Gaming/simulation and the Virtual Learning Environment VLE
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The document discusses the role of virtual learning environments (VLEs) as a central component in educational institutes and their implications for serious computer-based games. It highlights the various aspects of VLEs, including their functions as game management systems, extensions, and engines, while emphasizing their importance in facilitating educational processes. Additionally, it examines the evolution of gaming in education and the necessary infrastructure for effective implementation.
Gaming/simulation and the Virtual Learning Environment VLE
- 1. Pieter van der Hijden (Sofos Consultancy) 38th Annual ISAGA Conference, 9-13 July 2007 Nijmegen, The Netherlands ISAGA 2007www.sofos.nl 1
- 4. Your presenter ISAGA 2007www.sofos.nl 4
- 5. The theme Virtual Learning Environment becomes central backbone in educational institutes Implications for serious computer-based games ISAGA 2007www.sofos.nl 5
- 6. Presentation VLE as a world apart VLE as game management system VLE as game extension VLE as game engine (now) VLE as game engine (future) ISAGA 2007www.sofos.nl 6
- 8. ISAGA 2007www.sofos.nl 8 VLE is the end of a the educational process chain
- 11. WHAT IS A GAME?
- 12. ISAGA 2007www.sofos.nl 12 VLE Gaming/Simul ations Educational / Gaming Teacher centred Goal is learning (and testing) Student centred Goal is exploring, competing, fun Organisational Hierarchical Cohort based Extension of classroom Network Flexible in time Informal learning Technical Backbone for the whole institute Developing slowly Each game isolated, various platforms Changing rapidly
- 14. Administer and enrol students Organise subgroups Deliver learning resources and activities (see next slide) Collect results Organise gradebook ISAGA 2007www.sofos.nl 14
- 16. Start-up Introduction Briefing Micro cycles Steps-of-play Mini-critique Shut-down Debriefing Evaluation & follow-up ISAGA 2007www.sofos.nl 16
- 21. VLE’s have intrinsic gaming functions Branched story games Flash games (via SCORM) ISAGA 2007www.sofos.nl 21
- 23. ISAGA 2007www.sofos.nl 23 New functions of VLE’s Choreography of learning (Learning Design, IMS-LD) Sequential activities Parallel activities Conditional activities New challenges Service oriented architecture
- 25. ISAGA 2007www.sofos.nl 25 VLE as… Educationa l Gaming Organisational Technical A world apart Gaming is strange element Limited use Gaming is disturbing Gaming is disturbing Game management system Gaming gets an educational context Gaming management is improved Gaming is incorporated Games have to follow standards Game extension Interesting new interface Open, unstructured, not always appropriate Depandency of supplier Complex, changing all the time Game engine (now) Ready to use Sometimes appropriate, not very high profile Takes some lecturers time to develop Ready to use Game engine (future) Interesting new world Shifting borders between leraning /gaming acticities Heavy investment in training for lecturers Rebuilding current systems
- 26. Using Role-Play Simulations for teaching and Learning - motivation and pedagogy; powerpoint presentation at SAGANET-seminar; Roni Linser (www.fablusi.com), September 27th, 2006, Delft, The Netherlands. Patterns in game-design; Staffan Björk, Jussi Holopainen; Charles River Media, 2005. Putting a Second Life “Metaverse” skin on learning management systems; Jeremy Kemp, Daniel Livingstone (www.sloodle.com). Learning Design; a handbook on modelling and delivering networked education and training; Rob Koper, ColinTattersall (eds.); Springer, 2005. On the Development of Asynchronous Workflow-based Group Simulations; Pieter van der Hijden (www.sofos.nl); Paper presented at the ISAGA05 Conference in Atlanta, USA; June 27th - July 4th 2005. ISAGA 2007www.sofos.nl 26
- 27. Pieter van der Hijden (pvdh@sofos.nl) Sofos Consultancy (www.sofos.nl) ISAGA 2007www.sofos.nl 27