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Improv Exercises Used by the Author
| Most exercises can be found in the Improv Encyclopedia, Improv Wiki, Drama Toolkit, and Learnimprov.com although the names may be different |
| 1 Shake 8s; Circle up -- A great warm-up exercise. |
| 2 Zip-zap-zoop; Woosh-bang-pow -- Any three-word/sound combination is fine. |
| 3 These are five things -- “Don’t bother to think”; just do. |
| 4 Follow the follower or the leader -- Great exercise and fun as people imitate others. |
| 5 Last word spoken = first word spoken -- Forces one to concentrate. |
| 6 New choice, redo -- I refer to this game as “refactor” which is a term used by programmers when they rewrite some of their code. |
| 7 Double-link list -- In a circle, point to someone saying a “noun” you think of. Once the loop has gone around, repeat the cycle using the same words. Build on this by adding another round with a different set of words to see how well you can remember your word(s) or that/those of others. Use “pointers” (fingers) for navigation of the circuit. |
| 8 Zombie/hacker attack (10-14 people) -- Have the same number of chairs as participants, which means one will be empty. The zombie walks slowly toward the empty chair while the others create a team strategy to cover. |
| 10 Botnet, distributed denial of service or DDoS attack -- A winker (bot herder) creates a botnet that s/he can later command to attack a victim. |
| 11 Bomber-protector -- Use 8-14 people; each person identifies one person as his/her bomber (therefore to be avoided) and another person as his/her protector (therefore wanting to stay as close as possible to). |
| 12 Two- or three-headed experts -- Answer a question with either one word or one sentence at a time. |
| 13 Four squares -- Four players with the front two being given a topic they will discuss; the entire square rotates to allow all actors the opportunity. |
| 14 Circle story -- Any topic you want and everyone contributes to the story. |
| 15 Emotion zone -- Allows for team members to work with different emotions. |
| 16 Status game -- Use a deck of cards. Treat others based upon their perceived status. |
| 17 Alphabet circle -- Use the alphabet to tell a story. |
| 18 Knife-cat-baby throwing -- This is about object work and concentration. |
5. CONCLUSIONS
There are anecdotal works, testimonials, and research that support how improvisation can help everyone become better researchers, technologists, teachers, entrepreneurs, team members, and humans. Since 2016, Northeastern University’s computer science majors have been required to take a drama class which includes improvisation. [2] This is done, in part, in an attempt to “robot-proof” their majors, as well as giving them better teamwork and creative problem-solving skills. The area of AI research has begun to look at how improvisation theater can be used to help develop better AI systems.
REFERENCES
Berk, R. A., & Trieber, R. H., (2009). Whose Classroom Is It, Anyway? Improvisation as a Teaching Tool, Journal on Excellence in College Teaching, v20 n3, pp. 29-60.
Castellanos, S. (May 14, 2019). Oh, My God, Where Is This Going?’, When Computer-Science Majors Take Improv, The Wall Street Journal.
Cobbett, BA et al. (Apr 12, 2017). Changes in Anxiety Following a Randomized Control Trial of a Theatre-based Intervention for Youth with Austim Spectrum Disorder, PubMed.
Felsman, et al. (2018.12.001). The Use of Improvisational Theater Training to Reduce Social Anxiety in Adolescents. The Arts in Psychotherapy. https://doi.org/10.1016/j.aip
Gunderman, R. (2016). Education in Professionalism: Improvisation. The Association of University Radiologists, Elsevier Inc.
Kristufek, J. (2008). Improv for Effective Collaborative Innovation? WEPAN.
Kuritz, P. (1988). The Making of Theatre History, Prentice Hall.
Martin, L. J., Harrison, B., Riedl, M. (2016). Improvisational Computational Storytelling in Open Worlds, Lecture Notes in Computer Science book series, International Conference on Interactive Digital Storytelling (ICIDS).
Mathewson, K. (2019). Humour-in-the-loop: Improvised Theatre with Interactive Machine Learning Systems, PhD thesis. Re korymathewson.com/category/academic/computer-science/
Mitchell, W, Inouye, A, and Blumenthal, M. (editors) (2003). Beyond Productivity: Information, Technology, Innovation, and Creativity (ITCP), National Academies Press.
Pressing, J. (1987). Improvisation: Methods and Models, Generative Processes in Music, ed. J Sloboda, Oxford University Press.
Sanders, B. (1995). Sudden Glory: Laughter as Subversive History, Beacon Press.
Gamificación en la educación superior
Elvira Rincón-Flores
[email protected] / Tecnológico de Monterrey, México
Recepción: 1-8-2019 / Aceptación: 21-8-2019
RESUMEN. La gamificación es una estrategia que surgió en la milicia y que fue aplicada posteriormente en el área comercial con el propósito de fortalecer la fidelidad de los consumidores. En los últimos años ha sido adoptada por los educadores de diversas partes del mundo con el propósito de enganchar y motivar a los estudiantes en su proceso de aprendizaje, tanto en la educación a distancia como en los cursos presenciales. La gamificación toma elementos del juego en contextos que no son del juego, por ello resulta un recurso valioso que permite integrar aspectos cognitivos, sociales y emotivos, los cuales favorecen el aprendizaje. El propósito del presente trabajo es mostrar cómo estos elementos son percibidos por los estudiantes y cómo son capitalizados en el proceso de enseñanza-aprendizaje cuando se aplican actividades que incluyen gamificación basadas en retos.
PALABRAS CLAVE: gamificación basada en retos, innovación educativa
Gamification in Higher Education
ABSTRACT. Gamification is a strategy that emerged from armed forces and was developed later in business for strengthening consumer’s loyalty. In recent years, it has been adopted worldwide by educators to engage and motivate students during their learning process through both distance education and face-to-face courses. Gamification uses gaming elements in non-gaming contexts. Therefore, it is a valuable resource that allows the integration of cognitive, social and emotional aspects which favor learning. The purpose of this paper is to show how these elements are perceived by students and how they are capitalized on the teaching-learning process when activities that include challenge-based gamification are carried out.
KEYWORDS: challenge-based gamification, educational innovation
1. INTRODUCCIÓN
1.1 Innovación educativa para mejorar el proceso enseñanza-aprendizaje
La innovación educativa ha tomado fuerza en las últimas décadas y a la vez ha dado lugar a opiniones encontradas (Fidalgo-Blanco, 2014). Pues no se trata de cambiar por cambiar, es decir, introducir una tecnología novedosa o alguna estrategia didáctica al proceso de enseñanza-aprendizaje no siempre resultará en una innovación educativa (Fidalgo-Blanco y Sein-Echaluce, 2014; García-Peñalvo, 2015). Para que dicha
