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How Video Games May Transform Education
(and why we might not like it)
Richard Van EckAssociate Professor, University of North Dakota
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• Technology = 2%
• Lecture/Independent Work = 92%
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22%
*Center for Labor Market Studies, May 5, 2009“Left Behind: The Nation's Dropout Crisis”
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(Educational Reform)
01000101 01100100 01110101 01100011 01100001 01110100 01101001 01101111 01101110 01100001 01101100 00100000 01110010 01100101 01100110 01101111 01110010 01101101
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Why No True Reform?
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We Don’t Care About Learning
(we care about preserving the system)
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REFORM
Disruptive Technology
Change in Environment
al Requirement
s
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2.6 Million Years Ago 788,000 BCE 8000–5000 BCE
3000–4000 BCE 1400–1500 CE
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1700–1800 CE
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1950 – Present
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Games and the 21st Century
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Situated Cognition/Authentic Learning
Area of a Triangle: 1/2 Base x Height
Area of a Rectangle: Length x WidthPerimeter of a Rectangle: (Length x 2) + (Width x 2)
Length
Wid
th
Heig
ht
Base
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Systems Thinking
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Collaboration
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Problem Solving
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Engagement
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Zone of Proximal Development
Too Hard
Too Easy
ZPDJust Right
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Be Careful What You Ask For...
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Situated Cognition/Authentic
Learning
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Systems Thinking
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Collaboration, Collective Intelligence
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Problem Solving
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Engagement
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Individualized Instruction
Too Hard
Too Easy
ZPD
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