Games and Learning and why schools don't need closed minds
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Games and Learning and why schools don't need closed minds

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Presentation delivered by me to PGDE(P) students at the University of Dundee in May 09. Video clips not available here I'm afraid.

Presentation delivered by me to PGDE(P) students at the University of Dundee in May 09. Video clips not available here I'm afraid.

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Games and Learning and why schools don't need closed minds Games and Learning and why schools don't need closed minds Presentation Transcript

  • GAMES BASED LEARNING TITLE AND WHY SCHOOLS DON’T NEED CLOSED MINDS PRESENTER EVENT DEREK ROBERTSON UNIVERSITY OF DUNDEE MAY’09
  • observing SUCCESS testing evaluating persevering hypothesising
  • Do you believe he is really playing a PS3 game?
  • RISK AN EARLY DEATH, JUST DO NOTHING.
  • The Byron Review refers to “the educational, social and entertainment benefits that the internet and video games technologies clearly offer.” Dr Tanya Byron. (Source: Byron Review, p15)
  • The games industry “fulfills and plays an important role in our society, and a very constructive role in the lives of many young people, as well as middle-aged people like myself.” Shaun Woodward, Government minister. (Source: Gamesindustry.biz)
  • “A Nintendo DS system to improve your child's education. What a load of nonsense, just shows you how destitute in ideas some of those so called educationalists have become.”
  • “What a load of tripe - so the kids leave school not being able to read and write but they can use a playstation? - which moron thought that one up.”
  • How does such a pessimistic outlook help take learners forward?
  • Shouldn’t their learning experience be an optimistic one?
  • Semiotic Domains SCHOOL DOMAIN GAMES DOMAIN
  • It’s now a cool aspiration to be good at mental maths...
  • What did the parents think?
  • Scotland’s got game • Consolarium project began in August 2006 • Initially 7 early adopter authorities • Now working with or about to work with almost 30 of those • Hundreds of teachers and thousands of pupils involved • Games consoles in many schools (2300 DS recently purchased) • Working with many TEIs • Permeates Curriculum for Excellence • No longer seen as a maverick idea
  • Just
wanted
to
drop
you
an
email
to
say
how
 motivated
our
children
are
with
the
DS
Lites
 which
have
been
borrowed
from
the
ICT
team.

 Currently,
P4,
a
VERY
challenging
class
to
 say
the
least,
are
using
them
successfully
 each
day.

They
are
highly
motivated
and
 focused
and
are
getting
on
with
their
tasks
 when
asked
‐
this
is
a
novelty
with
this
 class.

Their
CT
is
also
using
them
for
 writing
step
by
step
instructions
‐
How
to
 switch
on
your
DS
Lite?

There
is
one
little
 boy
in
particular
who
just
cannot
focus
for
 more
than
5
seconds
and
he
loves
doing
his
 mental
Maths
on
the
DS
‐
a
great
example
of
 active
learning!
  • I’VE GOT £4200 IN THE BANK PROJECT GLEEFUL LEARNING WITH NINTENDOGS IN P.2 DATE SCHOOLS WINTER ’08 TO PRESENT ACROSS SCOTLAND
  • Mad Dog by Saitaro Kuroda
  • GUITAR HERO IN THE CLASS PROJECT A DAFT IDEA? YOU BET, BUT IT WORKS! DATE CLIENT 2007 TO PRESENT LEARNING AND TEACHING SCOTLAND
  • Creating a ‘collaborative story’ * Guitar Hero became the contextual hub for learning in P.7 * Children lost themselves in the world of rock and roll * Relevant and meaningful learning programme established * Class virtual band drove learning in various curricular areas * Enthusiasm and commitment to learning was palpable * A rich learning experience packed with quality
  • Used as a Primary to Secondary transition project
  • ENDLESS OCEAN.... PROJECT ENDLESS LEARNING WITH SANDBOX GAMES PRESENTER AUTHORITY DEREK P ROBERTSON ABERDEENSHIRE & STIRLING
  • Bringing writing to life
  • MOSHI MONSTER MANIA PROJECT VIRTUAL PETS ENCOURAGE REAL LEARNING DATE CLIENT 2009 ONWARDS PORT OF MENTEITH AND NATIONALLY
  • Moshi Monsters can be used to create contexts for writing
  • Moshi Monsters can be used to let creativity flow via animation...
  • ...and writing and animation...
  • Moshi Monsters can help children engage with the design process
  • NARRATIVE IN GAMES PROJECT OPPORTUNITIES FOR CREATIVE ENGAGEMENT DATE AUTHORITY SUMMER TERM 2009 VARIOUS AUTHORITY PARTNERS
  • Technology v’s Narrative Importance Narrative Movies & TV Games Technology ©Ted Hung, www.tedhung.com Time
  • An area for development Where are we with games as texts? • Very little depth, demand or challenge in the underlying narrative • Characters in games up until now have been rather superficial and one- dimensional • Lack of emotional diversity • Currently: Fear, Surprise, Anger, Anticipation Fight-or-Flight Response • Future: Love, Sadness, Jealousy, Optimism, Thanks to Ted Hung for inspiration here www.tedhung.com
  • Phoenix Wright DS Character sketching
  • THE SHADOW “WHO KNOWS WHAT EVIL LURKS IN THE HEARTS OF MEN? THE SHADOW KNOWS...
  • Writing for a digital audience What do we plan to do? • S.2/3 Pupils to play Hotel Dusk Room 215 for homework • Will develop their Noir detective and their storyline • Story to be drafted, recorded and dramatised for audio and video podcast • As with old serials their stories will be delivered over a a period of 6 weeks, building their digital audience • Using Garageband and ipod touches to create and test their work • Promoting inter-disciplinary working • Introduce pupils to the wider genre of Noir literature
  • Professor Layton and the Curious Village
  • BUILDING THE COMMUNITY PROJECT GLOW & THE SCOTTISH LEARNING FESTIVAL DATE ONGOING LEARNING AND TEACHING SCOTLAND
  • Joined up thinking? • SLF’08: Guitar Hero Competition • SLF’08: Sonic and Mario at the Olympics Competition • SLF’08: Dr Kawashima Competition • SLF’09: Guitar Hero World Tour Competition • SLF’09: Dragon’s Den Competition • Glow Groups • The Winning Game
  • CANVAS TITLE EXPLORING LEARNING IN VIRTUAL WORLDS PRESENTER AUDIENCE DEREK ROBERTSON NATIONAL RESOURCE
  • Teachers embracing games GAMES DEVICES HAVE A LOW TECHNOLOGY SKILLS THRESHOLD TEACHERS GET SUCCESS WITH GAMES TECHNOLOGY, THIS ENHANCES SELF-CONFIDENCE TEACHERS CAN FOCUS ON TEACHING AND LEARNING AND NOT WORRY ABOUT THE TECHNOLOGY THEY SEE THE POSITIVE IMPACT ON CHILDREN
  • Good teachers use good resources to engage learners
  • Children have you for a year. Take them places...
  • Thank you email: d.robertson@ltscotland.org.uk website: www.ltscotland.org.uk/consolarium blog: www.ltsblogs.org.uk/consolarium own blog:www.hotmilkydrink.typepad.com twitter: derekrobertson