slals526_muves
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This presentation is part of a Master's course on Computer Assisted Language Learning at Victoria University of WellingtonTRANSCRIPT
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
