Computer Games, Curriculum And Educational Policy
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Computer Games, Curriculum And Educational Policy

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Innlegg på konferansen "Computer Games as Learning" 21.4.08

Innlegg på konferansen "Computer Games as Learning" 21.4.08

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Computer Games, Curriculum And Educational Policy Computer Games, Curriculum And Educational Policy Presentation Transcript

  • 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
  • Improving our understanding of NML by gathering evidence Cognitive skills development Social values and lifestyles Learning expectations Educational achievement View slide
  •   View slide
  •  
  • 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)
  • 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
  • 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.
  • 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