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 LTFE.org 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
    • eMAPPS.com – FP6 project with practical implementations and extensive theoretical background research
      • After project work continues in further development: “Quest for Knowledge” mobile learning platform (http://qfk.ltfe.org)
    • 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
    • http://www.imaginegames.eu/ 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] ; www.ltfe.org ;
    EMINENT ‘09, Vilnius, Lithuania http://www.imaginegames.eu/