International Edu-Larp Conference

Program

Keynotes

The use of gamification techniques to enhance educational roleplaying

Education can learn a lot from games, especially in the areas of motivation and experiential learning. In this presentation I want to make these lessons explicit, and give examples of how to use them in a standard classroom setting. Finally, we will look at ways in which these techniques can contribute to an educational roleplaying setting.

 

Bart Giethoorn
Delft, The Netherlands
“I teach physics on a high school level. Six years ago I started to experiment with gamification, and have been learning and developing my expertise ever since. For over two years I’ve been training other teachers in using game techniques in their lesson designs. Currently I’m seeking to combine roleplaying elements with other game and gamification techniques, and want to use my experience in the latter to strengthen the former.”

 

Pedagogy and LARP - A Work in progress

An informative talk about my project working with UC in Denmark to introduce Roleplay to students of pedagogy and hopefully schoolteachers in the future. The presentation will mainly focus on the work so far and the future plans, and will also talk about why this is important, and how one can spread the EDU-LARP concept in their own community.

 

Cecilie Nemeth
Denmark, Herning
Roleplayer and Cand. Ped. Fil student. Working on a major academical work about EDU-LARP and Pedagogy and the project to introduce Roleplay within the UC edducations is part of this academical work. So far I’ve hosted three workshops for pedagogy students as well as a weekend event with two classical social roleplays.

 

Knowledge, Storytelling and Aesthetics in "Alice" - a LARP environment

“Alice” is an edu-LARP environment developed by both teachers and students and tested at the boarding school Epos. With some examples from the play we will examine how knowledge is merged with the experience of acting and storytelling. The aesthetics of LARP will be discussed as a way to reach other learning qualities. We will also discuss some unanswered questions regarding the use of edu-LARP.”

 

Mads Lund
Denmark, Sønderborg
“I teach at the boarding school Epos, Fynshav, Southern Denmark. We have two years of experience with developing new LARP learning environments. At the school we try to invent new games, roleplays and use these in our teaching. I have a masters degree in literature and storytelling.”

 

Role Playing Research before Dungeons and Dragons - what psychologists know about the effects

Role playing games as we know them today evolved as a merging between war games, fantasy literature and, shortly thereafter, historical enactment. Historically, practices akin to role-playing and simulation is quite a bit older as tools for learning or social meaning making, but after the birth of Dungeons and Dragons the hobby community quickly took up this more serious mantle as well.

Looking to a few unfortunate cases, and the obvious psychological power of role playing experience, many came to believe that role playing can have a profound psychological impact, but few evidence based studies have been published (for a review, see Lieberoth & Trier-Knudsen, 2015).

Sometimes the therapeutic concept of “”Psychodrama”” is evoked as an earlier 20th century case (and suggested efficacy) of role playing as a positive tool for personal and psychological change, but digging a bit deeper, it turns out that early 20th century social psychologists conducted quite a few experiments of the effects of taking on alien roles and perspectives on attitudes and personality (Bowman & Lieberoth, in review).

This presentation reviews what a hundred years of forgotten non-gaming psychology studies revealed about the effects of roleplaying – long before LARP and Dungeons and Dragons.

 

Andreas Lieberoth
Aarhus University, Denmark
Andreas Lieberoth is an assistant professor of educational psychology and media psychology at the university of Aarhus. His research includes game integrated learning, gamification as behavior design and the psychology of play. Dr. Lieberoth has studied and designed multiple games for learning, and authored three internationally peer reviewed papers on the psychology of role playing games.

 

Czech edularp promoting ecology and global thinking

We will present a edularp game focused on ecology of water in society. Comprehensive game design naturally connects elementary school curriculum (biology, chemistry, physics) with ecological and social dimension of water. The game has been introduced more than 40 times in various schools and is highly rated by both teachers and participants. The game design will be analyzed altogehter with its roots in educational psychology.

In the second half of the presentation the unique method for feedback and evaluation will be presented. The method of measuring psychological distance is developped for edularpers and teachers. It provides both deep and entertaining tool for attitude screening and attitudinal shift measuremet. The method is presented as a result of the author´s dissertation thesis in educational psychology.

 

Josef Kundrát
Ostrava, Czech Republic
Josef Kundrát is Czech psychologist and edularper working as an assistant professor at University of Ostrava. He is also in charge of edularing company EduLudus, organizing various edularps in eastern Czech Republic.

 

Workshops

Where Design and Classrooms Meet

This will be a hands-on workshop which brings educators together with larpwrights that are creating works with educational value but are not designed primarily for classroom use. In this session, we will use already published games as use cases and work in teams to help identify and articulate their applicability to curriculum and usability in classroom settings (with a general focus on students aged 15 – 22) in an effort to help educators learn how to explore existing games, and larpwrights how to position the learning opportunities in their games for educational use. In the second half of the workshop, teams will help each other discover what materials, documentation or resources might help make existing games more useful or readily usable in a classroom setting.

 

Moyra Turkington
Toronto, Canada
Moyra Turkington is a designer and publusher of engaging, provocative, chamber larps. She is the creator and curator if War Birds, a series if historical game which bring to life the contributions and experiences of women during WWII.

 

VR Coop's inside and outside roles

Demonstrating how to apply Virtual Reality in a setting where students must assume different roles and cooperate to complete the game

 

Pelle S Christensen
Denmark
Gamecraft is a game company focused on game based learning

 

Classroom game management I

In the workshop participants will be lead through the process of teaching with the concepts and techniques used at Østerskov Efterskole, in a classroom game about superheroes.

 

Ivajlo Holm-Jensen
Denmark
Ivajlo Holm-Jensen has been a danish teacher at Østerskov Efterskole for 11 years and has been involved in the development of over a 100 learning game concepts. Ivajlo has a master’s degree in History and is the co-owner of the company Edulution Games (edulution.dk)

 

Classroom game management II

In this workshop participants will be lead through the process of teaching with the concepts and techniques used at Østerskov, in a classroom math game example.

 

Morten Brøsted
Denmark
Morten Brøsted has been a math teacher at Østerskov Efterskole for 7 years and has been involved in the development of over a 100 learning game concepts. Morten is a board game designer, has a degree in engineering and is a certified teacher.

 

Lightning talks

Edu larps at Østerskov Efterskole

A group of students will present a range of the many edu larps, that are run at Østerskov Efterskole. Each week at Østerskov Efterskole is a new edu larp, set in different fictions and with different rules and formats. To understand Østerskov, is to understand the broad range of games, that takes place here. In this series of short talks, students from the school will each present a different game. At the end there will be a Q and A with the panel of students. So this is also an option for a dialogue with the users of edu larps.

 

The possibilities of role playing in teaching history and Czeach language (as first language) in Czech Republic

We would like to present our work of last three years, where we started with introducing edularps/ workshops with strong role-playing part to all parts of Czech education system. We will then introduce some possibilities for future and the biggest problems specific for Czech Republic.

 

David František Wagner and Petra Dovhunová
Prague, Czech Republic

Petra Dovhunová is a PhD student  at the Czech Language Department at the Faculty of Education of Charles University in Prague and teacher of Czech langue (as first language) at lower secondary school. Her main field is implementing experience and role playing games into the Czech language teaching methodology.

David František Wagner graduated as teacher of history/ humanities, now working on dissertation about interaction of communist regime with small churches. I have been writing larps for past 12 years, for last four years I have provided classes and workshops working with larp for schools. I am one of the founders of Rolling (Legion: Siberian story, De la Bete…).

 

Østerskov method in upper secondary

Examples of, how ØE method can be transferred to the tighter curriculum of upper secondary education.

 

Malik Hyltoft
Roskilde Katedralskole, Denmark
Co-founder of Østerskov Efterskole

 

Hamlet exercise

Use of ultra simple role participation for specific learning goals in Shakespeare

 

Malik Hyltoft
Roskilde Katedralskole, Denmark
Co-founder of Østerskov Efterskole

 

Love & Interrogation

How do we talk about being young, and about the complex concept of “love” and “attraction”, when almost everything is allowed? “Love and Interrogation” is a situation-based card-LARP, where situations from the young-love-sphere is presented in a non-threatening way.

 

Anne S. Grove & Bjørn-Morten V. Gundersen
Aarhus, Denmark
– Anne is a MA in Design from DSKD. Her keen abilities created a smooth and intuitive design for the cardgame, and throughout the proces of creating the game, she kept Bjørn-Morten in check by always challenging his ideas with pragmatic and helpful advices.
– Bjørn-Morten is a BA in didactics and pedagogy. He’s working with 12-15 years old youngsters in his daily life, and has been creating LARP-projects for 10 years. He’s the dreamer of the project, and always tries to find a new angle to include every aspect of young love, to make the game more inclusive.

 

When the grass is not greener

Our recent edularp about deep poverty had some unwanted effects. Research conducted with Bogardus social distance scale suggests that our players, the Settlers of Mars II generally became more empathetic towards people living in poverty… except toward one group, neighbors. How could that happen? And why is it our fault? A lesson about carefully implementing didactic goals.

 

Matyas Hartyandi
Pannonhalma, Hungary
Matyas Hartyandi (30) is an educator in a Hungarian private boarding school, and an indie rpg organizer in private life. His studio of play based pedagogy offers weekly extracurricular classes in process drama, improvisational theater, (educational) tabletop rpgs and Asian studies. His edularps/structured dramas mostly intend to improve soft skills and mental health. He is currently experimenting with gamified Mandarin Chinese learning.

 

Teaching history with guest NPC

A short summary of how I invite historical characters in my classroom for students to interview.

 

Pauline Paris
France
I have been a LARP player and organizer since 2004. Professional Jack-of-all-trades, I recently became a primary schoolteacher. I like to experiment with LARP as a teaching technique in my classroom.

 

Special of the Special

How to include special needs students in edularping.

 

Morten K. Tellefsen
Denmark
Morten K. Tellefsen har larped and organized larp since the late 90’s, and have 10 years of expirience working with special students at Østerskov.