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Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
Games In  Schools Denmark Uni C
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Games In Schools Denmark Uni C

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Clausberg Strasbourg 05052009

Clausberg Strasbourg 05052009

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    • 1. 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
    • 2.
      • 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
    • 3. 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
    • 4.
      • 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
    • 5. 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)
    • 6. Intro: Danish background
          • Denmark - In a nutshell… (2/3)
      • 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.
      • (GIS Final Report, p. 89)
    • 7. Intro: Danish background
          • Denmark - In a nutshell… (3/3)
      • 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.
      • (GIS Final Report, p. 89)
    • 8. Intro: Danish background
          • 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.
      • (GIS Final Report, p. 89)
    • 9. Intro: Danish background
          • 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
    • 10. Experiences / examples
          • 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
    • 11. 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
    • 12. From Book To Movie To Video Game
    • 13. From Cartoon To Video Game Enki Bilal: Nicopol-series Secrets of the Immortals 1980 2008
    • 14. From Fairy Tale To Video Game Amazon 15 EURO Walkthrough online
    • 15. From Video Game To Movie October 2008
    • 16. From Video Game to Book
    • 17. From TV Series To Video Game 2006
    • 18. The Mexican Election Campaign 2006
    • 19. The Danish Election Campaign 2007
    • 20. 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
    • 21. Harry Potter And the Prisoner Of Azkaban
      • Danish
      • Walk Through
      • Analyses
      • Compare Genres
    • 22. ” The Wonderful World Of Astrid Lindgren” Danish
    • 23. 2nd Grade Makes a Presentation For the Nursery School Class
    • 24. Patrician III
      • History
      • Power Point Presentations
    • 25.  
    • 26. Student Productions
    • 27. Spore
    • 28. 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?
    • 29. Experiences / examples
          • Students teach parents
    • 30. Experiences / examples
          • Frederik (12) about Spore: “…I learned about Darwin”
    • 31. 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. …
    • 32. 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?)
      • (GIS Final Report, p. 89)
    • 33. EMU.dk – educational portal UNI • C The Danish IT Centre for Education and Research Claus Berg c [email_address]

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