Games In Schools Denmark Uni C

Games in Schools Conference – 05-05-2009 – Council of Europe – Strasbourg Claus Berg, Chief Adviser, UNI-C, Denmark How Games mesh with Formal Education A View from Denmark UNI • C The Danish IT Centre for Education and Research

Intro
Briefly about UNI • C, EMU.dk
Danish background
Experiences / examples
Best Practice in Danish schools
Teachers, students (teach) parents
Challenges
Enablers and barriers – Dissemination
May 2009

Intro: Briefly about UNI • C
UNI • C is a nationwide government institution under the Danish Ministry of Education
UNI • C has approx. 300 employees and has offices in Copenhagen, Lyngby and Aarhus
In 2007 UNI • C’s turnover was approx. DKK 300 million ( € 40 million)
May 2009

Developed in collaboration with and co-financed by the Danish Ministry of Education
1999: First version
2002: Portal of universes, CMS and external editors
2003: Model for cooperation, 100.000 unique users per week
2008: 200.000 unique users per week
May 2009 Intro: EMU.dk - Denmark’s Education Portal

Intro: Danish background
Denmark - In a nutshell… (1/3)
Public policy in education has been interested in the use of digital games in schools for a number of years, and regards it as part of the ICT strategy for schools as well as of media literacy for future citizens .
Recent developments particularly concern the design of games by the pupils themselves.
(GIS Final Report, p. 89)

Digital games are particularly considered for use in the teaching of Danish and foreign languages . Sufficient autonomy is given to schools for them to decide on the use of games in the classroom. Teachers value electronic games for the increased pupil motivation they expect from them.

Most recent developments focus on ‘serious games’ , i.e. games designed to be used within the formal education system, in line with the curriculum and integrating the intervention of the teacher both in the designing of the game and in its use in the classroom.

Computer games, the curriculum and school autonomy
In Denmark, ICT skills , as well as media education , are not taught as separate subjects but have to be integrated into each subject of the curriculum. As ICT tools, computer games figure in the curriculum as possible pedagogical tools , for example for teaching Danish and English, especially to develop communication skills and also the critical sense of future citizens. In the case of the teaching of Danish, another focus is related to character-reading skills.

Top-Down and Bottom-Up aproaches…
National level initiatives
Sektornet, ITMF, IT in Folkeskolen…
Incentitives for local engagement & investment
Schools networking
ENIS – European Network of Innovative Schools (75 DK schools until 2008)
EMU.dk – educational portal

Teachers
Ella Myhring - Credits to Ella for the next couple of slides; thanks :-)
School Librarian
Teaching with Games Coordinator at school level
Højby School, Odense, Denmark
Read more I the Case Study in the GIS Final Report

Why Video Games In Schools?
They are everywhere
They are important to many people
They are accepted
They can manipulate/effect you
They can build bridges over the motivational gap
They can facilitate learning

From Book To Movie To Video Game

From Cartoon To Video Game Enki Bilal: Nicopol-series Secrets of the Immortals 1980 2008

From Fairy Tale To Video Game Amazon 15 EURO Walkthrough online

From Video Game To Movie October 2008

From Video Game to Book

From TV Series To Video Game 2006

The Mexican Election Campaign 2006

The Danish Election Campaign 2007

How Video Games In Teaching
As a new genre in the teaching of Danish – analysis and production
Skills in media, and the forming of identity and understanding of media (learning to navigate, sort, reflect, and handle)
To use the motivation potential: The starting point of academic learning processes

Harry Potter And the Prisoner Of Azkaban
Danish
Walk Through
Analyses
Compare Genres

” The Wonderful World Of Astrid Lindgren” Danish

2nd Grade Makes a Presentation For the Nursery School Class

Patrician III
History
Power Point Presentations

Student Productions

Evaluation
Did you learn something new about analysis of the characterisation of various personalities?
Did you learn something new about descriptions of environment and ambience?
Did you learn something new about writing a novel?
Did you feel more motivated because of the use of a computer game?
Did you learn more because of the computer game?
Did the computer game give you ideas for your novel?
Was the whole thing just fun and no learning?
Did you feel more skilled than usual?
Are you satisfied with your product?

Students teach parents

Frederik (12) about Spore: “…I learned about Darwin”

Challenges
Enablers and barriers
Central governmental policy on ICT and digital games in education
A group of experts , composed of representatives of the ministry, industrialists, university researchers and teachers, is looking at the obstacles and challenges faced by Danish education with a view to reaching a consensus on identifying and defining them. The implications of Web 2.0 for school education and for the IT skills of pupils are a central focus for this group. …

Challenges
Dissemination
Relevant blog entries on the Danish ENIS weblog on EMU.dk:
“Danish experiences with games and learning presented for European teachers!”
“Denmark's Game Designers to come?”
“.. og tilbage til virkeligheden ?” (.. and back to reality)
“Computerspil i undervisningen? Ja , men hvor får vi hjælp og inspiration?” (Games in schools? Yes, but where do we get help and inspiration?)

EMU.dk – educational portal UNI • C The Danish IT Centre for Education and Research Claus Berg c [email_address]

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