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Learning from Games Dr. Joanne O’Mara, Deakin University
Computer games and Me • Playing “Sim City”   in Vanuatu in 2001   on the Visor • “The Sims” -   dollhouse games • ipod- ipad
Part of Gregor’s   eurogame  collection...
Boardgaming Resources • Games in libraries   with Scott   Nicholson podcasts • Everyone Plays at   the Library-   N025.5/5...
Drama/Virtual Worlds• Drama teaching  and research  background• Process Drama/  Virtual worlds/  Architect/  Character/”as...
Research Projects• Literacy in the Digital world of the 21st  Century: Learning from Computer Games  Catherine Beavis, Cla...
New Project    • July 2011- 2014 Serious Play: Using digital      games in school to promote literacy and      learning in...
“Both the making of text and the reading of text     require greater attention to all possible means of              meani...
Kress (2005)                               new textual dispositions•   Traditional disposition to                         ...
Game Making with Year 8  • Game Maker:    yoyogames.com  • Every boy (last 4    years) has made a    playable game  • Game...
GameMaking Outcomes• “Blank slate of potential”:  Creative, engaging,  technical, narratives• Kids as Producers: Their  ga...
Game Making in Public Spaces• Range of Programs:  Cahoots, GameMaker.• ACMI Games Lab  Workshops, developing  your game id...
Game Plan: Engage the Disengaged Getting them to write anything down was a real challenge. So I really had nothing to lose...
A repertoire of literacy practices! !"!!#$%&()&*+,-./0&1*2&"!#$%!&$!$(!)*+!,-.!/+0.1!2-+,!+3.!,-.!3(*.41!  3"4*+,-.4&*-,-....
Students were enthusiastic and involved. Writing forthem became less of a chore because it involved writingabout something...
Console Games as TextsMark Cuddon    •   Year Nine Boys    •   analyse tape of seven year old        playing console game ...
The beauty of whole-class and small-groupdiscussions on gaming is the enthusiasm andexcitement it engenders in the class. ...
Archetypes & Quests                                                                      !    !"  #$%&()*+,(-&./(0)& •    ...
Pitching a Game Idea• Presented a “Pitch”  of a new game to a  panel of judges to  secure funding• narrative, plot,  mecha...
Serious Games•   Prof. Yam San Chee, Nanyung    University, Singapore          (Legends    of Alkhemia: Fostering Authenti...
virtual/real worlds• narrative writing/  construction from  “virtual worlds”  experiences• Drama research-  experience in ...
Have Fun! joanne.omara@deakin.edu.au
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Learning from games : Dr Joanne O'Mara

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This presentation was given at the Games and libraries seminar 13 July 2011 at the State Library of NSW

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Transcript of "Learning from games : Dr Joanne O'Mara"

  1. 1. Learning from Games Dr. Joanne O’Mara, Deakin University
  2. 2. Computer games and Me • Playing “Sim City” in Vanuatu in 2001 on the Visor • “The Sims” - dollhouse games • ipod- ipad
  3. 3. Part of Gregor’s eurogame collection...
  4. 4. Boardgaming Resources • Games in libraries with Scott Nicholson podcasts • Everyone Plays at the Library- N025.5/57 (Available Mon!!!) • The Geek
  5. 5. Drama/Virtual Worlds• Drama teaching and research background• Process Drama/ Virtual worlds/ Architect/ Character/”as if” in world learning
  6. 6. Research Projects• Literacy in the Digital world of the 21st Century: Learning from Computer Games Catherine Beavis, Clare Bradford, Joanne O’Mara and Chris Walsh --ARC with DEECD (Vic), VATE and ACMI• Public Institution - ACMI- as a partner
  7. 7. New Project • July 2011- 2014 Serious Play: Using digital games in school to promote literacy and learning in the twenty first centuryLP110200309 Prof Catherine A Beavis, Dr Michael L Dezuanni, Dr Joanne AOMara, Dr Sarah Prestridge, Dr Leonie Rowan, Prof Claire M Wyatt-Smith,Dr Jason A Zagami, Prof Yam San CheePartners:Department of Education and Early Childhood Development,Victoria and Queensland Schools (Lutheran  Church  of  Australia  QLD  District  -­‐  Pacific  Lutheran  College,  Marymount  Primary  School  ,Merrimac  State  School  ,  St  Aidans  School  Council  Limited  ,  St  Catherines  Catholic  Primary  School,  St  Josephs  Nudgee  College  ,  St  Laurences  College  
  8. 8. “Both the making of text and the reading of text require greater attention to all possible means of meaning making” Kress (2005)Kress, G. (2005). Communication now and in the future. Discussion paper for the English 21 project. United Kingdom Qualifications and Curriculum Authority. Retrieved March 21, 2010, from http://www.qca.org.uk/ 12292.html
  9. 9. Kress (2005) new textual dispositions• Traditional disposition to New disposition to text textText is monomodal/linguistic Text is multimodal/semioticMode of approach: linguistic Mode of approach: semioticText is stable Text is radically unstableText is composed by producer Text is designed by producerText is interpreted by reader Text is designed by readerText has sequential, linear order Text has spatial orderingAuthority/Authorship underpins Potential usefulness underpinsText is site of knowledge Text is site of information English 21 project. United Kingdom Qualifications and Curriculum Aut
  10. 10. Game Making with Year 8 • Game Maker: yoyogames.com • Every boy (last 4 years) has made a playable game • Game mechanics and narrative John Richards from yoyogames.com
  11. 11. GameMaking Outcomes• “Blank slate of potential”: Creative, engaging, technical, narratives• Kids as Producers: Their games have currency Joanne   O’Mara   and   John   Richards   “A  • Designers Blank   Slate:   Using   Game   Maker   to   Create  Computer  Games”  in  Beavis,  C.,  • Critique and “Borrow” from O’Mara,   J.,   and   McNeice,   L.   (Eds)   (2012)   Digital   Games:   Literacy   in   Commercial games Action   Adelaide:   AATE/   WakeOield   Press
  12. 12. Game Making in Public Spaces• Range of Programs: Cahoots, GameMaker.• ACMI Games Lab Workshops, developing your game idea-online resources• Your Library: Workshop then a group???
  13. 13. Game Plan: Engage the Disengaged Getting them to write anything down was a real challenge. So I really had nothing to lose in trying to engage them. It was time to bite the bullet, and as there were so many boys in my group it was time to capitalise on their interest in computer games. Paul Byrne
  14. 14. A repertoire of literacy practices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
  15. 15. Students were enthusiastic and involved. Writing forthem became less of a chore because it involved writingabout something they didn’t see as work but as play. Byrne,  Paul    “Game  Plan:  Using  Computer  Games   in  English  to  Engage  the  Disengaged”     in   Beavis,   C.,   O’Mara,   J.,   and   McNeice,   L.   (Eds)   (2012)  Digital  Games:  Literacy  in  Action  Adelaide:   AATE/  WakeOield  Press
  16. 16. Console Games as TextsMark Cuddon • Year Nine Boys • analyse tape of seven year old playing console game • review and discuss game- deconstruct game actions Mark  Cuddon  “‘Gamer  Hands’  –   Console  Games  as  Texts”  in   Beavis,  C.,  O’Mara,  J.,  and  McNeice,  L.   • deconstruction of Simpsons (Eds)  (2012)  Digital  Games:  Literacy  in   Hit and Run Action  Adelaide:  AATE/  WakeOield   Press
  17. 17. The beauty of whole-class and small-groupdiscussions on gaming is the enthusiasm andexcitement it engenders in the class. In turn,students are willing to document, write andreflect on their experiences in an individualwriting folio piece based on a ‘text’ they hadan interest in and an experience they werewilling to share. Mark Cuddon
  18. 18. Archetypes & Quests ! !" #$%&()*+,(-&./(0)& • Examine critically how games designers 1" #$%&2,00&3/&4)5%+36(%& transgress, replicate or challenge the 7" 8%96:,0&/9&3$%&2,00& ;" <%%3*+=&>*3$&3$%&<%+3/(& quest narrative, archetypes and ?" 2(/::*+=&3$%&@*(:3& stereotypes #$(%:$/0)& A" #%:3:B&400*%:B&,+)&C+%D*%:& E" #$%&4FF(/,G$&3/&3$%&H+D/:3& • Playing games alongside reading novels, 2,5%& watching films- texts on multiple I" #$%&J6F(%D%&()%,0& platforms K" 8%>,()& !L" #$%&8/,)&M,GN& !!" 8%:6((%G3*/+& !1" 8%36(+&>*3$&3$%&C0*O*(!Lisa  McNeice,  Andrea  Smith   and   Toby  R o b i s o n     “ C o m p u t e r   G a m e s ,   Stages  in  the  quest  narrative,  adapted  Archetypes   and  the  Narrative  Quest”in   from  Joseph  Campbell  by  Christopher  Beavis,   C.,   O’Mara,   J.,   and   McNeice,   L.   Vogler,  a  Hollywood  script  consultant(Eds)   (2012)   Digital   Games:   Literacy  in   Action   Adelaide:   AATE/   WakeOield   Lisa McNeice, Andrea SmithPress & Toby Robison
  19. 19. Pitching a Game Idea• Presented a “Pitch” of a new game to a panel of judges to secure funding• narrative, plot, mechanics game characters. Emphasis on multiple narrative possibilities
  20. 20. Serious Games• Prof. Yam San Chee, Nanyung University, Singapore (Legends of Alkhemia: Fostering Authentic Learning of Chemistry Within fictionalised Game Contexts; Statecraft: Trans- contextual Learning: Student Learning with Mobile Devices in a Persistent world game to construct meanings and identities• School Projects in Victoria and Queensland: Making and using games in curriculum.• Victorian Ultranet game making software: Cahoots, GameMaker
  21. 21. virtual/real worlds• narrative writing/ construction from “virtual worlds” experiences• Drama research- experience in dramatic world improves narrative writing
  22. 22. Have Fun! joanne.omara@deakin.edu.au
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