The document discusses the elements of games and reasons for gamifying reality and work. It defines games as voluntary attempts to overcome unnecessary obstacles that make people happy. The four key elements of games are identified as having a goal, rules, feedback system, and voluntary participation. Some examples of gamified systems are provided like Nike+ and investigating UK MPs expenses. The document suggests gamifying continuing professional development for English language teachers.

1. Playing a game is… ...the voluntary attempt... ...to overcome unnecessary obstacles . Or in other words... Games make us happy because they are (hard) work we have chosen for ourselves

3. Why gamify reality?

4. More satisfying work http://www.safeshare.tv/w/nxdLWcdMQR

5. The experience or hope of being successful

6. Social connection

7. Purpose

8. Are you happy in your work? Yes because... No because.. . I get satisfaction from teaching a good class I get on well with my colleagues / boss I don’t feel supported I have opportunities to develop The pay is rubbish I work long hours / split shifts

9. a few examples

10. Day in the cloud http://dayinthecloud.com

11. Nike+ http://nikeplus.com

12. Investigate Your MPs Expenses http://mpsexpenses.guardian.co.uk

13. What we saw... So why not a game to help encourage continuing professional development for EFL teachers? A fitness game Crowdsourcing An in-flight game

14. http://www.wix.com/paulbraddock/the-school-td-game_real

22. What might be in room 2? What should be in room 2? What else should be in other rooms?

23. thank you