisation develop certain skills?

If I let my studet play a game as a part of a lesson, I think that bigest part of them would decide that I'm joking. Older students  would think that games are not learning, but after some time they would like such lessons.

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2.2 Serious games: what is it all about?

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2.2 Serious games: what is it all about?

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Serious games can be defined as games in which education (in its various forms) is the primary goal, rather than entertainment (Michael and Chen, 2006).
Some examples:
UNI! The Regions Game a role-playing game which helps educators and 10- to 12-year-old students to learn about the European Union while playing.
The ‘Partners’ web doc is an investigation game with a full complement of multimedia tools which takes you to 6 regions of the European Union.
Aqua Republica, a serious game to raise awareness of the importance of managing water and ecosystems in a sustainable way.
PeaceMaker challenges you to succeed as a leader where others have failed
WolfQuest, a science-based game, lets players learn what it’s like to live life as a wolf in Yellowstone National Park.
http://www.econfidence.eu/

I have never used serious game in my teaching, but I hope this course will help me to improve my teaching. I have done some research and have found the Lithuanian serious game for primary school students: https://ismaniejirobotai.ugdome.lt

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The main ingredients of an escape room in the classroom are:

A purpose – there is always a mystery to be solved or a goal to be reached

Clues – a series of puzzles or questions to solve that lead you to the goal

Time limit – the time limit drives motivation and focus.

Example:  https://sites.google.com/view/thinss/home

Geocaching is another interesting concept that fits in the category of real-life adventure games. Geocaching is probably the world’s largest Treasure Hunt, using a handheld GPS. Actually, there are many geocaches around you right now. You can create an account on the website and find them.
More info:
https://www.teachprimary.com/learning_resources/view/using-geocaching-in-primary-schools
http://www.educaching.com/

You can use tools like Flippity to create virtual locks.

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almost any game can be used in athematic learning context. This means that games can be used to explore or illustrate a certain dynamic, situation, action or topic. For example, at a very basic level, one can explore the theme of probabilities in Maths by playing a dice-based game like Ludo or Yahtzee.

I think that some games could be used as team-building activities.

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Playful activities put us into a psychological state where failure is accepted and even promoted and “what if” musings are encouraged.
Play is the cornerstone of creativity. It provides an authentic place to be fearless and experiment, to collaborate, to raise questions and to try to find solutions that you would otherwise not have conceived of, because the imagination runs free.

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3.2 Maker movement moving into classrooms

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3.2 Maker movement moving into classrooms

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In the school context, a makerspace can be any space where students and teachers come together to create, invent, prototype, design, tinker, explore, discover, code, build, craft, draft or draw.
DIY (coming from the acronym Do It Yourself) is a free online communityfor kids (6-16) to upload, share and view pictures and videos of projects they create, to learn new skills and find friends around the world who share their passions.
The Tinkering Studio, located inside the Exploratorium, the museum of science, art and human perception in California, motivates aspiring makers around the world to generate new ideas. Check out some of the projects here.

DOWNLOAD A PRACTITIONER GUIDE FOR DEVELOPING AND IMPLEMENTING TINKERING ACTIVITIES (.pdf | 12MB)

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3.3 Creating and learning in virtual worlds

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3.3 Creating and learning in virtual worlds

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One of the most popular games of the last decade, which has at its heart the process of creation, is Minecraft.

Minecraft Education Edition is a specific tool designed for teachers : http://education.minecraft.net.

The amazing Nelly Hamed from Egypt shares a Lesson here: https://education.minecraft.net/…/how-one-minecraft-mentor…/

I have the honor to collaborate with her and Stephen Reid at ImmersiveMinds to create resources and trainings for teachers: http://www.immersiveminds.com

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Middle school students create their own 3D virtual worlds and learn lessons about communication, collaboration, and digital citizenship through the first-person sandbox-style game called Minecraft. More resources at: http://www.edutopia.org/made-with-play-game-based-learning-resources This video is part of the Made With Play series, a co-production with Institute of Play.

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There are plenty of coding tools and activities that approach the topic in a playful manner and let students, in the process of learning to code, create something new: Scratch is the best-known example of this.

I 've heard about Scrach and even tried to use it. But with my students I more often use code.org coding platform. There are lot of projects for the students from 4 years old.

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Assessing competences using gamification mechanisms:

First of all for assessment we need to use the rubrics. And to assess such competencies as creativity I think would help the tasks were students need to create something.

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4.5 Challenge break:Stirring up competitions for reviewOne way to gamify the process of review is to set up competitions. Do you think a competition is motivating or damaging? Considering the subject you teach, what kind of competition could you develop for your upcoming review?

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4.5 Challenge break:Stirring up competitions for reviewOne way to gamify the process of review is to set up competitions. Do you think a competition is motivating or damaging? Considering the subject you teach, what kind of competition could you develop for your upcoming review?

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I Do not think that competition are motivating for all students. Especially for students that can't win. That is why I think, that the best competition is the competition with yourself, it helps to measure every student progress.

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5.1 Breaking the rules: gamification of learning

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5.1 Breaking the rules: gamification of learning

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Games are commonly structured for players to solve a problem. They usually promote communication, cooperation, and even competition amongst players. A primary component is also the rich narrative that spawns creativity and imagination in its players. Another inherently appealing component of games that is useful for educators is their ability to encourage players to make mistakes and persist when they fail. The authenticity of the game’s tasks and the embracing of emotions are also paramount elements of games.

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In this teaching scenario, the biggest challenge for the teacher is to create an activity that would be relevant to the subject and engage the students.

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Useful resources:

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This first version of the platform provides eTwinners with the main services to find partners and develop projects. Additional features, including the full content of the School Education Gateway, will be available in the coming months. In the meantime, School Education Gateway remains temporarily online.

Read the Questions and Answers Section to see how this affects you.

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This first version of the platform provides eTwinners with the main services to find partners and develop projects. Additional features, including the full content of the School Education Gateway, will be available in the coming months. In the meantime, School Education Gateway remains temporarily online.

# data[].attributes.attachment_link.readable_text
This first version of the platform provides eTwinners with the main services to find partners and develop projects. Additional features, including the full content of the School Education Gateway, will be available in the coming months. In the meantime, School Education Gateway remains temporarily online.

Read the Questions and Answers Section to see how this affects you.

# data[].attributes.attachment_link.description
This first version of the platform provides eTwinners with the main services to find partners and develop projects. Additional features, including the full content of the School Education Gateway, will be available in the coming months. In the meantime, School Education Gateway remains temporarily online.

# data[].attributes.attachment_link.readable_text
This first version of the platform provides eTwinners with the main services to find partners and develop projects. Additional features, including the full content of the School Education Gateway, will be available in the coming months. In the meantime, School Education Gateway remains temporarily online.

Read the Questions and Answers Section to see how this affects you.

# data[].attributes.attachment_link.description
This first version of the platform provides eTwinners with the main services to find partners and develop projects. Additional features, including the full content of the School Education Gateway, will be available in the coming months. In the meantime, School Education Gateway remains temporarily online.

# data[].attributes.attachment_link.readable_text
This first version of the platform provides eTwinners with the main services to find partners and develop projects. Additional features, including the full content of the School Education Gateway, will be available in the coming months. In the meantime, School Education Gateway remains temporarily online.

Read the Questions and Answers Section to see how this affects you.

# data[].attributes.attachment_link.description
This first version of the platform provides eTwinners with the main services to find partners and develop projects. Additional features, including the full content of the School Education Gateway, will be available in the coming months. In the meantime, School Education Gateway remains temporarily online.