O slideshow foi denunciado.
Utilizamos seu perfil e dados de atividades no LinkedIn para personalizar e exibir anúncios mais relevantes. Altere suas preferências de anúncios quando desejar.

Learning with Games

1.305 visualizações

Publicada em

Presentation used for NSW Northern Sydney Region Department of Education GATs Conference and EDUC261 lecture for pre-service teachers.

Publicada em: Educação, Diversão e humor

Learning with Games

  1. 1. Learning with Games: Making Learning Irresistible Cathie Howe Macquarie ICT Innovations Centre
  2. 2. What should learning look like?
  3. 3. What should learning look like? • Student centred • Independence valued • abstractness • Agile • complexity (inter • open & accepting relationships) • complex (rich variety of • variety resources, media, ideas, • study of people methods, tasks) Learning • study of methods of inquiry • Physical/virtual Environ- Content ment What students Where learn students learn Product Process • higher levels of thinking • real problems • creative /critical • real audiences Thinking /divergent thinking Result of processes used • real deadlines learning • open-endedness to learn • transformations (rather • group interaction than regurgitation) • variable pacing • Appropriate evaluation • variety of learning • debriefing • freedom of choiceMaker Model
  4. 4. ImagineImagine having our students being so engagedin a complex, goal orientated activity, that self- consciousness disappears and time becomesdistorted and they do it, not for external rewards but simply for the exhilaration of doing!
  5. 5. Video Game FactsIn Australia:• 92% households have a gaming device• 95% homes with children < 18 have a gaming device• 47% of gamers are female• Average age of video game players is 32• 57% of gamers play every day• 88% of parents who play games, play with their children Key Findings DA12 Bond University/iGEA
  6. 6. Video games are increasingly recognised as becoming theliteracy of the 21st CenturyChris Swain, Associate Research Professor
  7. 7. What players attain through video games? Positive Emotions Relationships Meaning Accomplishment P.E.R.M.A Dr. Martin Seligman
  8. 8. What do we learn when we play, design and build games? Problem Judgement, Communic-solving skills analysis & ation skills & & strategic networking negotiation thinking Narrative Improved Non – linear skills & attention, thinkingtransmedia vision & patternsnavigation cognition
  9. 9. Games and Learning • Game Based Learning: - Applying the core mechanics of games to other contexts - Using games as a stimulus to frame learning activities • Game Design
  10. 10. Games and Learning What if schools implement a learning model thatuses the intrinsic qualities of game design and play, to reimagine what learning might look?Would we harness greater human potential in creativity, participation and effort?
  11. 11. Reimagining learning through games? Core principles of how games work that can transform learning. They:1. Create a need to know organising learning around solving complex problems set in engaging contexts.2. Offer a space of possibility through the design of rules for learners to tinker, explore, hypothesise and test assumptions.3. Build opportunities for authority and expertise to be shared and distributed, i.e. learning is reciprocal among learners, mentors and teachers.4. Support multiple overlapping pathways towards mastery Professor Katie Salen
  12. 12. Do games have the power to solve the world’s problems? What if we immersed our students in designing games to tackle the world’s most urgent problems? What would learning look like? active, self-directed, goal orientated, Photo by xJason.Rogersx’s authentic, interest driven, just-in-time
  13. 13. Do Games have the Power to Solve the World’s Problems?FolditSolve puzzles for science through folding proteins Foldit gamers solve AIDS puzzle that baffled scientists for a decade. http://techland.time.com/2011/09/19/foldit-gamers- solve-aids-puzzle-that-baffled-scientists-for-decade/
  14. 14. Game Design Curriculum and QTF LinksCrafting a Deconstructing Reviewingbackstory games Designing games Building games games English English English English EnglishMetalanguage Science & Science $ Science & Science & Student technology Technology technology technology direction Deep Maths Maths PDHPE understanding PDHPE PDHPE Metalanguage Engagement Deep Deep Student direction Higher order Understanding understanding thinking Explicit quality Higher order Higher order criteria Metalanguage thinking thinking Substantive Metalanguage communication Substantive Metalanguage communication Engagement Engagement Student direction Student self- regulation Background knowledge Student direction Knowledge Social Support integration Knowledge integration Connectedness
  15. 15. Pedagogical Implications: Inquiry Learning Students: • Pose own questions • Explore answers • Solve problems • Jointly construct and share knowledge • Collaborate e.g. design Inquiry learning allows students the opportunity to develop creative solutions to open ended challenges, problems and questions.
  16. 16. A model of delivery: Project Based Learning Project Based Learning (PBL) as a teaching and learning model:• creates the need to know critical content• based on authentic learning activities• starts with a driving question, problem or challenge - key to arousing curiosity• engages and empowers students• work autonomously (usually in groups)• construct their own learning,• culminates in realistic, student created products
  17. 17. Game Based Learning example:MacICT’s Games and Learning with Little Space Heroes “What will it take to move classroom literacy practices and instruction into the 21st century? It will take teachers who are skilled, excited, passionate about the effective use of ICT or teaching and learning. It will take a curriculum that integrates new, exciting literacies and instruction. It will take courageous and bold initiatives that include yet unimagined information and communication technologies and these will result in the development of unimagined new literacies.” Associate Professor Kaye Lowehttp://web2.macquarieict.schools.nsw.edu.au/blog/2012/03/17/games-and-learning-with-little-space-heroes/
  18. 18. Game Design example: MacICT’s Level Up! Good Game Design Bootcamp and MasterclassLearning how to use technology is not enough; the heart of 21st century learning is about becoming a proficient and independent lifelong learner. Game design offers a unique platform to address essential skills for learning: • creativity and innovation Boot Camp and Masterclass information • critical thinking, • iterative problem solving • communication, collaboration • information, media and ICT literacy Shift thinking from that of a player to a designer.
  19. 19. Applying Game Mechanics to teach Game Design: Invasion of the Shadow Plague WILL YOU SAVE US?A narrative based metagame centred in a Wordpress blog teaching students to design and build using Microsoft Kodu Game Lab
  20. 20. Example: Google Maps + Edmodo = Game Learning through Design GeoQuest with Google Maps• How do you like to learn?• Decide on learning outcomes of GeoQuest (clear goal)• Edmodo group code, create badge• Create backstory• Design challenges – answer gives one part of Edmodo group code  Divide Map  Work in pairs• Build Map ― One Gmail account  MyMaps in Google Maps  Export (KML)  Import into one map
  21. 21. Summary: What learning should look like? • Active • Self-directed • Goal orientated • Authentic • Interest driven • Just-in-time
  22. 22. Summary:What should learning environments look like? • be interactive • provide ongoing feedback • grab and sustain attention • have appropriate and adaptive levels of challenge • Multiple pathways to success • be agile
  23. 23. Contact Details catherine.howe@det.nsw.edu.au http://au.linkedin.com/pub/cathie_howe/12/852/760 @cathie_h Macquarie ICT Innovations Centre. Building C5B Macquarie University macictsupport@det.nsw.edu.au 02 9850 4310 Twitter: @macict