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  • Games Cl

    1. 1. October 2007 Belmore South Public School
    2. 2. Do 21st Century students need to be exposed to a different kind of learning? • Google now indexes 24,000,000,000 pages • Today’s children will be adults in a world where computers may be 1,000,000,000 times more powerful than today Prensky (2005) • Less need to teach facts and lower order skills • More need for higher order cognitive and metacognitive skills ://www.vleuk.com www.istockphoto.com October 2007 Belmore South Public School
    3. 3. Seymour Papert . . . Constructivism Constructing new ideas or concepts based upon current / past knowledge The learner * selects and transforms information * constructs hypotheses * makes decisions relying on cognitive structures to do so www.connectedfamily.com/.../seymour_idit.jpg October 2007 Belmore South Public School
    4. 4. Chris Crawford Games are the most ancient and time- honoured vehicle for education. They are the original educational technology, the natural one, having received the seal of approval of natural http://www.etravelphotos.c om/photo.php?pid=2164 selection. We don't see mother lions lecturing cubs at the chalkboard; we don't see senior lions writing their memoirs for http://photovault.com/show.ph p? posterity. cat=People/Little/gPlayground s? tg=PLGVolume01/PLGV01P0 The Art of Computer Game Design by 8_18 Chris Crawford 1982 http://www.vancouver.wsu.edu/fac/peabody/game-book/Coverp http://news.bbc.co.uk/1/hi/education/6530827.stm October 2007 Belmore South Public School
    5. 5. David Williamson Shaffer an education science professor at the University of Wisconsin- Madison, advocates that school-going children should be permitted to play video games in school. According to Shaffer, video games will help attain a higher order of learning for today’s generation of kids who are tech savvy. www.techshout.com/gaming/2007/13/ October 2007 Belmore South Public School
    6. 6. Literature on school improvement is full of exhortations to make the content of instruction quot;relevant.“ if one does belong to a culture in which video games are important, transforming oneself from a consumer to a producer of games may well be an even more powerful way for some children to find importance in what they are doing. Situating Constructionism By Seymour Papert and Idit Harel, the first chapter in Seymour Papert and Idit Harel's book Constructionism (Ablex Publishing Corporation, 1991). http://www.papert.org/articles/SituatingConstructionism.html www.connectedfamily.com/.../seymour_idit.jpg October 2007 Belmore South Public School
    7. 7. Al and Jas what could they be so animated about ? Al and Jas (Year 4) were filmed and interviewed by Marcella (Year 6) October 2007 Belmore South Public School
    8. 8. Students as learners • Process information using their preferred cognitive structures • Enjoy completing challenging relevant and meaningful tasks • Publish work to an audience that is authentic for them • Value interactive ongoing conversation that is developed within a community that is wider than the school / educational community October 2007 Belmore South Public School
    9. 9. Digital Game making in the classroom • Programs exist which make this relatively easy, eg Game maker, Scratch, Mission maker, Greenfoot • Motivating and excellent introduction to programming • HOT (higher order thinking) activity • Provides an opportunity for all to experience programming in an interesting context (game making is not for all but at least students have chance to accept or reject from an informed position) • Does not require a teacher to understand programming • Does need teachers who have a sound learning theory and clear understanding of today’s learners • To enhance communication and collaboration October 2007 Belmore South Public School
    10. 10. At what age can the games begin? Gavin 7 and Lucas 8 October 2007 Belmore South Public School
    11. 11. In summary . . . • Children's enthusiasm for playing games easily gives rise to an enthusiasm for making them, • This in turn leads to more sophisticated thinking about all aspects of games. • The games they can make (may) generally lack the polish and the complexity of those made by professional designers. www.papert.org/articles/Doeseasydoit.html October 2007 Belmore South Public School
    12. 12. Remember … the idea that children should draw, write stories and play music is not contradicted by the fact that their work is not of professional quality. www.papert.org/articles/Doeseasydoit.html www.theartgallery.com.au/Kids www.theartgallery.com.au/KidsArt/N Art/Paula.html evanaConstant/index.html www.theartgallery.com.au/KidsArt/I anCorvette-Jordan/index.html October 2007 Belmore South Public School
    13. 13. Well what do you think . . . Our Panel of experts . . . Jasmeen Issar Martin Houdek Sharliyah Richards Bill Phung Sam James Nyugen Yilmaz Cerim Kuma Farabee Kabir Our Chairperson Naomi Nyugen October 2007 Belmore South Public School
    14. 14. Mission Really Impossible October 2007 Belmore South Public School
    15. 15. Space Challenge October 2007 Belmore South Public School
    16. 16. Maze Panic October 2007 Belmore South Public School
    17. 17. Space Adventure October 2007 Belmore South Public School
    18. 18. Space Maze October 2007 Belmore South Public School
    19. 19. … hard fun • They (kids) mean it's fun because it's hard. Listening to this and watching kids work at mastering games confirms what I know from my own experience: learning is essentially hard; it happens best when one is deeply engaged in hard and challenging activities. • The game-designer community has understood (to its great profit) that this is not a cause for worry. The fact is that kids prefer things that are hard, as long as they are also interesting. • The preoccupation with quot;Making It Easyquot; is self-defeating and cause for serious worry about the deterioration of the learning environment. www.papert.org/articles/Doeseasydoit.html October 2007 Belmore South Public School
    20. 20. Paperts’ strategies . . . 1. Recognize that talking about games and learning is an important activity 3. Engage in conversations with kids about learning and do this in a spirit of respect for the kids who have as much to teach as to learn in this area 3. Encourage children to become game designers themselves www.papert.org/articles/Doeseasydoit.html October 2007 Belmore South Public School
    21. 21. Have you listened to the children ? By engaging children in conversations about learning new games, I observe most directly the greater sophistication about learning that is developing among children—for example, by asking a child to help me learn. To do this, you have to listen sensitively because most do not have a developed vocabulary for talking about how to learn. But if you take the time to listen, you will find that many surprisingly young people have very definite and sensible ideas on the subject. You will also verify that the level of discourse and the kind of help they can give you is dramatically superior to what you hear if you try to get them to talk about learning school math. www.papert.org/articles/Doeseasydoit.html October 2007 Belmore South Public School
    22. 22. 1. Intellectual quality * Deep knowledge * Deep understanding * Problematic knowledge * Higher-order thinking * Metalanguage * Substantive communication October 2007 Belmore South Public School
    23. 23. 2. Quality learning environment • High expectations • Explicit quality criteria • Social support • Students’ self-regulation • Student direction • Engagement October 2007 Belmore South Public School
    24. 24. 3. Significance • Background knowledge • Cultural knowledge • Knowledge integration • Inclusivity • Connectedness • Narrative October 2007 Belmore South Public School
    25. 25. Links and References Belmore South Game maker Wiki Never Winter Nights October 2007 Belmore South Public School
    26. 26. Game Making Links Thinking Worlds Mission Maker October 2007 Belmore South Public School
    27. 27. Links and References October 2007 Belmore South Public School
    28. 28. The computer is a medium of human expression and if it has not yet had its Shakespeares, its Michelangelos or its Einsteins, it will. …. We have scarcely begun to grasp its human and social implications. (Papert 1990) http://www.stager.org/homep ageimages/paperteasel.gif Michelangelo Einstein www.aip.org/history/ einstein/ae78.htm Aisha and Sam-James ? October 2007 Belmore South Public School
    29. 29. Not rocket science • Nor are any of the philosophical underpinnings new • Educators have for centuries been advocating active engagement of students in their own learning October 2007 Belmore South Public School
    30. 30. quot;The mind is not a vessel to be filled but a fire to be kindled.quot; Plutarch (46 - 127) www.sgipt.org/hm/gesch/plut0r1.jpg October 2007 Belmore South Public School
    31. 31. John Dewey • Knowledge and ideas emerge from experiences that have meaning and are important to learners. • Students and teachers create a community of learners who build their knowledge together. October 2007 Belmore South Public School
    32. 32. Jean Piaget • Discovery • Reconstruct by rediscovery • Production • Creativity • Not simply repetition (1973) www.facade.com/celebrity/photo/Jean_Piaget.jpg October 2007 Belmore South Public School
    33. 33. Lev Vygotsky • Learning is a social process • Zone of proximal development (just in time learning) • Scaffolding is provided to ensure non-intrusive intervention. October 2007 Belmore South Public School
    34. 34. Transferable cognitive skills • Cartesian coordinates • Negative number • Position, speed, acceleration • Algebraic variables • Relative & absolute value • Estimation • Chance • A programming language similar to Visual Basic • Planning • Managing time • Proofreading and editing • Grammar and spelling • Substantive communication • Metalanguage October 2007 Belmore South Public School
    35. 35. Digital Game making develops the following skill domains • Cognitive skills Learning skills in areas such as mathematics and literacy, writing the narrative and programming for games promotes skills transfer to the more traditional areas. • Meta cognitive skills The reflective / evaluative self management skills employed when learning. Games encourage students to think while working on them, they reflect on how to improve on them while they are away from them. They work and rework on them to ensure they are the best they can be. • Affective skills Attitudes reflected towards school, teachers and classrooms. Students who enjoy attending school learn more readily and willingly. October 2007 Belmore South Public School
    36. 36. Where to next . . . October 2007 Belmore South Public School

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