2013 learningwith games_final
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Presentation for PLANE: Games and learning TeachMeetTRANSCRIPT
making learning irresistible
Cathie Howe Professional Learning & Leadership Coordinator
Manager, Macquarie ICT Innovations Centre
LEARNING WITH GAMES
Who Am I?
Professional Learning & Leadership Coordinator – NSWDEC, Northern Sydney
Manager, Macquarie ICT Innovations Centre –
a collaboration between NSWDEC and Macquarie University
http://about.me/cathiehowe
What should learning look like?
Self-directed
Active
Goal orientated
Authentic
Interest driven
Just-in-time
Fun
Differentiated
What could learning look like?
Maker Model
• Higher levels of thinking
• Creative /critical /divergent thinking
• Open-endedness • Group interaction • Variable pacing • Variety of learning • Debriefing • Freedom of choice
• Real problems • Real audiences • Real deadlines • Transformations (rather
than regurgitation) • Appropriate evaluation
• Abstractness • Complexity (inter
relationships) • Variety • Study of people • Study of methods of
inquiry
• Student centred • Independence valued • Agile • Open & accepting • Complex (rich variety of
resources, media, ideas, methods, tasks)
• Physical/virtual
Learning Environment Where students
learn
Content What students
learn
Process Thinking
processes used to learn
Product Result of learning
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!
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
Chris Swain Associate Research Professor
Video games are increasingly
recognised as becoming the
literacy of the 21st Century
What do players attain through video games?
Positive Emotions Relationships Meaning Accomplishment
P.E.R.M.A Dr. Martin Seligman
Problem solving skills &
negotiation
Narrative skills & transmedia
navigation
Judgement, analysis & strategic thinking
Communication skills & networking
Non–linear thinking patterns
Improved attention, vision &
cognition
What do we learn when we play, design & build games?
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?
Games and Learning
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
Reimagining learning through games
Myth: Gamification is just about points
Amy Jo Kim http://www.globoforce.com/gfblog/2013/5-myths-about-gamification-everyone-should-know/
GAMIFICATION
• Competitive • Badges • Scoreboards • Pre-set goals • Status icons • Collections
• Social • Skill-based learning • Self-directed goals • Achievement based • Puzzle solving • “Epic wins”
Pointsification Ludification (Playfulness)
The first column contains many elements associated with gamifying but most of the real and engaging benefits of gamification come from the second column.
active self-directed
goal orientated authentic
interest driven just-in-time
What if we immersed our students in designing games to tackle the world’s most urgent problems?
What would learning look like?
Photo by xJason.Rogersx’s
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/
Do games have the power to solve the world’s problems?
English
Science & technology
PDHPE
Metalanguage
Student direction
Explicit quality criteria
Reviewing games
English
Science & technology
Maths
PDHPE
Deep understanding
Higher order thinking
Metalanguage
Substantive communication
Engagement
Student direction
Social Support
Knowledge integration
Connectedness
Multimodal text
Computational Thinking
Systems Thinking
Critical Thinking
Building games
English
Science & Technology
Maths
PDHPE
Deep Understanding
Higher order thinking
Substantive communication
Metalanguage
Engagement
Student direction
Background knowledge
Knowledge integration
Design Thinking
Creative Thinking
Designing games
English Science &
technology Deep
understanding Engagement Higher order
thinking Metalanguage
Deconstructing games
English Metalanguage
Student direction
Crafting a backstory
Game Design Curriculum and QTF Links
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.
Pedagogical Implications: Inquiry Learning
• 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
Project Based Learning (PBL)
A narrative based online metagame teaching students to design and build using Microsoft Kodu Game Lab
WILL YOU SAVE US?
Example: Invasion of the Shadow Plague
“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
Learning how to use technology is not enough; the heart of 21st century learning is about becoming a proficient and independent lifelong learner.
Game design offers a unique platform to address essential skills for learning:
• 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.
Example: Game Design Boot Camps
deconstruct
review
design
prototype
iterate
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
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 | [email protected]
Contact details