Learning, Education, & Games Volume 3: 100 Games to Use in the Classroom and Beyond
Editor: Karen Schrier
For the third volume, we aim to create a guide for educators who want to use games, virtual reality (VR) and augmented reality (AR) in the classroom (or in other educational contexts, such as libraries, homeschool environments, afterschool, or camps).
This guide will include case studies of 100 games/interactive experiences that could be used for education (including K-12, preschool, and higher education). In each case study, we will explore how real educators have used the game – what they learned, their tips and techniques, and what worked and didn’t work.
Each case study will be approximately 1000 words (or fewer).
Who we are looking for:
Previous case study authors/Revisers: For those authors who wrote case studies in books 1 and 2—we invite you to reshape your work into a case study for book 3!
New Authors: We need some authors who can write brand new case studies and can either interview educators, work with educators, and/or write about their own use of games in the classroom.
Educators: We need educators who have used games in their classrooms and can either write case studies, be interviewed by authors and offer examples of how they use games, and/or who can collaborate with authors to explore how they use these games in their classrooms. (This includes librarians, professors, afterschool educators, literacy specialists, music/art/technology teachers, adjunct faculty, pre-k teachers, tutors, camp counselors, homeschool teachers, religious school teachers, personal trainers, etc!)
Interested? Here are the Next steps:
Check out the full call for chapters for more information.
(https://docs.google.com/
Deadline for Proposals: October 1st, 2017
Notification of Acceptance: November 1st, 2017
First Draft Due: January 15th, 2018
Submit your proposal at: https://docs.google.com/forms/
Multiple submissions are welcome. Please contact kschrier@gmail.com with any questions.
About the LEG Book Series:
The Learning, Education & Games SIG (part of the IGDA – International Game Developers Association) created a series of books on games and learning with ETC Press called Learning, Education & Games.
The first volume in the series focused on the design and curricular considerations related to creating and using games for learning, such as designing for diverse audiences or designing for social studies, STEM, or music learning. The book also delves into specific design issues, such as aligning goals, designing for an audience, playtesting, and assessment.
Check it out:
The second volume focused on the challenges of creating games and implementing them in educational settings, and covered issues such as gamification, using games to support ASD (autism spectrum disorder) students, selecting games for the classroom and library, homeschooling and gameschooling, working with parents and policymakers, and choosing the right tools for game development.
Check it out:
A key component of the books were case studies of games, which were inset from the primary text of each chapter, and served to illustrate the concepts and frameworks described in the chapters. For instance, we had short case studies on games such as Quandary, Minecraft, Civilization, and Foldit. Each chapter had approximately three case studies of games in it, and each were approximately 500-750 words.
What is LEG?
The Learning, Education and Games (LEG) SIG is a community of game developers, designers, educators, policy-makers, researchers, and entrepreneurs interested in the intersection of learning and games. This could include issues related to the design, development, distribution, promotion, use, and assessment of games in both formal and informal learning contexts; as well as both commercial off-the-shelf games and games made primarily for educational purposes.
LEG is affiliated with the International Game Developers Association as a recognized Special Interest Group. LEG “officially” meets annually at the Game Developers Conference. Otherwise, LEG hosts monthly virtual meetings via Slack.
LEG’s mission:
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Grow and sustain a robust community of developers, educators, policymakers, and researchers, through a series of virtual and in-person meetings, workshops, online dialogues, and other shared activities.
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Serve as thought leaders and advocates for the intersection of games and learning, both in classrooms and other contexts (healthcare facilities, after school programs, not-for-profits, corporate sector, government, military), such as through new collaborative projects and grants, or through the use and promotion of our ETC Press series of Learning, Education, and Games books.
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Create, promote, and share resources related to the design and use of games for learning, such as standards and guidelines, case studies, models and exemplars, and an online database.
LEG Executive Committee
President: Karen Schrier, Marist College
Steering Committee:
Elena Bertozzi, Quinnipiac University
David Simkins, RIT
Matt Nolin, 1st Playable
Mark Chen, Pepperdine University; University of Washington; University of Ontario Institute of Technology