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Playful Learning<br />What can we learn from games?<br />Ollie Bray<br />@olliebray<br />25th June 2011<br />
1.<br />why<br />games?<br />
Learning<br />Credit: http://bit.ly/cqGXk8<br />
Learning<br />good<br />pedagogy<br />Credit: http://bit.ly/cqGXk8<br />
Learning<br />interesting / <br />engaging<br />good<br />pedagogy<br />Credit: http://bit.ly/cqGXk8<br />
Why?<br />
Learning through play…<br />Time<br />
Playful learning…<br />
Playful learning…<br />Challenge<br />Progression<br />Reward<br />
Playful learning…<br />Challenge<br />Progression<br />Reward<br />Personalized<br />Real-time<br />
competitive…<br />
competitive…<br />…but, non-threatening<br />
Relationships<br />
Relationships<br />
Cultural relevance<br />
Common Language<br />
Noatak, Alaska - 2010<br />
Noatak, Alaska - 2010<br />
2.<br />contextual<br />hubs<br />
Contextual Hubs<br />the star trek principle?<br />
Planning<br />
futurelab.org.uk/projects/console-games<br />
3.<br />Learning <br />from games<br />
“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 t...
4.<br />Creating<br />content<br />
3<br />Games<br />Design<br />18<br />
Using appropriate software, I can work collaboratively to design an interesting and entertaining game which incorporates a...
immersive<br />
Instant feedback<br />
complex tasks<br />
literacy<br />
collaborative<br />
rules and building blocks<br />
change variables - science<br />
youtube.com/consolarium<br />
5.<br />Teaching<br />about games<br />
boundaries<br />
boundaries<br />blurred<br />
Credit: http://bit.ly/bDPhyX <br />barriers<br />
culture<br />
Children will<br />misuse the <br />technology<br />
platform limitations<br />
training<br />
motivation<br />Gulucan village in West China<br />
motivation<br />Gulucan village in West China<br />
motivation<br />Gulucan village in West China<br />
“It is only by watering ideas do we find out if it is a weed or a flower”<br />Siobhan Reddy,<br />Executive Producer - Li...
Ollie Bray<br />Learning & Teaching Scotland<br />o.bray@ltscotland.org.uk<br />@olliebray<br />www.olliebray.com<br />@co...
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Game Based Learning - Sunday Times Education Show

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Ollie Bray's presentation on Games Based Learning at the 2011 Sunday Times Festival of Education.

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  • 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&apos;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.
  • Transcript of "Game Based Learning - Sunday Times Education Show"

    1. 1. Playful Learning<br />What can we learn from games?<br />Ollie Bray<br />@olliebray<br />25th June 2011<br />
    2. 2.
    3. 3. 1.<br />why<br />games?<br />
    4. 4. Learning<br />Credit: http://bit.ly/cqGXk8<br />
    5. 5. Learning<br />good<br />pedagogy<br />Credit: http://bit.ly/cqGXk8<br />
    6. 6. Learning<br />interesting / <br />engaging<br />good<br />pedagogy<br />Credit: http://bit.ly/cqGXk8<br />
    7. 7. Why?<br />
    8. 8. Learning through play…<br />Time<br />
    9. 9. Playful learning…<br />
    10. 10. Playful learning…<br />Challenge<br />Progression<br />Reward<br />
    11. 11. Playful learning…<br />Challenge<br />Progression<br />Reward<br />Personalized<br />Real-time<br />
    12. 12. competitive…<br />
    13. 13. competitive…<br />…but, non-threatening<br />
    14. 14. Relationships<br />
    15. 15. Relationships<br />
    16. 16. Cultural relevance<br />
    17. 17. Common Language<br />
    18. 18.
    19. 19.
    20. 20. Noatak, Alaska - 2010<br />
    21. 21. Noatak, Alaska - 2010<br />
    22. 22.
    23. 23. 2.<br />contextual<br />hubs<br />
    24. 24. Contextual Hubs<br />the star trek principle?<br />
    25. 25.
    26. 26.
    27. 27.
    28. 28.
    29. 29.
    30. 30.
    31. 31.
    32. 32.
    33. 33.
    34. 34.
    35. 35.
    36. 36. Planning<br />
    37. 37.
    38. 38.
    39. 39.
    40. 40.
    41. 41.
    42. 42.
    43. 43.
    44. 44.
    45. 45.
    46. 46.
    47. 47.
    48. 48.
    49. 49. futurelab.org.uk/projects/console-games<br />
    50. 50. 3.<br />Learning <br />from games<br />
    51. 51.
    52. 52.
    53. 53.
    54. 54.
    55. 55.
    56. 56. “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”.<br />Alan Hamilton<br />Stirling High School<br />
    57. 57.
    58. 58.
    59. 59.
    60. 60.
    61. 61. 4.<br />Creating<br />content<br />
    62. 62. 3<br />Games<br />Design<br />18<br />
    63. 63. Using appropriate software, I can work collaboratively to design an interesting and entertaining game which incorporates a form of control technology or interactive multimedia.<br /> TCH 2-09a<br />Using appropriate software, I can work individually or collaboratively to design and implement a game, animation or other application. <br />TCH 3-09a <br />I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways. <br />TCH 1-04b / TCH 2-04b<br />I enhance my learning by applying my ICT skills in different learning contexts across the curriculum.<br />TCH 3-04a <br />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. <br />TCH 4-09a <br />
    64. 64.
    65. 65. immersive<br />
    66. 66. Instant feedback<br />
    67. 67. complex tasks<br />
    68. 68. literacy<br />
    69. 69. collaborative<br />
    70. 70. rules and building blocks<br />
    71. 71. change variables - science<br />
    72. 72.
    73. 73. youtube.com/consolarium<br />
    74. 74.
    75. 75. 5.<br />Teaching<br />about games<br />
    76. 76.
    77. 77.
    78. 78.
    79. 79.
    80. 80.
    81. 81.
    82. 82. boundaries<br />
    83. 83. boundaries<br />blurred<br />
    84. 84. Credit: http://bit.ly/bDPhyX <br />barriers<br />
    85. 85. culture<br />
    86. 86. Children will<br />misuse the <br />technology<br />
    87. 87. platform limitations<br />
    88. 88. training<br />
    89. 89. motivation<br />Gulucan village in West China<br />
    90. 90. motivation<br />Gulucan village in West China<br />
    91. 91. motivation<br />Gulucan village in West China<br />
    92. 92.
    93. 93. “It is only by watering ideas do we find out if it is a weed or a flower”<br />Siobhan Reddy,<br />Executive Producer - Little Big Planet.<br />
    94. 94. Ollie Bray<br />Learning & Teaching Scotland<br />o.bray@ltscotland.org.uk<br />@olliebray<br />www.olliebray.com<br />@consolarium<br />ltscotland.org.uk/consolarium<br />Youtube.com/consolarium<br />
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