I find this article very interesting. I think the overlap of online games, artificial intelligence (not discussed in this article), and theories of agency and protagonism is a fascinating area. What can we learn as educators? If we see a class or other learning process as a game, how do we sort out these various factors (e.g. weak interaction?).
https://heterogenoustasks.wordpress.com/2014/09/22/a-bestiary-of-player-...
The great director Ken Loach has uploaded many of his films, a wonderful resource.
This seems like a great game format, combining up to date culturally relevant* questions and answers, many of them inappropriate (a good thing), with random, surrealist play. The instructions are snarky but include many good ideas. It seems like a great game to re-tool to fit your situation, if you can find the right balance of elements: commercial culture, obscenity, poetry, social realism...
I will definitely be using this in some way.
A technique for encouraging participants to support each other in applying what they learn, that I got from Kaisu Tuominiemi, a coach at Mondragon Team Academy.
The flow:
At the end of a learning event, a course, a workshop, a class, the joker asks participants to write down one (or two) specific actions they want to take in the next two weeks, as a way to apply what they have learned.
A fast-moving concentration game in which mistakes are celebrated. I learned this from Kaisu Tuominiemi, a coach at Mondragon Team Academy.
In a circle, five to maybe ten people.
Phase One
The joker starts the game by putting her left hand on her right shoulder and saying, "one!"
The person to her right repeats the motion, saying, "two!"
This continues four more times.
This morning in a meeting with Professor Imamura Hajime from Toyo University and Jon Ander Musatadi from GLOW cooperative and Mondragon Team Academy, Jon explained the need to help people unleash their creativity using an equation.
Instead of 1+2=3, rote learning, or 1+ X = 3, where "finding the unknown" is just a matter of filling in the answer dictated by the problem, think of learning as X + Y = 3, that is, an infinity of different possible combinations, different ways to reach a given goal. As cooperative entrepreneurs, the students and coaches at MTA value innovative solutions.
I learned about this tool from Shimpei Ogawa.
In addition to being very useful for scheduling a meeting, or people's work schedules, it can be used for accountability in group work -- making a list of tasks and having the group members identify which ones they will do. You can easily visualize how well the group is distributing tasks.
One of the many interesting sources I have read in the Masters in Social Economy and Cooperative Management at Mondragon University. In these slides you see a frank critique of the evolution of cooperative ideology in the Mondragon Cooperative Experience. The practice of critical self-reflection within Mondragon is a real strength, even as they lament the failure to maintain cooperative values and strategies for social transformation.
http://www.slideshare.net/audaondo/evolucin-del-sentido-de-la-ecm-39801812
This looks interesting -- I will definitely be checking it out.
This game, loosely based on "Philipps 66" in Técnicas Participativas Para la Educación Popular, is a way to introduce background information from Wikipedia (and such) through engaged reading and summarizing.
The Flow:
