“Flipping Google+ The Bird” simplifies a complex blended course format into an accessible teaching approach. Including opportunities for gaming should not be difficult; however, knowing where and how to begin can be a bit overwhelming. Gaming is more than a simple child’s game and should extend beyond a technological solution. Gaming should include opportunities for exploration, reasoning, testing, and failure. Gaming can be an effective tool for engaging learners to use higher order thinking skills. In this session participants will discuss and demonstrate how to make this happen as well as how to integrate alternate types of teaching, such as social networking, flipping, or didactic exercises. A good gaming discussion would not be complete without play. Come prepared to learn, engage, test, and play.

1. Flipping + the Bird
Brad A. Henry
Henry.347@osu.edu

2. Overview
○Define games
○Briefly discuss learning
○Play a game
○Discussion
○Exploration into how games
can been effectively integrated
into curriculum

3. Games Defined
○ Sacrifice reality for entertainment
○ Conflict or challenge
○ Rules of engagement
○ Particular goals and sub-goals
○ Continuous feed-back
○ Focus on Rules
○ Compelling Storyline/Quest
(Tobias and Fletcher, 2010)

4. Active & Deep LearningLevelofBehavioralActivity
Level of Cognitive Activity
Low High
Low
High
Ineffective passive instruction:
Does not foster meaningful
learning outcome
(Low B/Low C)
Effective passive instruction:
Fosters meaningful outcome
(Low B/ High C)
Ineffective active instruction:
Does not foster meaningful
learning outcome
(High B/Low C)
Effective active instruction:
Fosters meaningful outcome
(High B/High C)
Two kinds of active
learning
(Mayer, 2001; Wittrock, 1989).

5. EXTRINSIC VS INTRINSIC
Extrinsic = motivated to perform a
behavior or engage in an activity in order to
earn a reward or avoid a punishment.
Intrinsic = behavior because
it is personally rewarding;
essentially, performing an
activity for its own sake
rather than the desire for
some external reward.
Intrinsic = behavior because
it is personally rewarding;
essentially, performing an
activity for its own sake
rather than the desire for
some external reward.
Extrinsic = motivated to perform a
behavior or engage in an activity in order to
earn a reward or avoid a punishment.

7. FLOW

8. DESIGN PRINCIPLES
• DESIGN is the Key
• What is YOUR STORY?
• Stick to the POINT
• Follow the RULES
• PLAY TO LEARN not learn to play
• Technology does not always drive the
EXPERIENCE
• Are they PLAYING?
• Design AS YOU GO

9. Instructional Support
○Provide
○ Minimal guidance
○Explanations
○Feedback
○Help
○Modeling
○Scaffolding
○Procedural direction
(Wise & O’Neil, 2009, Tobias, 1982, 2009)

10. 1. Make the task easy

11. 2. Show Don’t Tell

12. 3. Give useful and
immediate feedback

13. 4. Make it easy to
recover from failure

14. 5. Complicate the
task gradually
○Each level gradually becomes more
complicated.
○Reinforcing objective through
scaffolding.
○Building expertise.

15. What’s Missing
○ The PEDAGOGY: The objective(s) connecting the
lesson to engage the learner and promoting higher
order thinking, i.e. DEEP LEARNING.

16. Transfer
○Games alone may not be an
effective method for instruction.
○Supplement course materials
and classroom activities with
games
○Identify intrinsic and extrinsic
motivators

17. Flip the Classroom
○ Offline
○ Google+/Simulator/Angry Birds
○ 1. Watch Video
○ 2. Test, play, fail, repeat
○ 3. Reflect
○ 4. Share & interact
○ In Class
○ Group Lesson
○ 5. Construct
○ 6. Share
○ 7. Reflect

18. Task
○ 1. Play/Construct/Engage (5 minutes)
○ Using your bag of goodies, and prior knowledge, each
group is going to construct a catapult
○ 2. Test/Fail/Revise/Repeat (5 minutes)
○ Using your target, test your catapult and measure your
distance (Guesstimate)
○ 3. Process Deeper Knowledge (2 Minutes)
○ Define you type of lever (1st, 2nd 3rd Type lever)
○ 4. Demonstrate (15 minutes)
○ Each group will state their type of lever and make one
attempt to demonstrate their catapult.
○ 5. Homework
○ Reflect by sharing your experience in Google+

19. ○ Technology will not save you
○ A badge is not a reward
○ Understanding multiple literacies
○ What works in a classroom may not
translate to a virtual environment
○ Don’t make it suck
What do you need
to know?
○ Technology will not save you
○ A badge is not a reward
○ Understanding multiple literacies
○ What works in a classroom may not
translate to a virtual environment
○ Don’t make it suck

20. What do you need to do?
○ Planning, planning planning!
○ Define & Align (objectives)
○ Know (or learn) your theoretical model
○ Feedback & Interact
○ Analyze
○ Adapt, adapt, adapt!
○ Play, play, play!

21. Using Angry Birds to teach
○ Primary Math: positional math language (above, below, left, right, bottom,
biggest, smallest), measurement (distance), angles, shapes
○ Intermediate Math: parabolas, velocity, angels, trajectory, acceleration, quadratic
formulas
○ Science: simple machines (lever), mechanics, force, energy, velocity/speed
○ History: history of the catapult, changes made to catapult technology
throughout history, modern-day inventions that use this technology
○ Music: Tie in with history, what music was popular in the middle ages when
catapults were invented (give students a feel for the culture of the time).
○ Art: Tie in with history, what era of art was happening during the middle ages
when catapults were invented (give students a feel for the culture of the time).
○ Language Arts: reflection writing, reading text for information (non-fiction books
and websites)
○ Learning: application of Angry Birds on students as learners, application of
building a catapult on students as learners (I can’t claim this one it was
all @stumpteacher with this blog post).

22. Guiding Questions
○ What makes the catapult more accurate?
○ What makes the bird go the furthest?
○ Does mass affect the results?
○ How do objects move?
○ How do we calculate motion?
○ What is acceleration?
○ What is speed?
○ What are some forces that act on objects in motion?
○ How did the catapult set the marshmallow in motion?
○ Which challenge did your catapult meet best,
accuracy or distance?

23. ZOMBIES GOT TALENT

24. When seeing things like this, I always want to lift the veil on the
word "gamification." The principles behind gamification, what
makes specific game elements successful, can be better
understood when studying the field of Applied Behavioral
Analysis. These strategies can be used for both good and bad,
but can be applied especially well in learning environments
where learning may take place over long periods of time.
Strategies, such as rewards of all sorts that influence player
actions, are helpful to sustain engagement, and help students
make connections between lessons, as well as encourage
collaborative behaviors. "Gamification" strategies don't work
unless you first observe and analyze your content, curriculum,
audience, etc. The combination of designing content that is
intrinsically engaging, cognitively stimulating, and behavioral
strategies that present stimulus in a systematic way with
expectations and rewards is highly effective. I love games, and
know how effective they can be, but the processes underlying
the mechanics and elements that everyone calls "gamification"
really come from a science that few people recognize or talk
about. By understanding the science behind games, the science
that explains how players are motivated, that's when you can
really create effective learning tools and engaging experiences.

25. Examples
○ http://blog.mrmeyer.com/?p=9797
○ http://www.wired.com/wiredscience/2010/10/physics-
of-angry-birds/
○ Open publication – Free publishing – More angry
birds
○ References for presentation Upon Request
○ Recommended Readings
○ Epistemic Games http://edgaps.org/gaps/
○ Incognito – David Eagleman
○ Computer Games and Instruction Tobias and
Fletcher
○ Education Psychology – Anita Woolfolk-Hoy
○ Multimedia Learning – Richard Mayer