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Marko Papic Eminent09 Workshop A1


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  • - Focusing on the importance of establishing games in learning as one of the “regular” didactical methods adapted for todays pupils - why are todays pupils different then before, their characterics - how does educational gaming tackle their characterics, focusing pros of using games – cons and obstacles were described before - an example - overcoming cons, addressing teachers, policy makers - how to? : Imagine eMAPPS summer school, Torun, Poland 2007 LTFE - Laboratory for telecommunications, Faculty of electrical engineering
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    • 1. Mainstreaming Games in Learning: Addressing Digital Natives Marko Papić Laboratory for Telecommunications, Faculty of Electrical Engineering University of Ljubljana, Slovenia IMAGINE (Increasing Mainstreaming of Games In Learning Policies) project, LLP, Leonardo da Vinci
    • 2. AGENDA
      • W hy do todays pupils need different pedagogy methods and didactical approaches?
        • Pupils “Knowledge society” related c haracterics
      • D oes educational gaming tackle their characterics ?
        • focusing on advantages
      • A n example
      • How to establish games in learning as one of the “regular” didactical methods in educational systems?
        • Way towards: IMAGINE (Increasing Mainstreaming of Games In Learning Policies) project, LLP, Leonardo da Vinci
      EMINENT ‘09, Vilnius, Lithuania
    • 3. Learners in the digital era
      • Today’s learners as digitally literate
        • ‘ always on’, mobile, experimental and community oriented
      • Those born after 1982 are ‘digital natives’
        • grew up with exposure to the internet and mobile devices
        • stay in contact through SMS, mobile phones, chatrooms and email
        • “ multitasking” enabled: simultaneously play games, listen to music and watches television , chat...
      • Older than 25 are ‘digital immigrants’
        • numbers are huge in all age groups
    • 4. Pupil’s characteristics change
      • They o perate at ‘twitch speed‘ rather than conventional speed
      • Choose graphics and animation over text
      • Prefer connected to stand-alone
      • Active not passive
      • Expect reward for effort
      • See play as work and work as play
      • Expect fantasy and reality in equal measure
      • View technology as life, not a separate activity
      • (Marc Prensky, 2001)
    • 5. Pupil’s characteristics change (2)
      • Young children spend twice as much on ‘screen time’
        • as playing outside and as they do reading
      • Work with multiple sources of information at the same time
          • (chat, TV, Internet and music)
      • 75% use chat and email to keep in touch, conduct multiple conversations
      • Use computer technology almost as much as television
      How do educational systems address these changes?
    • 6. Games in Learning
      • Motivation, challenge, fantasy, curiosity
        • Player able to affect outcome of the game
        • Positive and negative outcomes based on player actions
        • Require mental and/or physical skill
        • Player required to develop strategies in order to succeed
        • Offer multiple paths to success
        • Players can ultimately overcome most obstacles
        • Immersive activity
      • Lifelong learning
      • Constructivist concepts (vs instructivist)
        • learners actively construct their own understanding of the world
      • People learn best when they are motivated and entertained
        • games provide a ‘flow’ experience
        • playful experimentation to develop understanding of the physical world and our place within it.
      EMINENT ‘09, Vilnius, Lithuania
    • 7. Real Example: Games & Mobile Learning
      • – FP6 project with practical implementations and extensive theoretical background research
        • After project work continues in further development: “Quest for Knowledge” mobile learning platform (
      • Cross Curricular games connecting their virtual world with real world
        • Played in teams, outside (Avatars) & inside (the Base) the classrooms
        • Played in real time: teacher (game master) moderates, controls the game play
        • Solving given tasks, puzzles
        • Use mobile devices to play & submit game results (multimedia)
      EMINENT ‘09, Vilnius, Lithuania
    • 8. Real Example: Games & Mobile Learning (2)
      • Why using mobile technologies?
        • Ubiquitous : mobile devices everywhere, owned by everyone
        • Bite sized : in short segments, simple, structured, use media carefully, easy access, often task-based
        • On demand : flexibility provided to the learner to access learning in best time and place ;
        • Multimedia & Collaboration: audio, video, collaborative learning
        • Can be location dependent (but doesn’t have to be)
      • One week game about “Contemporary History of Poland”
        • Demanding logistics, demanding resources but
        • Outstanding results
      EMINENT ‘09, Vilnius, Lithuania
    • 9. Quest for Knowledge Conference, 14.3.2008 Maribor
    • 10. Mainstreaming games...
      • Innovative examples of games used in education as well as R&D projects provide proof of concept
      • Why aren’t games used in school more often?
        • Is the “games in education” concept mature enough? (YES)
        • Teachers lack awareness, knowledge, support
        • Policy makers likewise
        • Gaming industry – could be the driver, but that is not the case
          • Already covers this large educating target group with “non-educational” games ?
          • Waits for the acceptance of the concept?
          • Lacks awareness ?
          • Needs more collaboration with advanced, creative educators ?
      EMINENT ‘09, Vilnius, Lithuania
    • 11. IMAGINE project
      • Increasing Mainstreaming of Games In Learning Policies (IMAGINE ), LLP, Leonardo
      • Imagine may be the answer to previous questions
        • Collecting relevant information and knowledge about gams in education
        • Providing guidelines to policy makers
        • Disseminating information, knowledge, content, expertise...
      • And beyond
        • Establishing community of all interested parties through different means
        • Gaming industry, policy makers, experts, researchers, teachers based on real examples
      EMINENT ‘09, Vilnius, Lithuania
    • 12. Imagine Games Directory
      • Web based directory of existing educational products:
        • Educational games, game engines, game development and playing web platforms
      • To be edited and filled in by developers themselves, based on the project consortium request
      • Directory fields comprise relevant information about different aspects of products
        • to enable teachers to find the product to suit their needs or at least to get an idea...
        • enough directory records will confirm maturity of the concept
        • reaching towards developers and game industry
      EMINENT ‘09, Vilnius, Lithuania
    • 13. Case studies, reports and recommendations
      • Extensive study of past “digital games in education” related projects was already performed
        • around 100 projects evaluated
        • report available on the imagine web site
      • Several case studies, covering different educational areas are to be thoroughly described and commented upon on the Imagine web site
      • Set of recommendations regarding mainstreaming of games will be prepared for the policy makers
      EMINENT ‘09, Vilnius, Lithuania
    • 14. Imagine community
      • Set of round table workshops and final conference, targeting
        • people working at key levels of national ministries responsible for :
          • school education,
          • adult and lifelong leaming,
          • vocational training (employment),
          • skills agendas,
          • regional and local education authorities
          • agencies promot ing ICT in schools
        • influential education practicioners, researchers, industry
      • portal providing access to information and community features
        • forum, twitter, linkedin...
      EMINENT ‘09, Vilnius, Lithuania
    • 15. Questions & disscusion
      • Thank you for your attention!
        • [email_address] ; ;
      EMINENT ‘09, Vilnius, Lithuania