2013 learningwith games_final
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The document discusses how learning environments could incorporate elements of game design to make learning more engaging. It suggests learning should be student-centered, promote independence, and allow for exploration of complex real-world problems. Game design principles like multiple pathways to success, ongoing feedback, and appropriate challenge levels could help grab and sustain student attention. Incorporating these elements may help develop 21st century skills like creativity, collaboration, and problem solving.
2013 learningwith games_final
- 1. LEARNING WITH GAMES making learning irresistible Cathie Howe Professional Learning & Leadership Coordinator Manager, Macquarie ICT Innovations Centre
- 2. Who Am I? http://about.me/cathiehowe Professional Learning & Leadership Coordinator – NSWDEC, Northern Sydney Manager, Macquarie ICT Innovations Centre – a collaboration between NSWDEC and Macquarie University
- 3. What should learning look like? Active Authentic Fun Self-directed Interest driven Differentiated Goal orientated Just-in-time
- 4. What could learning look like? • Student centred • Abstractness • Independence valued • Complexity (inter • Agile relationships) • Open & accepting • Variety • Complex (rich variety of • Study of people resources, media, ideas, methods, tasks) Learning • Study of methods of • Physical/virtual Environment Content inquiry Where students What students learn learn • Higher levels of • Real problems thinking • Real audiences Product Process • Creative /critical • Real deadlines /divergent thinking Thinking Result of • Open-endedness • Transformations (rather processes learning • Group interaction than regurgitation) used to learn • Appropriate evaluation • Variable pacing • Variety of learning • Debriefing • Freedom of choice Maker Model
- 5. Imagine having our students being so engaged in a complex, goal orientated activity, that self- consciousness disappears and time becomes distorted and they do it, not for external rewards but simply for the exhilaration of doing!
- 6. Video Game Facts In 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
- 7. Video games are increasingly recognised as becoming the literacy of the 21st Century Chris Swain Associate Research Professor
- 8. What do players attain through video games? Positive Emotions Relationships Meaning Accomplishment P.E.R.M.A Dr. Martin Seligman
- 9. What do we learn when we play, design & build games? Judgement, Problem analysis & Communication solving skills & strategic skills & networking negotiation thinking Improved Narrative skills Non–linear attention, & transmedia thinking vision & navigation patterns cognition
- 10. Games and Learning What if schools implement a learning model that uses 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. 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. Myth: Gamification is just about points GAMIFICATION Pointsification Ludification (Playfulness) • Competitive • Social • Badges • Skill-based learning • Scoreboards • Self-directed goals • Pre-set goals • Achievement based • Status icons • Puzzle solving • Collections • “Epic wins” The first column contains many elements associated with gamifying but most of the real and engaging benefits of gamification come from the second column. Amy Jo Kim http://www.globoforce.com/gfblog/2013/5-myths-about-gamification-everyone-should-know/
- 13. 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 authentic interest driven just-in-time Photo by xJason.Rogersx’s
- 14. Do games have the power to solve the world’s problems? Foldit Solve puzzles for science through folding proteins Foldit gamers solve an 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/
- 15. Game Design Curriculum and QTF Links Crafting a Deconstructing Designing games Building games Reviewing games backstory games English English English English English Metalanguage Science & Science & Technology Science & technology Science & technology Student technology Maths Maths PDHPE direction Deep PDHPE PDHPE Metalanguage understanding Engagement Deep Understanding Deep understanding Student direction Higher order Higher order thinking Higher order thinking Explicit quality thinking Metalanguage criteria Substantive Metalanguage communication Substantive Metalanguage communication Engagement Engagement Student direction Student direction Background Social Support knowledge Knowledge integration Knowledge integration Connectedness Design Thinking Multimodal text Creative Thinking Computational Thinking Systems Thinking Critical Thinking
- 16. 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.
- 17. Project Based Learning (PBL) • creates the need to know • authentic learning activities • begins with a driving question - key to arousing curiosity • engages and empowers students • work autonomously (usually in groups) • construct their own learning • culminates in realistic, student created products • Showcase product to wide audience
- 18. Example: Invasion of the Shadow Plague A narrative based online metagame teaching students to design and build using Microsoft Kodu Game Lab WILL YOU SAVE US?
- 19. “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 for 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 Lowe
- 20. Example: Game Design Boot Camps Learning how to use technology is not enough; the heart of 21st century learning is about becoming a proficient and independent lifelong learner. deconstruct Game design offers a unique platform to prototype address essential skills for learning: review iterate design • creativity and innovation • critical thinking, • iterative problem solving • communication, collaboration • information, media and ICT literacy Shift thinking from that of a player to a designer.
- 21. Summary: What learning environments should look like Interactive Provide ongoing feedback Grab and sustain attention Have appropriate and adaptive levels of challenge Multiple pathways to success Agile
- 22. Contact details catherine.howe@det.nsw.edu.au http://au.linkedin.com/in/cathiehowe @cathie_h @macict www.macict.edu.au Macquarie ICT Innovations Centre Building C5B, Macquarie University NSW, 2109 Ph | 02 9850 4310 | macictsupport@det.nsw.edu.au