Let's play, game-based learning in Academic Development, SEDA Conference workshop
Download as PPTX, PDF1 like436 views
This document discusses the value of game-based learning in academic development programs. It describes a game called "Sell Your Bargains" that was used in a PGCAP program to get students collaborating, thinking creatively, and learning outside the classroom. The game involved three stages - selecting a concept, sharing ideas collaboratively, and testing solutions. Benefits included fun, learning through play, collaboration, and thinking differently. Challenges were the complexity, resources needed, and time. More facilitators, technology, and support were suggested to address challenges and expand game-based learning's use in academic programs.
Let's play, game-based learning in Academic Development, SEDA Conference workshop
- 1. Let’s play the value of game-based learning in Academic Development Chrissi Nerantzi & Craig Despard University of Salford 16 November 12, 17th Annual SEDA Conference You can discover more about a person in an hour of play than in a year of conversation.. http://www.flickr.com/photos/almarams/3902611177/
- 2. Intended learning outcomes • Explore the benefits and challenges of game- based learning within Academic Development • Discuss the game-based learning approach used within the LTHE module of the PGCAP Programme • Identify opportunities for game-based learning within PgCert programmes and other Academic Development activities
- 3. Let’s play the “Making Game” (20 min) • Triads (or more depending on numbers) • Get your smartphones/tablets out! • Think outside-the-box • Use the resources bank! • Play, create, share, capture, reflect
- 4. Game instructions Stage 1 (10min): Work in triads to come up with a creative intervention based on the following scenario. Use the resource bank provided. Capture your idea using a smartphone (feel free to use audio, video and still images). As a facilitator: “I found the induction with a new class the hardest. Too much silence and students find it hard to start talking to each other. I am usually asking them questions and encourage them to talk to each other but nothing seems to work that well and I feel uncomfortable too. I end up doing most of the talking and my students just sit there and listen... It doesn’t feel right and I would love to find a way to create a fun induction that will enable the students to get to know each other and feel more relaxed about the module. Any ideas?” Stage 2 (10min): Share your creative intervention in 1min presentations and award points for each idea. (Max points 3 for your favourite idea) The triad that collects the most points is the winner of the game and will receive a prize Delegates will be asked to record each other’s presentations using a smartphone.
- 5. Reflect How did this feel? Share your reflections and observations on a post- it note and swap with other delegates.
- 6. “Sell your bargains” an alternative reality game
- 7. alternative reality games in Higher Education “The rationale behind the use of alternative reality games is that the use of problem-based, experiential and collaborative activities in alternative reality games makes them ideally suited to teaching in higher education; particularly as they enable players to become involved in both playing and shaping the narrative as it emerges.” (Whitton, 2010, 87) Dr Nicola Whitton Research Fellow, Education and Social Research Institute, Manchester Metropolitan University Blog: http://playthinklearn.net/ Twitter: @nicwhitton
- 8. “Sell your bargains” game • Stage 1: Select – Threshold concept (authentic problem (individual task) • Stage 2: Share and discuss problem, Invest – creative intervention (collaborative task) • Stage 3: Surprise – test in practice, Case study (individual task (public voting)
- 9. So, what happens? http://rebeccajacksonpgcap.wordpress.com/sell- your-bargains/ “It was so much fun I think I forgot I was learning, but then maybe that was the point!” Video set http://www.youtube.com/playlist?list=PL344DE3772E336242
- 10. combo approach BYOD & “no” tech
- 11. benefits • fun and enjoyable experience • learning through play (not experienced before) • playing with colleagues from other disciplines • partnering • using different learning spaces • freedom despite structure • thinking outside-the-box • experimenting with digital tools (own devices and freely available online platforms) • reflect on own practice and think about introducing game-based learning with own students
- 12. Introducing game-based learning in own practice: “Although the chocolate makes the game fun, I’m hopeful that the game environment will enhance the learning experience by encouraging students’ creativity. Instead of me showing them slides with lists of news values and endless examples, they’re going to have to find their own way through that complex concept through playing the game. “ PGCAP student
- 13. challenges • Complexity of the game • One game organiser • Available digital technologies • Physical location to showcase ideas • Uploading video clips • Time required to fully engage in all 3 Stages • Open voting
- 14. • More facilitators (1 per 10 players) possible solutions • Tablets for the game • Support (initial staff development) • Scaffolding Stage 3 (case study template) and link to assessment • Further dissemination (institutional repository, CPD session, publications) • Use further channels to promote the game and play with other groups beyond the PGCAP • seeks sponsors
- 15. Horizon Report Higher Ed 2012 2012 “Game-based learning has grown in recent years as research continues to demonstrate its effectiveness for learning. Games for education span the range from single-player or small- group card and board games all the way to massively multiplayer online games and alternate reality games. Those at the first end of the spectrum are easy to integrate into the curriculum, and have long been an option in many higher education institutions; but the greatest potential of games for learning lies in their ability to foster collaboration and engage students deeply in the process of learning. Once educational gaming providers can match the volume and quality of their consumer-driven counterparts, games will garner more attention.” Horizon Report 2012, Game-Based Learning (Adoption 2-3 years)
- 16. Discussion How can games be used more (effectively) within Academic Development provision including PGCAP and similar accredited programmes?
- 17. References Gauntlett, D (2011) Making is connecting. The social meaning of creativity, from DIY and knitting to YouTube and Web 2.0, Cambridge: Polity Press. Nerantzi, C (in print) “Sell your bargains” Playing a mixed-reality game with academics to spice-up teaching in HE, Cases on Digital Game-Based Learning: Methods, Models and Strategies, to be published by IGI Global (http://www.igi- global.com) in 2012. NMC Horizon Report (2012) Higher Education Edition, available at http://www.nmc.org/pdf/2012-horizon-report-HE.pdf Whitton, N (2010) Learning with Digital Games. A Practical Guide to Engaging Students in Higher Education, open and flexible learning series, Oxon: Routledge.
- 18. Chrissi Nerantzi Craig Despard c.nerantzi@salford.ac.uk c.despard@salford.ac.uk @chrissinerantzi @despard1974
Editor's Notes
- #2: Life must be lived as play.No one ever teaches well who wants to teach, or governs well who wants to govern.Poets utter great and wise things which they do not themselves understand.Science is nothing but perception.The greatest wealth is to live content with little. You can discover more about a person in an hour of play than in a year of conversation.You learn more about a person in one hour of play than in a year of conversation.”Plato states that PLAY is of the utmost importance in the creation of a just and good society.«Έλληνες αεί παίδες εστέ…» (Πλάτων) θέση γιατί γι’ αυτόν έχει παιδευτική αξία και τα μαθήματα θα έπρεπε σε μια ιδανική κοινωνία – για τον Πλάτωνα – να έχουν τη μορφή παιχνιδιού. Έτσι, και εντελώς φαινομενικά αν το δούμε, οι Διάλογοι του Πλάτωνα φαίνεται πως υιοθετούν την μορφή αυτή του διανοητικού παιχνιδιού, στο τέλος του οποίου το συμπέρασμα δεν δίδεται καν, αλλά περιμένει τον αναγνώστη να το εξάγει μόνος του.... “ Πολυζώης, Γιώργος (2007) imagePlato (427-347 BC)
- #6: we need the resource bank: What is included?StrawsLegoMarshmallowsStringPaper, markersPasta shapesWhite tagPost-it notesBallPlay doughPlay cardsPostcardsHatWooden spoons?Paper platesCrayonsEtc.If more than 3 teams, we will pick randomly 3 teams to participate in the judging part (need to number the teams and put the numbers in a hat and pick 3)We need stars or dotsprizes also: could these be chocolates? So that people can then open and share with others?
- #11: To print
- #17: NMC New Media Consortiumhttp://wp.nmc.org/horizon2011/sections/game-based-learning/
- #18: Horizon Report 2012to print
- #19: to print
- #20: to printhttp://www.nmc.org/pdf/2012-horizon-report-HE.pdf