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Mario Barajas ProActive presentation at Online Educa 2011

Mario Barajas ProActive presentation at Online Educa 2011

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  • 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 ) 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
  • Tangible outcomes
  • * 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.

M barajas online_educa_final_01_12 M barajas online_educa_final_01_12 Presentation Transcript

  • Mario Barajas University of Barcelona TEACHERS AS GAMES DESIGNERS: TOWARDS CREATIVE TEACHING
  • CREATIVITY & INNOVATION
    • European Parliament and the Council
      • “ Europe needs innovation, and learning systems which inspire innovation ”
      • Creativity should be seen “ as a driver for innovation and as a key factor for the development of personal, occupational, entrepreneurial and social competences ”
  • CREATIVITY & INNOVATION
    • Council conclusions on a strategic framework for European cooperation in education and training (‘ET 2020’)
    Strategic objective 4: “ Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training.”
  • CREATIVITY AT WORK Ferrán Adrià, head chef of El Bulli , the best restaurant of the world for 5 years
    • “ At the beginning I just copied what others did…to be creative is precisely to not to copy .”
    • “ If you want to be creative you have to work very hard ”
  • CREATIVITY IN ART
  • CREATIVITY & LEARNING
    • “ Education has the dual power to cultivate and to stifle creativity ” (UNESCO, 1972)
  • THE CREATIVE TEACHER
    • “ Using imaginative approaches to make learning more interesting, exciting and effective” (NACCCE, 1999)
  • GAME-BASED LEARNING
    • TEACHING CREATIVELY
    • “ Using imaginative approaches to make learning more interesting, exciting and effective” (NACCCE, 1999)
    • GAME-BASED LEARNING (GBL)
    • Enhances learners’ motivation
    • Increase players’ immersion, attention span, and learning outcomes
      • Provide challenging experiences that promote intrinsic satisfaction of players
      • Risk-free learning environments
      • Enable learner’s self-evaluation
    GAME-BASED LEARNING “ Players have fun while playing a game—they have to learn it” (Prensky, 2001)
  • GAME-BASED LEARNING
    • Video games as genuine learning environments, allow for
      • Active Learning
      • Exploratory Learning
      • Meta-cognitive skills
      • Problem-Based Learning
  • GAME-BASED LEARNING
    • Barriers to games in formal learning
      • Teachers' expectations
      • Integration into the curriculum
      • Managers’ and parents’ concerns
  • THE PROACTIVE APPROACH
      • TEACHER
      • Designs his / her own GBL scenario
      • Puts the GBL scenario into practice with his / her students
  • THE PROACTIVE PROJECT
      • KA3 - ICT
      • January 2010 – December 2011
    FOSTERING TEACHERS’ CREATIVITY THROUGH GBL
    • Universitat de Barcelona (coordinator) - Spain
    • Sapienza Università di Roma, Roma - Italy
    • CAST Ltd. - UK
    • Università di Napoli - Italy
    • Universidad Complutense de Madrid - Spain
    • Universidad de Bucharest - Romani a
    THE PROACTIVE PROJECT
  • TEACHERS AS GAME DESIGNERS Design of GBL scenarios tailored to specific teaching contexts and students’ profiles Creative GBL teaching and learning practices Creative teacher
  • FIVE METAPHORS FOR LEARNING
    • Imitation
    • Acquisition
    • Participation
    • Discovery
    • Exercising
  • TEACHER TRAINING AND CO-DESIGN TEACHERS RESEARCHERS DESIGN OF A GBL SCENARIO › Planning of GBL activities › Development of an educational game using <e-Adventure> and EUTOPIA editors
  • GBL SCENARIOS
    • 58 GBL scenarios
      • 29 for schools
      • 15 for vocational training
      • 14 for universities
    • A wide range of subjects covered
      • Local history, medical education, physics, negotiation skills, forensic skills, ICT, etc.
  • GBL SCENARIOS
    • Examples of games created by teachers
  • MAIN PROJECT OUTCOMES
    • Adapted release of EUTOPIA and <e-Adventure> game editors
    • Collection of Templates and libraries
  • MAIN PROJECT OUTCOMES
    • A repository of 60 GBL scenarios
  • MAIN PROJECT OUTCOMES
    • GACET’11 Conference - Games and Creativity in Education and Training
    • Conference book
  • MAIN PROJECT OUTCOMES
    • Psycho-pedagogical Framework for Fostering GBL Creativity
    • Handbook for the Production of Creative GBL Scenarios
    • Guidelines for Game-Based Learning Practices
  • IMPLEMENTATION IN THE CLASSROOM
    • 18 GBL scenarios tested
    • 9 pilot sites with
      • More than 120 school students
      • Around 100 university students
      • Around 100 vocational training students
  • OPPORTUNITIES
    • Game design is fun
    • Collaborative game design is richer than working individually
    • Game design allows for using different learning metaphors (for mostly participation and discovery)
    • GBL enriches the role of teacher
  • OPPORTUNITIES
    • GBL is a way to get closer to students
    • GBL stimulates self-regulation and learning by doing
    • GBL encourages collaboration among students, and competition, too
    • GBL helps improve the visibility of the institutions
  • CHALLENGES
    • GBL design requires training and support
    • GBL design requires a big time investment
    • Technical constraints can limit creativity
  • FINAL REMARKS: Organisational level
    • the school system remains content oriented.
    • Limited support to innovation: time constraints and lack of incentives
  • FINAL REMARKS: Pedagogical level
    • GBL allows for using different (combinations of) learning metaphors
    • GBL breaks the boundaries between formal and informal learning
    • To innovate teaching practices through GBL at school requires to integrate it in traditional practices
  • FINAL REMARKS: Professional development
    • Technology (GBL) is not enough: promote training that is seen as meaninful, and professionally effective
    • Promote teachers training that is shared with colleagues, within the school activities
  • Thanks for you attention. Mario Barajas University of Barcelona [email_address] www.futurelearning.org http://www.proactive-project.eu