60 minutes | Jun 18, 2020
Joe Lasley, Ph.D.
Joe Lasley, founder of Gamenamic Leadership Consulting, earned his PhD in Leadership Studies at the University of San Diego where he researched group dynamics and leadership development in role-playing games. He teaches leadership and organizational studies at the University of Southern Maine. He is a dynamic presenter, facilitator, coach, researcher and writer. His experience includes over a decade facilitating organizational leadership development while working in Student Affairs/Higher Education including residential life, student leadership programs, personnel selection, training, and military & veteran programs. Joe has a B.S. in Organizational Communication and Psychology, a M.S. in Higher Education Administration, a graduate certificate in Organizational Psychology and a Ph.D. in Leadership Studies. His interests and research involve group dynamics, experiential learning, creativity, and leadership development. Specifically, how adults play and can leverage the power of gaming for leadership, learning, and development. He enjoys consulting in diverse sectors to help organizations succeed in changing the world with specific interest in how organizations can inspire leadership development that enhances social well-being. His dissertation, An Examination of Gaming Environments in Dungeons & Dragons Groups, can be found here: https://digital.sandiego.edu/dissertations/170. Joe can be reached on Twitter at: @thejoeshow13 or @gamenamic gamenamic.org is his consulting website. His most recent chapter in the geek therapy book: Integrating Geek Culture into Therapeutic Practice: The Clinician's Guide to Geek Therapy on amazon: tinyurl.com/ycxveu54. Jon can be reached at email@example.com. Tracy can be reached at firstname.lastname@example.org You can subscribe to our Discord at: https://discordapp.com/invite/R3dAXpe.
72 minutes | Apr 22, 2020
Robbie's Blog: ludoverse.blogspot.com Robbie's e-mail: email@example.com Robbie's twitter: robowist@BoerthJ The Ludoverse Lab: Come experience role-playing games with other educators and discuss how they might be used in the classroom. Games currently run on Saturdays from 11 a.m -2 p.m. EDT. The schedule of upcoming games is at the Ludoverse blog, or you can e-mail Robbie. I'm looking to widen the community of gamifying educators, so please reach out if you have an interest. The menu of twelve game for Robbie's rpg unit: https://docs.google.com/presentation/d/1jFvM10bYt1Z-r-fznpGdPOG4eQy3VeV58hoTDV9xen8/edit?usp=sharing The actual play report assignment for the rpg unit: https://docs.google.com/document/d/10T6ng7G1dlNFnL4FAgxh0b_PRIqYIX9-321suXazn7I/edit?usp=sharing The Pool, a role-playing game by James V. West: http://www.1km1kt.net/wp-content/uploads/2013/07/thepoolrpg.pdf My Life with Master, a role-playing game by Paul Czege, is available from Half Meme Press: http://www.halfmeme.com/master.html Inspectres, a role-playing game by Jared Sorensen, is available from Momento Mori Theatricks: http://www.memento-mori.com/pdf/inspectres Player rules for Becoming Beowulf, Robbie's game about the perilous world of the Anglo-Saxons: https://docs.google.com/document/d/1vw-TFnwVI9qkt679Bn-tz5LFuaiq1Fz9xCXrnmpsHWg/edit?usp=sharing The Game Level Learn Discord channel is here.
37 minutes | Apr 6, 2020
Sustaining Classroom Cultures Remotely Using Games
Thrilled to drop this special episode of season 4, the audio feed from Jon’s visit with Dustin Staats discussing using games for sustaining classroom culture during the COVID-19 crisis. Story Cubes Storymatic “When At Last We Are Together Again”
92 minutes | Mar 11, 2020
Christienne Hinz, Ph.D.
Delta GreenLetter JamGalleristTrickerionAnyone’s Game
70 minutes | Jan 15, 2020
Dustin can be found on Facebook and at Board Gaming in Education. Worlds XP can also be found at the links above. How We Roll Podcast can be found here.
76 minutes | Dec 13, 2019
The game board for the Global Game class can be found here.
75 minutes | Oct 30, 2019
Jon and Tracy keep the building up while Luke Johnson avoids the monster, this week on GLL. Luke Johnson is a teacher at Burlington Innovative Learning Academy in Burlington, Iowa. He teaches English in grades 9 through 12, as well as Composition, Creative Writing, and other elective courses. He is an avid Dungeon Master in his free time and loves his games, his wife, his cats, and his coffee. He can be contacted for collaboration at Luke.Johnson@bcsds.org.Call of CthulhuBetrayal LegacyOri and the Blind ForestTim HandleyBetrayal At House On The HillPandemicDead of WinterClueDungeons and DragonsNumeneraHillfolkStar Trek AdventuresFASA Star TrekBatman Animated Adventures: Gotham City“The Eight Cs”ChallengeCuriosityControversyCreativityCooperationConnectionChoiceCompetition
79 minutes | Feb 6, 2019
Play All The (Roleplaying) Games!
Some fun examples of character sheets.FATE system.Traveller’s Wikipedia page.Arcadia Quest’s BGG page.Stuffed Fables’ BGG page.Dungeon World HQ.Funky high octane action - it’s Spirit of ‘77.The finely calibrated Mars Colony.
51 minutes | Jan 24, 2019
Bosses and Campaigns
Our Discord channel - https://discord.gg/mDXz6H8.Conceptualization notes when I was designing America 3.0America 3.0 is a course in which students study the history of the United States from 1970 to the present. Game-based model of instruction and work. Nearly all work is self-directed, except in "Section J" - which is to say, the entire class working together as if it were one guild (the difference between 5 and 25 man content). Students must always choose what they're learning and how they're learning it. Students level as they quest to become "level 100." When students "do" they connect by means of tags to "knowing" "Scratch work" goes in the Schoology page "Finished work" goes to the Tumblr page Students are required to attain a minimum of 100 achievement points in each branch of the knowing and the doing trunk Every 100 achievement points = 1 level? So, the minimum work grants 12 levels BUT THEY ONLY EARN "GRADABLE" POINTS ON "DO" ACHIEVEMENTS / KNOWING EARNS NO POINTS, but are required to earn a particular grade. You can't achieve level 100 without getting a boss win on one branch of knowing and 2 branches of doing You can't "know" without a "do." Without a "do," there's no way for anyone to know what you "know." Quest lines form up into 2 main trunks: Knowing Doing The Knowing trunk asks students to demonstrate that they know X about Y. The Doing trunk asks students to demonstrate that they can acquire knowledge X in a particular way or transmit or pass on their X knowledge of Y in a particular way Z. KNOWING A3.0 is about the history of the United States after 1970, but America 2.0 remains a strong part of the course and the thinking about the time period. You must reach level 10 in every branch of knowing. You must reach level 20 in four of six branches. You must reach level 50 in two of six branches. You must reach level 100 in one of six branches. Levels 1-10 deal with America 2.0: background, status, circumstances, conditions, figures, realities. The Knowing trunk further subdivides into the following branches: Social Change and ReactionLevel 1: Gather 8 pieces of data that inform you about the state of Black America in America 2.0 and DO. Level 2: Gather 8 pieces of data that inform you about the state of women in America in America 2.0 and DO. Level 3: Gather 8 pieces of data that inform you about the conditions facing Native Americans in America 2.0 and DO. Level 4: Gather 8 pieces of data that inform you about the state of Mexican Americans (or another immigrant group) in America 2.0 and DO. Level 5: Gather 8 pieces of data that inform you about the conditions facing gay Americans in America 2.0 and DO. Level 6: Derive 3 common threads between the experiences of these groups. Level 7: Choose 3 from previous levels (Black America, Women, Native Americans, Mexican Americans, gay Americans). What were the triggering event or events that stimulated a new consciousness for these groups in America 2.0? Why these events and DO. Level 8: What, if anything, is common between these triggering events? Level 9: Gather 15 pieces of data that inform you about the state of "mainstream" America in America 2.0. What does "mainstream" mean in this case? Derive what is common between your data points and DO. Level 10 BOSS: What qualities of the mainstream were the disenfranchised entranced by or interested in attaining for themselves? How were the disenfranchised resisting the power of the mainstream? What about the mainstream were they reacting against? DO Level 11: Gather 8 pieces of data that inform you about the state of American military servicemen between 1970 and 1980. DO. Level 12: Gather 8 pieces of data that inform you about the state of American family life, marriage and childhood between 1970 and 1980. DO. Level 13: Gather 8 pieces of data that inform you about the state of American religious and spiritual life between 1970 and 1980. DO. Level 14: Derive 5 common threads between your data points. Level 15: Gather 4 pieces of data that inform you about the change in the state of Black America between 1970 and 1980. DO. Level 16: Gather 4 pieces of data that inform you about the change in the state of women in American between 1970 and 1980. DO. Level 17: Gather 4 pieces of data that inform you about the change in the state of Native Americans between 1970 and 1980. DO. Level 18: Gather 4 pieces of data that inform you about the change in relations between native-born Americans and immigrant Americans between 1970 and 1980 and DO. Level 19: Gather 4 pieces of data that inform you about the change in conditions for gay Americans between 1970 and 1980. DO. Level 20 BOSS: In the transition from America 2.0 to America 3.0 many norms were destabilized. What norms were being destabilized between 1970 and 1980? What was in transition? What was stable? Level 90 Question: Gay Marriage SCR BOSS WIN: Choose one of the following socially constructed concepts (parenting, family, gender, sexual orientation, adolescence, work) and trace all of the ways in what that concept has changed since America 2.0 began to give way to America 3.0. Trace the development of the change in your chosen concept through each of its major crisis points, how the American people have stimulated and resisted the change and speculate based on reason and sound evidence how you believe your chosen concept might continue to develop over the next ten years. CultureLevel 1: Gather 8 pieces of data that inform you about the state of American popular music in America 2.0 and DO. Level 2: Gather 8 pieces of data that inform you about the state of American film in America 2.0 and DO. Level 3: Gather 8 pieces of data that inform you about the state of American television in America 2.0 and DO. Level 4: Gather 8 pieces of data that inform you about the state of American fiction (novels, poetry) in America 2.0 and DO. Level 5: Gather 8 pieces of data that inform you about the state of American visual arts (painting, photography) in American 2.0 and DO. Level 6: Derive 3 common concerns/foci/approaches between these different cultural media. Level 7: Find and defend your choice of 2 cultural artifacts that were culturally transformative in each of the 5 modes and DO. Level 8: What, if anything, is common between these transformative cultural artifacts? Level 9: What was the reaction of mainstream culture to these transformative moments? Level 10 BOSS: Contrast the different concerns/foci/approaches/obsessions/anxieties expressed by transformative and mainstream culture. What is common between them? What's different? What is the transformative trying to transform? What is the mainstream trying to preserve? DO Level 11: Gather the 4 most influential musicians in America between 1970 and 1980. DO: What made them so? Were they Americans? Level 12: Gather the 4 most influential films released in America between 1970 and 1980. DO: What made them so? Level 13: Gather the 4 most influential television programs in America between 1970 and 1980. DO: What made them so? Level 14: Gather the 4 most influential pieces of American fiction between 1970 and 1980. DO: What made them so? Level 15: Gather the 4 most influential pieces of American non-fiction (documentary film, monographs) between 1970 and 1980. DO: What made them so? Level 16: Gather the 4 most influential pieces of American visual arts (painting, sculpture, video arts, photography) between 1970 and 1980. DO: What made them so? Level 17: Derive 5 common concerns/anxieties/foci between these different cultural media. Level 18: Whose stories are being told in the media you identified at level 17? DO. Level 19: Gather 8 examples of "fringe" cultural practices in America between 1970 and 1980. Level 20 BOSS - By 1980, significant cultural transformation was well underway, not just on the fringes but also in the mainstream. What were fringe movements protesting against in the cultural sphere? What were they angry about? What made their vision of the United States fringe, and how would they have transformed society had they won? Level 30 - public intellectuals Level 90 Question: Network Cultures (microcultures) Culture BOSS WIN: In the transition from America 1.0 to America 2.0, major disruptions in social relations and "social truth" led to the widespread adoption and embrace of fringe cultural practices. In many cases, these fringe practices died out (Fourierism), but in other cases, they survived into our own age (Christian Science). Trace the phenomenon of cultural resistance to the mainstream and/or the emergence of cultural anxiety in the transition from America 2.0 to America 3.0, and speculate based on reason and sound evidence about the likely survivability of at least three cultural expressions in 2100. Politics in the Age of ReaganLevel 1: Who were the presidents of the United States during the Democratic hegemony? Level 2: Gather 8 pieces of data that illustrate the policies advocated by only the Republican Party in America 2.0 (before 1964) and DO. Level 3: Gather 8 pieces of data that illustrate the policies advocated by only the Democratic Party in America 2.0 (before 1964) and DO. Level 4: Gather 8 pieces of data that illustrate policies advocated by both the Republican and Democratic parties in America 2.0 (before 1964) and DO. Level 5: During the period of Democratic hegemony (1933-1969), which states consistently voted for the Republican candidate? Which for the Democratic? Did these states consistently elect Senators and Governors who matched their preferences for President? DO. Level 6: What patterns do you discern in the data you gathered for level 5? Level 7: Gather 3 examples of Republican policies implemented under Democratic administrations and vice versa and DO. Level 8: Gather 6 examples of political forces advocating change that were brought to bear against the Truman, Eisenhower and Kennedy administrations and DO. Level 9: How successful were the political forces you identified in achieving their goals in a timely manner? Level 10 BOSS: Gather 6 planks of the Democratic and Republican campaigns for president in 1964. What makes Barry
74 minutes | Jan 4, 2019
Leveling Characters and Content in a RPG-gamified Classroom
Jon’s reflections on creating knowledge leveling trees.Thoughts on the Rolemaster skill system.Creating your first D&D character.Photo by Marco Hazard.
36 minutes | Dec 27, 2018
Managing Player/Learner Choice in a Roleplaying Game Gamified Classroom
Player choice in online roleplaying game design.The “sweet spot” for player choice.Some thoughts on the power of player choice.
61 minutes | Dec 17, 2018
Designing a Game-based Learning or Gamified Adventure Session
For all the resources you could ever want on this topic, check out Kathleen Mercury’s teaching support page here.
54 minutes | Oct 1, 2018
Individuals and Parties in the Roleplaying-Gamified Classroom
Tracy and Jon discuss how all teachers are already gamemasters, even if they don't realize it, and how parties and individuals combine in roleplaying games and the gamified classroom.
67 minutes | Sep 11, 2018
Essentials, Skills and Abilities When Using Characters and Avatars
Cover Image from: [http://www.startrek.com/article/john-putch-tngs-mordock-mendon-more]
62 minutes | Aug 24, 2018
Characters and Avatars in Game-Based Learning and Gamified Instruction
Games we discussed in this episode include:Call of CthulhuArkham HorrorEldrich HorrorArkham Horror the Card GameForbidden SkyNyctophobiaGloomhavenTravellerBurning WheelFateDungeons and DragonsStar Trek RPGStar Wars RPGEVE OnlineWorld of WarcraftDDOPandemicBetrayal at House on the HillCover Image from: [https://www.dvsgaming.org/battle-for-azeroth-the-burning-of-teldrassil/]
65 minutes | Jul 5, 2018
An Introduction to Using Roleplaying Games In Game-Based Learning and Gamification
One of the greatest books on the history of the tabletop roleplaying hobby is by Jon Peterson. It is called Playing At The World. Empire of Imagination is a biography of one of Dungeons&Dragons' founders, Gary Gygax. The basic rules set to Dungeons & Dragons that Jon mentioned in the episode.The Call of Cthulhu roleplaying game Tracy's been getting into of late. One of the great classics.One of my enduring classics - Rolemaster.The World of Darkness setting for those into contemporary supernatural/monster stories.Jon's favorite RPG these days is Numenera. It's character creation system will be discussed in episodes to come.We discussed our great experience playing Hillfolk, which you can check out at the link.
57 minutes | Dec 21, 2017
Play These Roleplaying Games (season 2.8)
Jon recommends the following three roleplaying games (RPGs): HARP, The Quiet Year and Numenera.If you'd like to support this work, here are links to my two books for HARP: HARP Loot (about, well, loot), and HARP Folkways, about building meaningful, realistic cultures for game settings.Tracy recommends these great games: Fiasco, Dread and Dungeons&Dragons, 5th edition.Your HOMEWORK!Find a Con or a Meetup near you and visit. Play some games from earlier in the season or just explore and learn.Create a character in some RPG system, or create yourself in the unforgivingly honest Time Lords.Play a game solo, like Arkham Horror: The Card Game.Listen to some podcasts, like How We Roll or Godsfall.Read a book about games and gaming, like Greg Toppo's "The Game Believes In You," (the actual title...not the one I made up from whole cloth in the episode..., Jane McGonigal's "Reality Is Broken," Aaron Dignan's "Game Frame," "Second Person," or my own offering "Level Up Your Classroom."
48 minutes | Nov 30, 2017
Roleplaying Board Games (season 2.7)
Some of the games we discussed in this episode include:Arcadia QuestDescentDungeons&Dragons: The Legends of DrizztLegends of AndorMice&MysticsPathfinder: The Adventure Card GameTIME Stories...and no podcast would be complete if Tracy and Jon didn't talk about their favorite MMOs, Dungeons&Dragons Online and World of Warcraft.
36 minutes | Oct 27, 2017
Spyfall (season 2.6)
Games mentioned in this episode:ResistanceSecret HitlerAddresses:Jon Cassie - joncassie at gmail dot comTracy Wazenegger - tlwazenegger at gmail com Cover image: [https://boardgamegeek.com/image/2250469/spyfall?size=large]
34 minutes | Sep 16, 2017
Small World (season 2.5)
Small World is one of the best of all gateway games. Worth playing, in other worlds, to start to get a sense of the contemporary board game hobby, even if you never use it as a tool of game-based learning.Games Discussed in this Episode:MonopolySorryRiskVinci - you can find a copy of this for about $40 on eBay.1960: The Making of the President - recently republished by GMT Games. Cover art from: https://boardgamegeek.com/image/428843/small-world?size=original