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Computer Games in Education - Unlocking Learning

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Games Based Learning in Schools - up-dated November 2010

Games Based Learning in Schools - up-dated November 2010

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  • There are a significant number of commercially available titles that have great application for use in the curriculum – educationally valid, and having a significant impact on the engagement of the pupil in their learning.
  • Our games design work has also really started to take off and authorities from all over Scotland have really bought into the initiative which will provide support and resources for a progressive 3 -18 which we hope will develop and equip Scotland's next generation of games makers.
  • …or indeed games like man hunt where you suffocate people with a plastic bag (another Scottish classic!) becomes available on a new generation of consoles…
  • … such as Project Natal (launching in Q4 2010) where you don’t need a controller as it has full body recognition creating real immersive game play allowing you to act out complex sequences and violence.
  • Health Warning
  • Thank you.

Computer Games in Education - Unlocking Learning Presentation Transcript

  • 1. Unlocking Learning:
    Computer Games in Education
    Ollie Bray
    National Adviser
    Emerging Technologies in Learning
    www.ltscotland.org.uk
  • 2.
  • 3.
  • 4.
  • 5. 1 Country
    32 Local Authorities
    3,000 Schools
    54,000 Teachers
    750,000 Students
  • 6.
  • 7. 1.
    why
    games?
  • 8. Learning
    Credit: http://bit.ly/cqGXk8
  • 9. Credit: http://bit.ly/cqGXk8
  • 10. Credit: http://bit.ly/cqGXk8
  • 11. Why?
  • 12. Learning through play…
    Time
  • 13. Playful learning…
  • 14. Playful learning…
    Challenge
    Progression
    Reward
  • 15. Playful learning…
    Challenge
    Progression
    Reward
    Personalized
    Real-time
  • 16. competitive…
  • 17. competitive…
    …but, non-threatening
  • 18. Relationships
  • 19. Relationships
  • 20. Cultural relevance
  • 21. Common Language
  • 22.
  • 23. 2.
    contextual
    hubs
  • 24. Contextual Hubs
    the star trek principle?
  • 25. How do we get people to look
    at things differently?
  • 26.
  • 27.
  • 28. Literacy
    Science
    Numeracy
    Technologies
    Health &
    Wellbeing
    Social
    Subjects
  • 29. Literacy
    Science
    Numeracy
    Technologies
    Health &
    Wellbeing
    Social
    Subjects
  • 30.
  • 31.
  • 32.
  • 33.
  • 34.
  • 35.
  • 36. Gavinburn Primary
    School
    1pm
    6, 538 km
    6am
    Friday 29th January
    2010
    Dorothy Dalgliesh
    School
  • 37.
  • 38.
  • 39. “If you want to engage the learners then you need to engage the teachers first”
    James Huggins,
    Managing Director, Made in Me
    madeinme.co.uk
  • 40.
  • 41. Planning
  • 42.
  • 43.
  • 44.
  • 45.
  • 46.
  • 47.
  • 48.
  • 49.
  • 50.
  • 51.
  • 52. What is
    different?
  • 53.
  • 54.
  • 55.
  • 56.
  • 57. Nice Graphics
    Book / Comic Feel
  • 58. Developed Narrative
    Book / Comic Feel
  • 59. Decision Making
  • 60. Problem solving
  • 61. Explore the book
  • 62. Cliff Hangers
  • 63. 185, 404
    190, 637
    vs
  • 64.
  • 65. futurelab.org.uk/projects/console-games
  • 66. 3.
    Learning
    games
  • 67.
  • 68. Dr Marcus de Sautoy
  • 69.
  • 70.
  • 71.
  • 72. Maths tests – Lochend and Lourdes
    Lochend
    50 students
    Lourdes
    40 students
    Increase of 13%
    Increase of 23%
  • 73.
  • 74. Brain Training (2)
  • 75. Brain Training (1)
  • 76.
  • 77.
  • 78.
  • 79.
  • 80. Children showed
    Improvement
    Motivating
    Build relationships
    Encourage practice
  • 81.
  • 82.
  • 83.
  • 84.
  • 85. 4.
    Learning
    from games
  • 86.
  • 87.
  • 88.
  • 89. “The majority of them really liked it so I said I would install it on their machines. A few replied I didn’t need to do that, ‘because I’m going to download it myself at home tonight’. High praise indeed”.
    Alan Hamilton
    Stirling High School - learnerham.org.uk
  • 90.
  • 91.
  • 92.
  • 93.
  • 94.
  • 95.
  • 96.
  • 97.
  • 98.
  • 99.
  • 100. 5.
    Creating
    content
  • 101. 3
    18
  • 102. Using appropriate software, I can work collaboratively to design an interesting and entertaining game which incorporates a form of control technology or interactive multimedia.
    TCH 2-09a
    Using appropriate software, I can work individually or collaboratively to design and implement a game, animation or other application.
    TCH 3-09a
    I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways.
    TCH 1-04b / TCH 2-04b
    I enhance my learning by applying my ICT skills in different learning contexts across the curriculum.
    TCH 3-04a
    By learning the basic principles of a programming language or control technology, I can design a solution to a scenario, implement it and evaluate its success.
    TCH 4-09a
  • 103. National Progression Award Computer Games Design
    Levels : SCQF 4, 5 and 6
    3 Units
    • Design
    • 104. Media Assets
    • 105. Development
  • 106.
  • 107.
  • 108.
  • 109. immersive
  • 110. Instant feedback
  • 111. complex tasks
  • 112. literacy
  • 113. rules and building blocks
  • 114. change variables - science
  • 115.
  • 116.
  • 117.
  • 118.
  • 119. 6.
    Teaching
    about games
  • 120.
  • 121.
  • 122.
  • 123.
  • 124.
  • 125.
  • 126. boundaries
  • 127. boundaries
    blurred
  • 128.
  • 129.
  • 130. Credit: http://bit.ly/bDPhyX
    barriers
  • 131. culture
  • 132. Children will
    misuse the
    technology
  • 133. platform limitations
  • 134. training
  • 135. profesional development
  • 136. motivation
    Gulucan village in West China
  • 137. motivation
    Gulucan village in West China
  • 138. motivation
    Gulucan village in West China
  • 139. “It is only by watering ideas do we find out if it is a weed or a flower”
    Siobhan Reddy,
    Executive Producer - Little Big Planet.
  • 140. Ollie Bray
    Learning & Teaching Scotland
    o.bray@ltscotland.org.uk
    @olliebray