I will present you a study conducted in the context of ProActive – Fostering Teachers’ creativity through GBL – LLP – KA3 coordinated by UB. During the last decades, and specially during the last years, creativity has been seen to be increasingly significant in education and in the organisations . Currently, there is a consensus on the importance of creativity at all levels, of creativity to be an important educational objective.
2009 European Year of creativiy and innovation. AIM: to raise awareness of the importance of creativity and innovation for personal, social and economic development; to disseminate good practices; to stimulate education and research, and to promote policy debate on related issues.
There are many views on creativity according to cultural traditions, and to professions
not to copy work very hard Courage , to take RISKS
But how about creativity and learning? How about creativity in education? Picture of a Victorian school
In developing his curriculum for Vorkurs , the “preliminary course” at the Bauhaus, Johannes Itten placed emphasis on spiritual openness and peace of mind as a means to free expression. He began class by practicing gymnastics and meditation. Itten’s course was required for all students at the Bauhaus; all the masters believed that a foundation in color, material and composition was crucial to the pursuit of any artistic endeavor.
When studying the literature related to games, we noticed that GBL appears to be a good candidate to promote creative teaching, as... Provide challenging experiences that promote the intrinsic satisfaction of players Increase players’ immersion, attention span, and learning outcomes
However, some barriers were identified to implement games into formal educational settings * Do not always meet teachers' expectations > they sometimes include misconceptions to make the games more fun * Can be difficult to align with current curricula, or do not meet educational standards Teachers and parents concerns over the content of some games > related to e-safety Managers and parents can see game‐based learning (GBL) as superficial and offering little educational benefit. The media in the UK often features articles about the “dumbing down” of young people by games.
As a solution to these barriers, ProActive proposed an approach in which teachers become game designers >> so they can use games made by themselves and that are tailored to their teaching context and students profiles * They design their own GBL scenarios, i.e. an educational game embedded in well defined learning activities and contexts * In the present study we want to evaluate the impact…
This is our what we understand as a creative teacher in PROACTIVE: the teacher designs its own resources, that is to say GBL scenarios tailored to HIS/HER specific teaching contexts and students profile…. For the teacher/trainer the design process is very innovative (first the teacher had no or little experience in GBL), and adapted to the context, so in our point of view, is creative Then the teacher implements the game in a learning scenario in which the game is part of the activities. During these activities we observed GBL teaching/learning practices
Game-based learning needs a strong pedagogical support We don’t learn in only one way , but in different ways that depend on personal aptitudes, on the learning situation and on the content to be learnt. Every person is able to use a different combination of learning styles depending on the situation. Five learning metaphors model adopted in ProActive describes different ways of learning and is used as stimulus in the GBL design process. Taking into account the metaphors in the game design process can help to increase the pedagogical value of the resulting GBL experience. In addition, thinking about which metaphors to use is a way for educators to enrich their learning models and include innovative and creative teaching practices in their daily strategies.
* Let’s describe this activities in more details . * Within teacher training and co-design, there was an o ngoing collaboration process among teachers and researchers in order to design a GBL scenario. Use of two game editors (EUTOPIA and <e-Adventure>) Eadventure : editor enables designing 2D adventure games for educational purposes - EUTOPIA enables creating educational multiplayer role-playing games in 3D envirnments Let’s now go back to the goal of this study, which was to evaluate the impact of the design and implementation of GBL on teachers’ creativity. How did we explore creativity in the proactive GBL practices? We looked at 3 different levels: The creative process of GBL design by teachers The creative GBL scenario created We studied the literature on creativity regarding these different levels
* In total, 13 GBL scenarios were created by teachers, adressing different levels of primary and secondary education * We can see some screenshots of the games created
We will now show you a short video with examples
We adapted the two game editor software: e-adventure and Eutopia, to the proactive educational contexts Templates and libraries: visual assets which enable teachers to craete more diverse games and environments
* Once created, the GBL scenarios were implemented in teaching settings. * Four of the GBL scenarios created were tested: (names) * They were tested in 2 pilot sites * In total, 47 students and 4 teachers were involved in this implementation
RESULTS: IDENTIFIED OPPORTUNITIES FOR THE IMPLEMENTATION OF THE PROACTIVE APPROACh
FROM THE Guidelines for Creative Game-Based Learning Practices
Why games in education? For fostering multitasking and active involvement For encouraging participation and widening the learning experience They could find a continuity between school subjects and experience out of school They could have “authentic” contents in a game environment, fostering “learning by doing” and safe experimentations.
Mario Barajas University of Barcelona TEACHERS AS GAMES DESIGNERS: TOWARDS CREATIVE TEACHING