2010-09-30 ectel 2010 mbarajas ubarcelona game based learning augmented learning

From game-based learning to augmented reality learning:Pedagogical Underpinnings of two European Projects

Prof. Mario Barajas, Universitat de Barcelona, DOE

The Challenge

Technology

Pedagogy

Learning Scenarios

EC-TEL 2010, Barcelona 2

TEL: Research and Implementation

Overview of SCeTGo. Key aspects

Overview of PROACTIVE. Key aspects

The challenges of TEL and pedagogy

Conclusions

Outline

3EC-TEL 2010, Barcelona

SCeTGo


The project

SCeTGo = Science Center ToGo

Programme: Lifelong Learning, KA3 ICTOfficial Start: 01/01/2010Duration: 2 yearsConsortium: 10 partners from 7 countries

(Finland, Germany, Greece, Romania, Spain, Sweden, UK)

www.sctg.eu


SCeTGo blended approach


SCeTGo approach

Science

Center

•Playful exhibit

•Motivate learning

Augment

ed Realit

y

•Evince a phenomena

•Facilitate understanding

Real Scho

ol

•Incorporated in the curricula

•Adapted to the pupils level



Science Centers

a Science Museum

emphasize a Hands-on Approach


Augmented Reality

Allows showing the invisible Makes evident hidden phenomena Provides additional information

SCeTGo‘s Pedagogical Framework based on an inquiry-based and creative problem based

approach

Integrates augmented reality (AR technology) applications on miniature exhibits

for improving science education, enhance scientific literacy and their critical thinking skills

recognises the diversity of personal learning styles and behaviours in different contexts and applications

promoting young people’s interest in science


The miniatures

The miniatures support until now 5 experiments:

- The double cone paradox- The double slits wave experiment- Airfoil miniwing experiment- The Doppler effect- The Bolzman experiment


PROACTIVE


The project

PROACTIVE

Programme: Lifelong Learning, KA3 ICTOfficial Start: 01/01/2010Duration: 2 yearsConsortium: 6 partners from 4 countries

(Italy, Romania, Spain, UK)

www.proactive-project.eu


In natural situations learners combine simultaneously 5 metaphors for learning: Imitation, Participation, Acquisition, Exercising, and Discovery

Game-based learning (GBL) supports creativity and inquiry-based learning processes

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Assumptions and Solutions

PROACTIVE GOAL is to Foster

Teachers’ Creativity

Acquisition: transfer of knowledge, from teacher to learner

Imitation: modeling behaviours observing others

Exercising: repetition of action in order to learn

Participation: learning by participation with others

Discovery: by doing things by yourself, you discover… allows for incidental learning.


Learning metaphors

Using video games in educational settings can enhance students’ motivation towards learning.

Video games can provide challenging experiences that promote the intrinsic satisfaction of the players and therefore keep them engaged and motivated


Educational Games


What creativity means for education?

Creative teachers encourage students to be creative

The educational systems encourages the no creativity paradigm (no errors, no try out, no different answers, etc.


Teaching for creativity

Two game editors: EUTOPIA - a free of charge 3D

virtual environment allowing collaborative interaction of the learners; University of Napoli

<e-Adventure> - an Open Source framework for implementing 2D user-centred adaptable scenarios; UCM

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Tools

<E-ADVENTURE>

EUTOPIA


PROACTIVE in action

• Is a socio-cultural approach to teachingwith games

•Allows teachers to use games in theirsituated contexts

•Uses the situated action as unity of analysisand takes in care the contexts, the subkects and the tools.

•Is the students favourite learning•Is a self directed learning practice•The sharing of the game allows students to

negotiate with teachers the whole learningprocess and to reshape the game itself

•Is a cultural artifact that can be shared withstudents and reshaped within their practices

•Is tailored on teachers’ needs, according toinstitutional constraints

•Lets PROACTIVE partners to fosteringteachers’ creativity

•Makes teachers becoming aware of differentlearning models

•Helps teachers acting as a mediator betweenstudents and institution expectations

•Will be delivered within a socio-cultural approach of teaching with games

The Game Design Process

The Game Created

The Game Based

TeachingProcess

The Game Based

LearningProcess

Challenges


• Open• Varied

Pedagogy


PROACTIVE challenge

PROACTIVE: Designing games promote creativity among teachers…and as a consequence, among students

The metaphors would help teachers to stimulate their reflective processes on how they teach.


Do games promote creativity?

• IBL• Well defined aproach

Pedagogy


SCeTGo challenge

The learning models sould help designers to make explicit their technological decisions, and facilitate teachers to put TEL innovations into practice.

A well defined pedagogical approach (IBL) embedded into rich (AR) experiments, could improve the educational outcomes (SCeTGo)

A creative teacher varies his/her teaching strategies: by designing educational games, this could be possible (PROACTIVE)


Conclusions

Thank you!

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Contact:◦ Mario Barajas Frutos

[email protected]

http://www.futurelearning.org

mailto:[email protected]

http://www.futurelearning.org/