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Teaching and Language Learning through Gamification
Welcome to Teaching and Language Learning through Gamification' (TLLG), brought to you by a collaboration between
Important Information: This wiki has been set up to archive the EVO session. The actual online workshop will be run on
the TLLG Moodle
'Teaching and Language Learning through Gamification' (TLLG) aims to give educators the opportunity to investigate the potential of
of language learning and teacher development.
is the application of gaming concepts to non-game experiences. We will be covering:- looking at specific examples and contexts where gamification has been or can be used; using games inside and outside of the language classroom; engaging in professional development through play. We also hope the session will lead to the forming of a community of educators interested in language learning and gaming to share experiences and ideas for continued development.
Language educators and administrators interested in the application of gaming concepts to the classroom and professional development. No previous experience of digital games or online tools necessary.
TESOL CALL-IS & IATEFL LT SIG
By the end of this online session, participants will have a better idea of how gamification can be used with language learners and teachers. Teachers will be more aware of reflective tools for professional development that incorporate a range of real world and online challenges. They will also have come into contact with a number of ways of incorporating gaming concepts into their classroom practice and will have been exposed to a wide selection of activities they can use with their learners.
Week 1 - Introductions
During week one, we will be getting to know each other and getting a better idea of what to expect during the workshop. Participants will register on our Moodle and will introduce themselves. There will also be opportunities to meet everyone, and to be introduced to the subject of the workshop by attending the first weekly webinar by a guest speaker who has developed games for and with young learners of English.
Text Adventures & Interactive Fiction (with Joe Pereira)
Week 2 - Gamification
We will be looking at the concept of gamification and how it can be applied to language learning and teaching. Participants will be introduced to the learning principles embodied in good games and will start exploring how to take advantage of these in their own classroom. The weekly webinar focuses on a specific game genre (Interactive Fiction) that can be used by teachers to promote language learning.
Digital Games for Young Learners (with Ozge Karaoglü)
Week 3 - Computer Games & Language Learning
Week three will concentrate on the use of computer games with language learners inside and outside of the classroom. Participants will be introduced to a variety of different games and ways of using them to practise language skills (reading, writing, speaking, listening), vocabulary and grammar. There will also be an opportunity for everyone to share their own ideas for using a particular game in class. This week's guest speaker is the co-author of
, a new book for teachers interested in 'Computer games and language aims'.
Using Online Games (with Kyle Mawer)
Week 4 - Gamification & Teacher Development
In week four, we will explore the benefits of gamification for teacher development. Participants will be encouraged to take part in a teacher development programme on a specific website developed for this purpose, called 'The School', and will be introduced to a number of different ways they can develop as teachers. Our weekly webinar will focus upon the importance of reflection in teaching, and participants will also be asked to to begin to reflect on this workshop, to decide what they are going to take from it to include in their own practice.
Reflective Teaching (with Rob Lewis)
Week 5 - Evaluation & Wrap-up
This week is a time for continuing to reflect on what we have learned, extending discussions and concluding projects. You are invited to help us develop the session wiki into a comprehensive and useful resource, and to keep in touch with your virtual colleagues for as long as you like.
Final discussion (with facilitators Paul Braddock & Graham Stanley)
Communications media used
We will be using
for our workshop content and for communication with participants during the EVO session. There will be weekly synchronous sessions with guest presenters (using a virtual classroom). We will also be archiving our workshop materials and summaries of the outcomes of participants' involvement (lists of games, ideas for lessons, etc.) on a wiki (
We will also use
) to connect with participants.
Some of the games we will be asking participants to look at will require downloading free software, but most of them can be played online for free.
Paul Braddock (firstname.lastname@example.org) works at the British Council in Barcelona where he is responsible for the training & development programme, and helps to co-ordinate British Council Spain's involvement in European Union funded projects, such as the
project, looking at the integration of Interactive Whiteboards in the Language Classroom. He has recently developed the professional development site '
which is used with teachers working at the British Council in Spain. He is the website editor for the British Council's ESOL Nexus website which aims to support teachers and learners of ESOL in the UK, . He blogs at
and tweets a
Graham Stanley (email@example.com) spends half of his working life as a teacher of English at the
British Council Young Learner Centre in Barcelona, Spain
and the other half working as social media consultant on projects for the
(looking at personal learning networks for teachers) and
(Interactive Whiteboards). He has a M.Ed. (University of Manchester, UK) in ELT & Educational Technology, and is also coordinator of the
IATEFL Learning Technologies Special Interest Group
. He blogs at
and is co-author of the methodology book for teachers interested in using computer games for language teaching and learning,
'Digital Play' (Delta Publishing, 2011)
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