The Use of Games to Educate
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The Use of Games to Educate

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Super Saturday Event . . . Games and Learning

Super Saturday Event . . . Games and Learning

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The Use of Games to Educate The Use of Games to Educate Presentation Transcript

  • The Use of Games to Educate Super Saturday 2008 November 1, 2008 Dru Ryan Manager of Technology Training and Learning Resources, Center for Professional and Organizational Development dru.ryan@montgomerycollege.edu
  • Overview •  Workshop Goals •  To introduce the concept of social networking and games in the classroom. •  Objectives •  Have an appreciation of learning and gaming •  Introduce the differing learning styles of digital native/millennials •  Expectations •  Be yourself http://www.montgomerycollege.edu/departments/cpod/tutorials.htm#
  • Agenda 1.  Introductions 2. Games Defined 3. Introducing Gen Y 4. Wrap Up View slide
  • What is a Game •  … an activity among two or more independent decision makers seeking to achieve their objectives in some limiting context. •  . . Not all games are contests among adversaries -- in some games the players cooperate to achieve a common goal against an obstructing force or natural situation that is itself not really a player because it does not have objectives. • Industrial Training http://www.etceteraedutainment.com/cs_alcoa.php •  Virtual Heroes http://www.virtualheroes.com/work.asp James Gee Video View slide
  • Attributes for Learning
  • Basic Game Types
  • Agenda 1.  Introductions 2. Games Defined 3. Introducing Gen Y 4. Wrap Up
  • Generational Variance in the Classroom •  The Veteran Generation -- 1920 -1933 (WWII Veterans, larger cohort) •  The Silent Generation -- 1933 - 1946 (depression Babies, smaller cohort) •  Baby Boom -- 1946 - 1964 (birth rate above 3.5 to 4 million a year) •  Generation X -- 1964 - 1980 (birth rate below 3.5 million a year) •  Generation Y -- 1980 - 2000 (birth rate above 3.5 to 4 million a year) •  Generation Z -- 2000+ (birth rate consistently above 4 million/ year) Adopted from Generation Learning Styles by Julie Coates Students Today Video
  • Digital Natives •  Born between 1976‐2000. •  Almost 100 million young adults between 3‐24 years old. •  Largest generation (36% of total population). •  31% are minorities; more diverse than the adult population. •  Have grown up in digital era surrounded by video games, DVD, computers, cell phones, iPods, etc. •  Prefer multitasking, receiving information quickly, using many forms of media, working together, and want learning to be immediately relevant and applicable
  • Skills Gamers Have • They are natural multi-taskers • Are unafraid of making mistakes [constructivist philosophy] … scenario based learning • Enjoy collaboration: Web 2.0 • Are capable of non-linear Thinking • Goal oriented, appreciate inquiry based learning, especially via projects • Ability to transfer lessons learned in virtual worlds to the real world (spatial orientation, best practices, mistake management) • Tend to mix personal and professional
  • Video Games have been a defining part of the Video Game Generation • They are everywhere – For those born before 1980s, video games are a fad – For others, video games are far more pervasive • Established – People in their 20s and 30’s have never known a time without digital games • Emotional – Many memories formed playing video games • Expected – Early career professionals believe 90% of their colleagues play video games more than casually. [Got Game: How the Gamer Generation is Reshaping Business Forever]
  • Lessons Games Teach: The Individuals Role •  You’re the Star – You are the center of attention •  You’re the Boss – The world is responsive to you . . You can choose things about reality or switch to different experiences •  You’re the Customer and always right – The game is designed for your satisfaction and entertainment, opponents are tough but not too tough •  You’re an expert – You have the experience of getting really good •  You’re a tough guy – You can experience all sorts of crashes, suffering and death . . . And it doesn’t hurt [Got Game: How the Gamer Generation is Reshaping Business Forever]
  • Lessons Games Teach: How the World Works •  There’s always an answer – You might be frustrated for a while, but you know the answer is out there •  Everything is Possible – You see yourself doing amazing things . . . Defeating hundreds of people or beat the best sports team ever •  The world is a logical, human-friendly place – Games are fair, events may be random but not inexplicable •  Trial and error is the almost always the best plan – You can always start again •  Things are (unrealistically) simple – You can experience all sorts of crashes, suffering and death . . . And it doesn’t hurt [Got Game: How the Gamer Generation is Reshaping Business Forever]
  • Lessons Games Teach: How People Relate •  It’s all about Competition – You’re always competing . . . Even when collaborating •  We are all alone – The game experience is basically solitary . .. Even in groups •  Young people rule – Young people dominate gaming . . . Paying your dues takes a short time and there is no attention paid to elders [Got Game: How the Gamer Generation is Reshaping Business Forever] Financial Times Article and Exercise Read article, then discuss one way you have attempted (or witnessed) to incorporate one of these realities in class.
  • Lessons Games Teach: What you should Do •  Rebel – Edginess and attitude are dominant elements of the culture •  Be a hero – You always get the star’s role . . That is the only way to get satisfaction •  Bond with people who share your game experience – National and cultural backgrounds take aback seat to common experience •  Make your own way in the world – Leaders are irrelevant and often evil; ignore them •  Tune out and have fun – The whole experience of gaming is escapist . . . When a game is boring, you leave [Got Game: How the Gamer Generation is Reshaping Business Forever]
  • Benefits of Gaming •  Authentic Learning •  Makes training personally meaningful and relevant to the trainee by showing how the trainee will use the training in the real world •  Games greatly accelerate the sequence of acitivities being simulated and provides an immediate reward to those who make a correct decision •  Students who fail are informed of mistakes in real time and can correct the error •  Espouse constructivism: “.. An educational philosophy founded on the premise that by reflecting on our experiences, we construct our own understanding of the world we live in” Iverson, “Interactive Learning Strategies for Digital Delivery” •  Games allow the player to gain experience and create their own model for what can be applied to life . . . Not just memorize facts. Anthrax Scare: http://www.thepodgame.com/pod/
  • Benefits of Gaming [2] •  Encourages systems thinking •  Games are logically created and skills, strategies and ideas come together to create success. Carefully manipulating levels, friends and foes, and tendencies all lead to success •  Allows for a sandbox •  Games allow participants to play and make mistakes http://www.seriousgames.org/index2.html [poke around and try a few games]
  • Links Students Today http://www.youtube.com/watch?v=dGCJ46vyR9o Social Networking and the Classroom http://www.youtube.com/watch?v=vrmGzJKU2JQ Web 1.0 vs 2.0 http://www.youtube.com/watch?v=YXFYkbQRgY4 James Gee on Games and Learning http://www.youtube.com/watch?v=qGd1URORsoE
  • The Use of Games to Educate Super Saturday 2008 November 1, 2008 Dru Ryan Manager of Technology Training and Learning Resources, Center for Professional and Organizational Development dru.ryan@montgomerycollege.edu