slals526_muves

SERIOUS GAMING 4SERIOUS LEARNING

Bridging the gap?

What bridges?

Digital immigrants Teaching styles Formal learning Surface Learning Extrinsic

motivation Direct instruction Linear modes

Digital Natives (Prensky 2001)

Learning styles (Becker 2006)

Informal learning Deep learning Intrinsic motivation Inductive teaching style Inclusive, collaborative

modes

No single theory, different ways of learning & teaching

In a nutshell (Jonnassen, Wilson & grabinger, 1993)

No extraneous information Simplifies comprehensibility Reconstructs/replicates

knowledge Abstracts instruction

experience Focuses on acquiring skills Prescriptive sequences of

instruction Supports individual learning

Natural complexity and content of language

Avoids oversimplification Present multiple

representation / perspectives

Real world contexts Engages reflective practice Offer open learning

environments Supports collaboration

Behaviourist game design

Constructivist game design

The situated perspective tenets

Knowledge not an object, memory not a location

Social interaction and negotiation in new situations

Learning happens in authentic contexts Bridges the artificiality of classroom learning

to real-life situations Knowledge construction through participation In given communities with specific

Culture, Language (jargon included) & Tools

MUVEs & MMORPGS

Multi-User Virtual Environments Massive Multi-user Online Role Play Games Add the 3d Component (≠ 2D – cards, chess)

Users evolve through an avatar (presence) Interact with the environment & often with other

avatars

Creative Communities of Practice

MUVEs MMORPGs

FreedomSocial (Special Interest Groups = SIGs)Creative

Objectives, rules and rewardsCompetitive (individual, teams, guilds)

Some MMORPGs used in Edu

MinecraftEdu widely used in primary, secondary

SecondLife soft and hard sciences WoW Both Secondary & Higher Ed Atlantis Remixed 9-16 y-o Civilization V

Gee’s Affordances (foreword in Reinders 2012)

A good game design include: Well-ordered problems Tools (and other players) to solve problems Learning by negotiating, building, sharing, Copious feedback to prepare for next stages, higher level Next stages have new challenges (ZPD – cycle of expertise) Playing & Learning through social interaction and

mentoring Two way narratives Reach standards in different ways Easy design so gamers can become designers(See Jonassen 1994)

Challenges for educators

Opportunity or disruption? – mechanics of gameplay Learning to play versus learning language Requirements (hardware and human resources, time) Institutional buy-in Curriculum Integration (alignment goals-assessment)

feedback, on-going assessment, formative vs summative Needs more research & practice, check livebinders See Stephen Thorne’s IATEFL 2012 Keynote Read this post of teacher of German using WoW Also visit Games MOOC & MOOC on Gamification

Further Readings:

Becker, K., (2006) Games and Learning Styles, Academia.Edu [online] Brown, J.S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of

learning. Educational Researcher, 18(1), 32-42. Jonassen, D.H., Wilson, B.G., Wang, S., & Grabinger, R.S. (1993). Constructivist uses of

expert systems to support learning. Journal of Computer-Based Instruction, 20(3), 86-94.

Kkorthagen F.A.J., (2010) Situate Learning Theory and the Pedagogy of Teacher Education: Towards an integrative View of Teacher Behaviour and Teacher Learning. Teaching and Teacher Education, 26 (pp98-106) [online]

Lave, J., & Wenger, E., (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press

Prensky M.,(2001) Digital Natives, Digital Immigrants. On the Horizon, MCB University Press, Vol. 9 No. 5, October 2001

Reeve J. K. (2010) . Constructivism and Its Application to Game-Based Learning [online]

Reinders, H. (2012) Digital Games in Language Learning and Teaching, New Language Learning & Teaching Environments. Basingtoke, England: Palgrave MacMillan

Young, F. Y. (1993). Instructional Design for Situated Learning. Educational Technology Research and Development, 41 (1), 43-57.

Second Life Platform

3d MUVE, not a game Role Play is more than half of users’

activities Artists also promote their work Learning Higher Ed for simulation Language learning - CoPs & Slanguages

symposium Edunation, Virtlantis, Cypris Chat, Instituto

español, etc Simulation, explorations and treasure hunts French FL and VUW language program

VUW languages – Aims of project

Pedagogical principles

Various Activities – levels of competence

Explorations, interviews, treasure hunts, Set lessons directed by the course

outline

Student Impressions (survey)

Recommendations

Questions ?

Edith.paillat@vuw.ac.nz