Øystein Johannessen Deputy Director General Computer Games as Learning Oslo, 21042008 Computer Games, Curriculum and Educational Policy

Issues ICT: Home use rules Games and Learning: The Knowledge Base Games and the Curriculum The Road Ahead: Bumpin’ or Cruisin’? Documentation and references www.slideshare.net/oysteinj http :// Oysteinj.typepad.com

ICT: Home use rules

Games and Learning: The Knowledge Base

Games and the Curriculum

The Road Ahead: Bumpin’ or Cruisin’?

Documentation and references

www.slideshare.net/oysteinj

http :// Oysteinj.typepad.com

Improving our understanding of NML by gathering evidence Cognitive skills development Social values and lifestyles Learning expectations Educational achievement

PISA 2006: Q3a - How often do you use a computer at home?

Games and Learning: The Knowledge Base Teaching with Games (Futurelab 2006): Structural issues and teachers’ ability to link curriculum and games. The Byron Review (2008): Potential benefit from games in learning. However, further research is needed Several barriers to integration of games in teaching and learning Games, violence and gender: Games can increase aggressive thoughts, feelings and behaviors People can separate fantasy from reality Gender: Women stereotyped and objectified in some cases (Dill, 2007)

Teaching with Games (Futurelab 2006): Structural issues and teachers’ ability to link curriculum and games.

The Byron Review (2008):

Potential benefit from games in learning. However, further research is needed

Several barriers to integration of games in teaching and learning

Games, violence and gender:

Games can increase aggressive thoughts, feelings and behaviors

People can separate fantasy from reality

Gender: Women stereotyped and objectified in some cases (Dill, 2007)

PISA 2006: Patterns of use

NB: Not adjusted for SES

Games and the Curriculum The Byon Review (2008): Games can support learning in subjects such as science, engineering, English and history Games can act as environments for complex problem solving, supporting concentrated attention and for exploring imaginary worlds Norwegian Curriculum (Kunnskapsløftet) Digital skills are embedded in all subject curricula Several competence goals enable the use of games

The Byon Review (2008):

Games can support learning in subjects such as science, engineering, English and history

Games can act as environments for complex problem solving, supporting concentrated attention and for exploring imaginary worlds

Norwegian Curriculum (Kunnskapsløftet)

Digital skills are embedded in all subject curricula

Several competence goals enable the use of games

Balancing games and curriculum ( Emerging Technologies for Learning II , 2007) Strategy game for problem- solving skills Games with e.g. simulation environment for physic to create theme parks etc Mismatch game intention and learning. Games as ” activity only” Games as reward and entertainment

The Road Ahead: Cruisin’ or Bumpin’? Need to focus on both learning outcomes as well as on creativity, collaboration and communication issues Strengthen knowledge base through e.g. testbed research and knowledge dissemination Engage teachers through practical examples. Roadmap approach – from testbed to practice Dialogue with gaming industry? Increased use of games in learning must not reinforce SES or gender differences.

Need to focus on both learning outcomes as well as on creativity, collaboration and communication issues

Strengthen knowledge base through e.g. testbed research and knowledge dissemination

Engage teachers through practical examples. Roadmap approach – from testbed to practice

Dialogue with gaming industry?

Increased use of games in learning must not reinforce SES or gender differences.

Thank you for listening  Lenke til video

References Trygg Bruk-undersøkelsen 2008 The New Millenium Learners Project (OECD) Expert Meeting on Videogames and Education Futurelab 2006: Teaching with Games The Byron Review Becta : Emerging Technologies for Learning II (2007) Karen Dill 2007: The Influence of Video Games on Youth : Implications for Learning in the New Millennium

Trygg Bruk-undersøkelsen 2008

The New Millenium Learners Project (OECD)

Expert Meeting on Videogames and Education

Futurelab 2006: Teaching with Games

The Byron Review

Becta : Emerging Technologies for Learning II (2007)

Karen Dill 2007: The Influence of Video Games on Youth : Implications for Learning in the New Millennium