Your SlideShare is downloading. ×
  • Like
Elt sandbox
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Now you can save presentations on your phone or tablet

Available for both IPhone and Android

Text the download link to your phone

Standard text messaging rates apply
Published

 

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
870
On SlideShare
0
From Embeds
0
Number of Embeds
6

Actions

Shares
Downloads
3
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Image by @acliltoclimb via eltpics Promoting language learning through gaming David Dodgson, TED Ankara College
  • 2.    A) Yes, all the time. B) Yes, occassionally. C) No, never! Image by @acliltoclimb via eltpics
  • 3. ...just for kids. ...mindless ‘bash n’ smash’ affairs.  ...full of random puzzles.  ...repetitive.  ...linear.  
  • 4.      Image by @acliltoclimb via eltpics  ...are engaging. ...are motivating. ...have complex storylines. ...demand problem solving skills. ...encourage critical thinking. ...inspire creativity.
  • 5. ...is about: game-based learning adapting noneducational materials  exploring possibilities   ...is NOT about:  gamification  educational games  simple playing
  • 6. http://youtu.be/RU_1Am-AeHs
  • 7. How can games be useful for language learning? Image by Steven Andrew Photography
  • 8. What do these games have in common?
  • 9. How can games be useful for language learning?
  • 10. How can games be useful for language learning? • • • • Reading manuals and in-game instructions. Interacting with in-game characters. Chatting with other online players in English. Getting help by reading ‘walkthrough’ guides or watching videos. • Encouragement of dictionary use/ language investigation.
  • 11. What are the pros and cons of using games for language learning?
  • 12. What are the pros and cons of using games for language learning? PROS        Motivation You learn in a useful way You learn different vocabulary You learn through play (and have fun!) You hear different accents/ styles of speaking You can ‘talk’ to other characters/ players Games don’t give homework! CONS       Bad language Playing online has some risks Not all vocabulary is useful when you are not playing Some characters speak in an unusual way Not everyone enjoys the same games Players don’t always read the text/ listen to dialogue
  • 13. What makes a good/bad game? Games have changed drastically over the last 40 years – what does the future hold for gaming? • Are games social or anti-social? • Tell us about your favourite game! • •
  • 14. Using avatars to get students using language
  • 15. Think of a game you play with your own character.  Note down some basic information about your character.  Introduce your character to the class.  *Also works nicely as a blog activity.
  • 16.     Look at these avatars. Which game or website do you think each avatar is from? These avatars are all from students in our class! Can you guess who they are? Describe the differences between the avatar and its creator.
  • 17. Create a character card for your avatar like this:        Name: Panam Game: World of Warcraft Species: Panderan Job/Role: Monk Abilities: Cooking, healing Likes: Eating, questing Appearance: tall, fat, black and white fur, long beard and moustache *Higher levels could write a bio
  • 18. • • • • • • Basic descriptions. Family portrait – make an avatar family with The Sims! Use a site like miicharacters.com to find ‘famous’ avatars for a ‘Guess Who?’ game. Role-play a dialogue between avatars. Use them as characters in a story. Avatar dictation – read the description and create the avatar using a game of your choice.
  • 19. Giving/receiving advice and using ‘walkthroughs’
  • 20.   I am going to show you a game called Can you escape? This is Level 1. How can I get out of the room? Help me!
  • 21.   This is Level 2. It’s really hard! Search for a walkthrough on the Internet and tell me what to do.
  • 22.   You’re are getting pretty good at this! This is Level 3. Play through it with a partner, note down what you do and write your own walkthrough.
  • 23.   Now, you are going to make your own level! How? Go to Room Escape Maker, register and make your own puzzle.  http://doctorfou.com/room-escape-maker Thanks to Larry Ferlazzo for sharing this site: http://larryferlazzo.edublogs.org/2013/08/06/create-your-own-escape-the-room-game-withroom-escape-maker/
  • 24. Write a walkthrough for a game of your choice. Make a screencasted video walkthrough. Gap-fill walkthrough – ask them to play through the level and complete the walkthrough text. • Write a ‘walkthrough’ style text for a nongaming activity. • • •
  • 25. eltsandbox.weebly.com facebook.com/eltsandbox1 twitter.com/ELTSandbox eltsandbox1@gmail.com The game has just begun...