Games in learning: how games teach understanding

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This is workshop primer for talking to educators about using games and engagement and motivation elements in project based learning. It uses the first element of Biggs (1999) SOLO taxonomy.

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Games in learning: how games teach understanding

  1. 1. Games Based Learning Exploring how games work, and how they can be used to promote deeper learning and engagement Thursday, 23 September 2010
  2. 2. What do ‘good’ games incorporate? Thursday, 23 September 2010
  3. 3. I have to cover the content, I can’t play games! - they Thursday, 23 September 2010
  4. 4. Covering content isn’t teaching. Thursday, 23 September 2010
  5. 5. Co%aboration !"#$%$&'!! ;)<1$=19! ()*+,-&! Communication ;#*+*&4*3! -#! ;#-3)=4! ./011*&'*! Critical Thinking C**3<0=B!! 2**3! :! 4-! D*%$+$-&! 5&-6! >4)3*&4! !!7&8)$#9! ?-$=*!:! :! ./-$=*! 7&&-%0,-& ! @A+4!.*&4)#9! Can we put games >B$11+! as the motivator for engagement? Thursday, 23 September 2010
  6. 6. What is the expectation in digital games play Demand players to activate explicit knowledge to solve real problems constantly. Thursday, 23 September 2010
  7. 7. What is the expectation in digital games play Demand players apply tacit skill and understanding. Thursday, 23 September 2010
  8. 8. What is the expectation in digital games play The problems are always on the edge of what you are currently capable of. Thursday, 23 September 2010
  9. 9. learning archetypes in games and virtual worlds cognitive social dextrous emotional Thursday, 23 September 2010
  10. 10. Biggs vs Blooms Thursday, 23 September 2010
  11. 11. SOLO Taxonomy provides criteria for assessing the cognitive complexity of students’ understanding when mastering new learning Bi's, 1999 Thursday, 23 September 2010
  12. 12. SOLO is content independent and thus is useful as a generic measure of understanding across different disciplines. Bi's, 1999 Thursday, 23 September 2010
  13. 13. A simple systematic way of describing how a learner's performance grows in complexity when mastering any academic task Bi's, 1999 Thursday, 23 September 2010
  14. 14. SOLO-ing World of Warcraft. Thursday, 23 September 2010
  15. 15. Hi, I’m a teacher What I am doing? What is the point? Does this matter? Why am I here? Pre structural Learning outcomes for comparison show unconnected information and little organisation Thursday, 23 September 2010
  16. 16. Here’s the task inside a learning "amework I’ve developed. I’$ ask that guy over there. You’re making no sense. Uni structural I can see a similarity between quests and can compare their value in simple ways. Thursday, 23 September 2010
  17. 17. So not everyone is going to give me useful information? Uni structural the way this works seems to be like the last one. Thursday, 23 September 2010
  18. 18. I’m not real, so if you want to buy stuff you need to figure out how! What is this stuff? Do I need it? What can I do with it? How come you won’t just give me throwing axe? Where do I get money? Thursday, 23 September 2010
  19. 19. social games allow mediation and moderation Do a$ these guys hand out quests? Do I need to do them? Are they a$ the same? Can you help me? Where do First you need to I get money? figure out what you need ... Get organised! BYE! Uni structural she seems to be doing what I was doing before and there is another one of those people that hand out information. Thursday, 23 September 2010
  20. 20. You’re a Paladin. So you have to learn to do what Paladins do ... So, what you’re saying is that I need to read the quests, do them and the rewards wi$ help me BUY better gear and be able to take on more cha$enges. I see ! now I can move on! I can now see the difference between, a player, a quest giver and a non playing character. Thursday, 23 September 2010

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