Learning Patterns for Maths Games June 2006
Download as PPT, PDF1 like385 views
The document discusses a research project with two parts: a design strand to develop design patterns for mathematical games, and a deployment strand where partners deployed and researched a chosen game in classrooms. The deployment strand defined deployment as a game's integration into a teacher's learning program after leaving the design process. Initial findings from deployment in June noted difficulties installing games, lack of intuitive use, unclear curriculum alignment, and value of tips for classroom activities.
Learning Patterns for Maths Games June 2006
- 1. learning patterns for the design and deployment of mathematical games: research methods and findings
- 2. Project of two halves Design strand Development of design patterns for the mathematical games Determine the potential implications of their use for the construction of mathematical games. Guidelines for good practice in designing games in education
- 3. Project of two halves Deployment strand University of Warwick, Freudenthal Instituut, London Knowledge Lab and University of Athens deploy and research the use of a chosen game in classrooms. Each of the partners write a case study describing and analysing that experience Guidelines for good practice in designing games in education disseminated.
- 4. Demarcation Initial overlap between “design” and “deployment” (design includes test phase – i.e. deployment is part of development) Deployment defined as the integration by the teacher within their learning programme, i.e. once it leaves the design process. Problematic?
- 5. Development steps Literature review Mind maps Typologies Case studies Design patterns Guidelines for good practice (design,deployment)
- 6. Categories Categories determined in face-to-face meeting. Mathematical content Learning and instruction Educational content Games Interface and interaction Software design
- 7. Mind maps
- 8. Typologies Mind maps used to: develop typologies Establish metadata for case studies http://lp.noe-kaleidoscope.org/workspace/cases/ChanceMaker/
- 9. Case studies Shared pre-existing case studies Each partner also uses pre-existing games in new setting Warwick using Juggler and ChanceMaker microworlds
- 12. Case study methodology Questionnaires for teachers Observe classroom interactions Interview teachers about process of Selection of game Creation of learning activities around game Issues around deployment Effectiveness of learning experience
- 13. Initial findings Literature review – Educational context / supporting learning activities highly important “ A game is just an excuse for debriefing” Time in classroom needs to be focused on curriculum content, not in learning the game Wide variety of barriers that need to be addressed
- 14. First impressions Deployment occurring throughout June. Initial feedback includes Difficulties with installing game and platforms Games expected to be intuitively obvious to use Cannot always see alignment with curriculum Enthusiasm for concept of gaming to support education Value of having tips for classroom activities
- 15. Caveats Self-selected sample Highly interpretivist Small sample size Short time-scale Not generalisable Aim is to identify potential issues
- 16. Next step Develop design patterns Identify characteristics of games and their deployment Identify relationships between characteristics Look for elaborations and instantiations