Life must be lived as play.No one ever teaches well who wants to teach, or governs well who wants to govern.Poets utter great and wise things which they do not themselves understand.Science is nothing but perception.The greatest wealth is to live content with little. You can discover more about a person in an hour of play than in a year of conversation.You learn more about a person in one hour of play than in a year of conversation.”Plato states that PLAY is of the utmost importance in the creation of a just and good society.«Έλληνες αεί παίδες εστέ…» (Πλάτων) θέση γιατί γι’ αυτόν έχει παιδευτική αξία και τα μαθήματα θα έπρεπε σε μια ιδανική κοινωνία – για τον Πλάτωνα – να έχουν τη μορφή παιχνιδιού. Έτσι, και εντελώς φαινομενικά αν το δούμε, οι Διάλογοι του Πλάτωνα φαίνεται πως υιοθετούν την μορφή αυτή του διανοητικού παιχνιδιού, στο τέλος του οποίου το συμπέρασμα δεν δίδεται καν, αλλά περιμένει τον αναγνώστη να το εξάγει μόνος του.... “ Πολυζώης, Γιώργος (2007) imagePlato (427-347 BC)
we need the resource bank: What is included?StrawsLegoMarshmallowsStringPaper, markersPasta shapesWhite tagPost-it notesBallPlay doughPlay cardsPostcardsHatWooden spoons?Paper platesCrayonsEtc.If more than 3 teams, we will pick randomly 3 teams to participate in the judging part (need to number the teams and put the numbers in a hat and pick 3)We need stars or dotsprizes also: could these be chocolates? So that people can then open and share with others?
NMC New Media Consortiumhttp://wp.nmc.org/horizon2011/sections/game-based-learning/
Horizon Report 2012to print
Let’s play the value of game-based learning in Academic Development Chrissi Nerantzi & Craig Despard University of Salford 16 November 12, 17th Annual SEDA Conference You can discover more about a person in an hour of play than in a year of conversation..http://www.flickr.com/photos/almarams/3902611177/
Intended learning outcomes• Explore the benefits and challenges of game- based learning within Academic Development• Discuss the game-based learning approach used within the LTHE module of the PGCAP Programme• Identify opportunities for game-based learning within PgCert programmes and other Academic Development activities
Let’s play the “Making Game” (20 min)• Triads (or more depending on numbers)• Get your smartphones/tablets out!• Think outside-the-box• Use the resources bank!• Play, create, share, capture, reflect
Game instructionsStage 1 (10min): Work in triads to come up with a creative intervention based onthe following scenario. Use the resource bank provided. Capture your idea usinga smartphone (feel free to use audio, video and still images).As a facilitator: “I found the induction with a new class the hardest. Too much silence and studentsfind it hard to start talking to each other. I am usually asking them questions and encourage themto talk to each other but nothing seems to work that well and I feel uncomfortable too. I end updoing most of the talking and my students just sit there and listen... It doesn’t feel right and Iwould love to find a way to create a fun induction that will enable the students to get to knoweach other and feel more relaxed about the module. Any ideas?”Stage 2 (10min): Share your creative intervention in 1min presentations andaward points for each idea. (Max points 3 for your favourite idea) The triad thatcollects the most points is the winner of the game and will receive a prizeDelegates will be asked to record each other’s presentations using a smartphone.
ReflectHow did this feel? Share your reflections andobservations on a post- it note and swap with other delegates.
“Sell your bargains” an alternative reality game
alternative reality games in Higher Education“The rationale behind the use of alternative reality games is that theuse of problem-based, experiential and collaborative activities inalternative reality games makes them ideally suited to teaching inhigher education; particularly as they enable players to becomeinvolved in both playing and shaping the narrative as it emerges.”(Whitton, 2010, 87) Dr Nicola Whitton Research Fellow, Education and Social Research Institute, Manchester Metropolitan University Blog: http://playthinklearn.net/ Twitter: @nicwhitton
“Sell your bargains” game• Stage 1: Select – Threshold concept (authentic problem (individual task)• Stage 2: Share and discuss problem, Invest – creative intervention (collaborative task)• Stage 3: Surprise – test in practice, Case study (individual task (public voting)
So, what happens?http://rebeccajacksonpgcap.wordpress.com/sell-your-bargains/ “It was so much fun I think I forgot I was learning, but then maybe that was the point!”Video set http://www.youtube.com/playlist?list=PL344DE3772E336242
benefits • fun and enjoyable experience • learning through play (not experienced before) • playing with colleagues from other disciplines • partnering • using different learning spaces • freedom despite structure • thinking outside-the-box • experimenting with digital tools (own devices and freely available online platforms) • reflect on own practice and think about introducing game-based learning with own students
Introducing game-basedlearning in own practice:“Although the chocolatemakes the game fun, I’mhopeful that the gameenvironment will enhancethe learning experience byencouraging students’creativity.Instead of me showingthem slides with lists ofnews values and endlessexamples, they’re going tohave to find their own waythrough that complexconcept through playing thegame. “PGCAP student
challenges• Complexity of the game• One game organiser• Available digital technologies• Physical location to showcase ideas• Uploading video clips• Time required to fully engage in all 3 Stages• Open voting
• More facilitators (1 per 10 players) possible solutions• Tablets for the game• Support (initial staff development)• Scaffolding Stage 3 (case study template) and link to assessment• Further dissemination (institutional repository, CPD session, publications)• Use further channels to promote the game and play with other groups beyond the PGCAP• seeks sponsors
Horizon Report Higher Ed 20122012 “Game-based learning has grown in recent years asresearch continues to demonstrate its effectiveness for learning.Games for education span the range from single-player or small-group card and board games all the way to massively multiplayeronline games and alternate reality games. Those at the first endof the spectrum are easy to integrate into the curriculum, andhave long been an option in many higher education institutions;but the greatest potential of games for learning lies in their abilityto foster collaboration and engage students deeply in the processof learning. Once educational gaming providers can match thevolume and quality of their consumer-driven counterparts,games will garner more attention.”Horizon Report 2012, Game-Based Learning (Adoption 2-3 years)
DiscussionHow can games be used more (effectively) within AcademicDevelopment provision including PGCAP and similar accredited programmes?
ReferencesGauntlett, D (2011) Making is connecting. The social meaning of creativity, fromDIY and knitting to YouTube and Web 2.0, Cambridge: Polity Press.Nerantzi, C (in print) “Sell your bargains” Playing a mixed-reality game withacademics to spice-up teaching in HE, Cases on Digital Game-Based Learning:Methods, Models and Strategies, to be published by IGI Global (http://www.igi-global.com) in 2012.NMC Horizon Report (2012) Higher Education Edition, available athttp://www.nmc.org/pdf/2012-horizon-report-HE.pdfWhitton, N (2010) Learning with Digital Games. A Practical Guide to EngagingStudents in Higher Education, open and flexible learning series, Oxon: Routledge.