Join us for the New York City satellite of the 2017 Games in Education Symposium. This year we will be offering four FREE workshops on Thursday, August 3rd at NYU’s state of the art MAGNET (Media Games Network) facility. Presenters from EDC’s Center for Children and Technology and (TBD) will be leading hands-on workshops on a variety of topics aimed at increasing the effectiveness of teaching with games in the classroom. These workshops can contribute to NYC Department of Education P-Credits Bring your laptops!
NYU’s MAGNET 2 Metrotech Center, 8th Floor
Brooklyn, NY 11201
When: August 3rd
Time: 9:00 to 3:00
If possible, please bring a laptop for the hands-on workshops!
Please let us know if you have registered and are unable to make it as participation is limited!
email@example.com for questions specific to our NYC site, or
firstname.lastname@example.org for general questions about Games in Education.
- 9:00: 10:00: Live Stream of Games in Education Keynote Talk.
- 10:00 to 12:00 Using Gameplay Data for Formative Assessment, Facilitator: Jim Diamond
- 10:00 to 12:00 How to Design Your Own Games for Science Learning, Facilitator Camillia Matuk
- Lunch 12:00 to 1:00: Box Lunch will be provided
- 1:00 to 3:00 Using Digital Games Effectively in Middle School Science Classrooms, Facilitator: Marian Pasquale
- 1:00 to 3:00: Using Board and Card Games in the Classroom to Stimulate Interest and Learning, Facilitator Jon Freeman
Digital and traditional games are touted as a fun way to cultivate student engagement in learning. But beyond engagement, how can we use these games to support and develop students’ scientific reasoning, conceptual learning, and understanding of challenging concepts?
Using Gameplay Data for Formative Assessment Facilitator: Jim Diamond
This workshop will introduce teachers to the use of data from digital games for formative assessment. Participants will play parts of a game called Mars Generation One, designed to help students practice argumentation skills. Participants will then analyze data from gameplay and plan for changes to instruction. We’ll also discuss tips for evaluating how well games help students practice targeted skills; identifying useful design features to look for in data dashboards; and techniques for connecting gameplay to other classroom activities.
Using Digital Games Effectively in Middle School Science Classrooms Facilitator: Marian Pasquale
Science educator Marian Pasquale will delve into how digital games for middle grades science can help target persistent misconceptions. Participants will play games that target certain NGSS disciplinary core ideas and cross cutting concepts and learn strategies for supporting the development of students’ higher order thinking, specifically analogical reasoning.
How to Design Your Own Games for Science Learning: Facilitator Camillia Matuk
Whereas digital games tend to get most of the press, board games and card games are low-cost, accessible options that are also great for learning! In this session, you’ll learn strategies for creating your own game-based learning experiences. Together, we’ll walk through the game design process, including brainstorming, playtesting, and iteration; talk about such issues as how to align your learning goals with game play; and explore the potential of games for developing scientific habits of mind and 21st century skills, such as collaboration and systems thinking.
Using Board and Card Games in the Classroom to Stimulate Interest and Learning: Facilitator Jon Freeman
Neurodevelopmental research indicates that young children learn through meaningful play experiences. As we age, learning is best achieved when it is active, goal-oriented, contextualized and interesting. The use of analog board- and card-games in the classroom meets the “active” learning model and covers neurodevelopmental areas including perceptual organization, memory, language acquisition and word recall, dexterity, information encoding and retrieval, goal-directed behavior, competition, cooperation, decision-making and reward anticipation to name a few.
About the Facilitators
Marian Pasquale is Senior Research Scientist at EDC’s Center for Children and Technology. Her work focuses on professional development, technical assistance, and curriculum development.
She was the science specialist on the IES-funded Possible Worlds digital games research and development project and has done presentations on middle-school science at NSTA, MSA, NSDC, WNET Celebration of Learning, and the Urban NMSA. She has provided staff development and technical assistance to many school districts engaged in systemic reform of science education.
Jim Diamond is an educational researcher and instructional designer at EDC’s Center for Children and Technology, focused primarily on the use of educational games to enrich K–12 learning and teaching for students and educators. He is especially interested in applying design-based research methods in his work to create and study technologies that foster individual learner agency in real-world learning settings. Dr. Diamond has over 10 years’ experience in educational research, design, and evaluation, and his areas of interest include history, social studies, and civics education; STEM education; and disciplinary literacy.
Camillia Matuk is Assistant Professor of Educational Communication & Technology at NYU. A former medical illustrator and animator, she received her PhD in the Learning Sciences from Northwestern University. Camillia does design-based research in K-12 classrooms, out-of-school youth programs, and teacher professional development. She is interested in interdisciplinary STEM learning, learning from comic books and game design, environments that support collaborative learning, and the design and integration of educational technologies.
Jon Freeman Ph.D., CBSM, is a Clinical Psychologist and owner of The Brooklyn Strategist. Dr. Freeman’s background in CNS neuroscience has inspired him to organize after school and camp programs designed to promote neurodevelopment through game play. Current research interest includes cognitive- and socially-based transfer of knowledge.