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.
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Games and Learning and why schools don't need closed minds
- 1. GAMES BASED LEARNING TITLE AND WHY SCHOOLS DON’T NEED CLOSED MINDS PRESENTER EVENT DEREK ROBERTSON UNIVERSITY OF DUNDEE MAY’09
- 3. observing SUCCESS testing evaluating persevering hypothesising
- 5. Do you believe he is really playing a PS3 game?
- 6. RISK AN EARLY DEATH, JUST DO NOTHING.
- 7. 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)
- 8. 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)
- 13. “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.”
- 14. “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.”
- 15. How does such a pessimistic outlook help take learners forward?
- 16. Shouldn’t their learning experience be an optimistic one?
- 19. Semiotic Domains SCHOOL DOMAIN GAMES DOMAIN
- 22. It’s now a cool aspiration to be good at mental maths...
- 25. What did the parents think?
- 26. 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
- 29. I’VE GOT £4200 IN THE BANK PROJECT GLEEFUL LEARNING WITH NINTENDOGS IN P.2 DATE SCHOOLS WINTER ’08 TO PRESENT ACROSS SCOTLAND
- 35. Mad Dog by Saitaro Kuroda
- 38. GUITAR HERO IN THE CLASS PROJECT A DAFT IDEA? YOU BET, BUT IT WORKS! DATE CLIENT 2007 TO PRESENT LEARNING AND TEACHING SCOTLAND
- 39. 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
- 40. Used as a Primary to Secondary transition project
- 43. ENDLESS OCEAN.... PROJECT ENDLESS LEARNING WITH SANDBOX GAMES PRESENTER AUTHORITY DEREK P ROBERTSON ABERDEENSHIRE & STIRLING
- 47. Bringing writing to life
- 49. MOSHI MONSTER MANIA PROJECT VIRTUAL PETS ENCOURAGE REAL LEARNING DATE CLIENT 2009 ONWARDS PORT OF MENTEITH AND NATIONALLY
- 50. Moshi Monsters can be used to create contexts for writing
- 52. Moshi Monsters can be used to let creativity flow via animation...
- 54. ...and writing and animation...
- 56. Moshi Monsters can help children engage with the design process
- 58. NARRATIVE IN GAMES PROJECT OPPORTUNITIES FOR CREATIVE ENGAGEMENT DATE AUTHORITY SUMMER TERM 2009 VARIOUS AUTHORITY PARTNERS
- 60. Technology v’s Narrative Importance Narrative Movies & TV Games Technology ©Ted Hung, www.tedhung.com Time
- 61. 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
- 62. Phoenix Wright DS Character sketching
- 64. THE SHADOW “WHO KNOWS WHAT EVIL LURKS IN THE HEARTS OF MEN? THE SHADOW KNOWS...
- 65. 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
- 66. Professor Layton and the Curious Village
- 67. BUILDING THE COMMUNITY PROJECT GLOW & THE SCOTTISH LEARNING FESTIVAL DATE ONGOING LEARNING AND TEACHING SCOTLAND
- 68. 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
- 69. CANVAS TITLE EXPLORING LEARNING IN VIRTUAL WORLDS PRESENTER AUDIENCE DEREK ROBERTSON NATIONAL RESOURCE
- 71. 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
- 72. Good teachers use good resources to engage learners
- 73. Children have you for a year. Take them places...
- 74. 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