Swsr Game Taxonomy Final

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Swsr Game Taxonomy Final

  1. 1. EPIC WIN OR FAIL? Teacher and student experiences of ICT. @deangroom • Macquarie University, Learning andTeaching Centre. Friday, 26 March 2010
  2. 2. Friday, 26 March 2010
  3. 3. ICT in School What do you get to use in high school? Powerpoint Word Publisher Google Wikipedia Presentations Essays Leaflets Searching Researching Friday, 26 March 2010
  4. 4. Social media is either a time-wasting, wool-gathering, yak-shaving waste of effort or, perhaps, just maybe, it’s a crack in the wall between you and the rest of the world. It’s a choice... up to you. Seth Godin Friday, 26 March 2010
  5. 5. Why am I doing this? Is this what you want? R U grading me? Is this relevant? Will I get to choose? Is this too hard? Is this too easy? What can I do with this? Can I work with my friends? Do I know this already? How do I know I’ve Iearned it? Web2.0 - Pretty exciting, if you’re a teacher. Huh? Fail:D Friday, 26 March 2010
  6. 6. WHO AM I and who are you? Friday, 26 March 2010
  7. 7. BUILD A STRONG ONLINE COMMUNITY OF PRACTICE ACROSS OUR SCHOOLS AND HELPTEACHERS EFFECTIVELY INTEGRATETECHNOLOGYTO SUPPORT ENGAGING CLASSROOM PRACTICES. Friday, 26 March 2010
  8. 8. Not me: Not you: US! Friday, 26 March 2010
  9. 9. This presentation is not ... Friday, 26 March 2010
  10. 10. This presentation is not ... video games social networks Twitter Netbooks Virtual Worlds Filters Blogs Wikis Friday, 26 March 2010
  11. 11. This presentation is not ... video games social networks Twitter Netbooks Virtual Worlds Filters Blogs Wikis its about engagement Friday, 26 March 2010
  12. 12. "Look, if this Google thing pans out, then great. If not, you can return to graduate school and finish your thesis." Google Founders ... Sergey Brin to Larry Page, 1997. http://bit.ly/swsr01 Are we feeling the same about ICT? Friday, 26 March 2010
  13. 13. Where is your comfort zone? Friday, 26 March 2010
  14. 14. 100% Comfortable? Friday, 26 March 2010
  15. 15. 50% Comfortable? Friday, 26 March 2010
  16. 16. 0% Comfortable? Friday, 26 March 2010
  17. 17. 0% Comfortable? WHAT ARE THE FACTS: HOW DOYOU EXPLAIN IT: WHAT’SYOUR INTERPRETATION: Friday, 26 March 2010
  18. 18. Brain-thawing activity. Friday, 26 March 2010
  19. 19. Write down 5 things that come to mind when you think ‘video games’ Friday, 26 March 2010
  20. 20. Write down 5 things that come to mind when you think ‘video games’ Friday, 26 March 2010
  21. 21. Write down a definition of ‘fable’. Give an example. Friday, 26 March 2010
  22. 22. How many thought this? Friday, 26 March 2010
  23. 23. How many thought this? Friday, 26 March 2010
  24. 24. How many thought this? Friday, 26 March 2010
  25. 25. How many thought this? YouTube thinks it’s a game. Friday, 26 March 2010
  26. 26. What do you see here? Friday, 26 March 2010
  27. 27. Epic Win Friday, 26 March 2010
  28. 28. Grind Friday, 26 March 2010
  29. 29. Urgent optimism Friday, 26 March 2010
  30. 30. Blissfully productive Friday, 26 March 2010
  31. 31. Epic meaning Jane McGonigal Friday, 26 March 2010
  32. 32. Friday, 26 March 2010
  33. 33. 10,000 hours by the age of 21. Friday, 26 March 2010
  34. 34. 10,000 hours by the age of 21. Friday, 26 March 2010
  35. 35. (about the same as they spend in school) 10,000 hours by the age of 21. Friday, 26 March 2010
  36. 36. By taking these factors out of education, we are in fact pedestrianising learning. Learning becomes a flat-line chore in comparison to the tangential learning experiences in social-play online. Friday, 26 March 2010
  37. 37. Friday, 26 March 2010
  38. 38. Tangential or direct link with educational theory? Friday, 26 March 2010
  39. 39. TAXONOMY Friday, 26 March 2010
  40. 40. TAXONOMY • John Biggs describes his SOLOTaxonomy. Friday, 26 March 2010
  41. 41. TAXONOMY • John Biggs describes his SOLOTaxonomy. • Structure of Observed Learning Outcomes Friday, 26 March 2010
  42. 42. TAXONOMY • John Biggs describes his SOLOTaxonomy. • Structure of Observed Learning Outcomes • A method of incremental learning through 5 stages Friday, 26 March 2010
  43. 43. TAXONOMY • John Biggs describes his SOLOTaxonomy. • Structure of Observed Learning Outcomes • A method of incremental learning through 5 stages • This can be observed in the way games ‘teach’ players Friday, 26 March 2010
  44. 44. TAXONOMY • John Biggs describes his SOLOTaxonomy. • Structure of Observed Learning Outcomes • A method of incremental learning through 5 stages • This can be observed in the way games ‘teach’ players • Recognised foundational principle in the design of learning Friday, 26 March 2010
  45. 45. SOLOTAXONOMY Friday, 26 March 2010
  46. 46. SOLOTAXONOMY • Pre-structural: students are simply acquiring bits of unconnected information, which have no organisation and make no sense. Friday, 26 March 2010
  47. 47. SOLOTAXONOMY • Pre-structural: students are simply acquiring bits of unconnected information, which have no organisation and make no sense. • Unistructural: simple and obvious connections are made, but their significance is not grasped Friday, 26 March 2010
  48. 48. SOLOTAXONOMY • Pre-structural: students are simply acquiring bits of unconnected information, which have no organisation and make no sense. • Unistructural: simple and obvious connections are made, but their significance is not grasped • Multistructural: a number of connections may be made, but the meta-connections between them are missed, as is their significance for the whole. Friday, 26 March 2010
  49. 49. SOLOTAXONOMY Friday, 26 March 2010
  50. 50. SOLOTAXONOMY • Relational level: student is now able to appreciate the significance of the parts in relation to the whole. Friday, 26 March 2010
  51. 51. SOLOTAXONOMY • Relational level: student is now able to appreciate the significance of the parts in relation to the whole. • Abstract level: student is making connections not only within the given subject area, but also beyond it, able to generalise and transfer the principles and ideas underlying the specific instance. Friday, 26 March 2010
  52. 52. SOLOTAXONOMY • Relational level: student is now able to appreciate the significance of the parts in relation to the whole. • Abstract level: student is making connections not only within the given subject area, but also beyond it, able to generalise and transfer the principles and ideas underlying the specific instance. • Not all learners reach these levels - deeper meaning, deeper learning and deeper engagement with the subject matter. Friday, 26 March 2010
  53. 53. Teacher Cognition Social the bit that’s causing a fuss Friday, 26 March 2010
  54. 54. Teacher Cognition Social the bit that’s causing a fuss Friday, 26 March 2010
  55. 55. Myst ... a 90s game being used in Primary World of Warcraft ... game used in Secondary Games in the the curriculum http://www.mrwarner.com/myst/ http://wowinschool.pbworks.com Friday, 26 March 2010
  56. 56. It is happening ... Quest Atlantis ... in DET OpenSim ... in DET Friday, 26 March 2010
  57. 57. solo/game Optimism (I can do this) Productivity (I want to do it) - it’s enjoyable Meaning (I see why I am doing it) - its matters Epic Win - I achieved it - I am good at it. Friday, 26 March 2010
  58. 58. solo/game Optimism (I can do this) Productivity (I want to do it) - it’s enjoyable Meaning (I see why I am doing it) - its matters Epic Win - I achieved it - I am good at it. core Friday, 26 March 2010
  59. 59. solo/game Optimism (I can do this) Productivity (I want to do it) - it’s enjoyable Meaning (I see why I am doing it) - its matters Epic Win - I achieved it - I am good at it. core important Friday, 26 March 2010
  60. 60. solo/game Optimism (I can do this) Productivity (I want to do it) - it’s enjoyable Meaning (I see why I am doing it) - its matters Epic Win - I achieved it - I am good at it. core important worthwhile Friday, 26 March 2010
  61. 61. this is all about strategy Rethinking theory and practice. Not learning new ‘tools’. Its about new tenants of motivation placed into learning frameworks Friday, 26 March 2010
  62. 62. Machinima - Made by the students. Friday, 26 March 2010
  63. 63. Blooms Digital Blooms Friday, 26 March 2010
  64. 64. Blooms Digital Blooms Friday, 26 March 2010
  65. 65. Pedagogy “Any conscious activity by one person designed to enhance the learning of others” Stephenson (2007) Friday, 26 March 2010
  66. 66. Pedagogy “Any conscious activity by one person designed to enhance the learning of others” Stephenson (2007) Pedagogy is dominated by teachers. Friday, 26 March 2010
  67. 67. Pedagogy “Any conscious activity by one person designed to enhance the learning of others” Stephenson (2007) Pedagogy is dominated by teachers. New tools won’t change this. Friday, 26 March 2010
  68. 68. Friday, 26 March 2010
  69. 69. Teachers understand pedagogy Friday, 26 March 2010
  70. 70. Teachers understand pedagogy Students understand cybergogy Friday, 26 March 2010
  71. 71. World Cognition Instructional Design, Facilitation, Error & Achievement, Practice Social Collaborate Negotiate Support (learning) Capabilities World Personal Work Realism Relevance Resonance (motivation) personal connections & groups (influence) climates networks interplay Spaces and networks that provide and support learning interaction Friday, 26 March 2010
  72. 72. Friday, 26 March 2010
  73. 73. Cybergogy Instructional strategies, archetypes or methods for facilitating learning. Friday, 26 March 2010
  74. 74. Cybergogy Instructional strategies, archetypes or methods for facilitating learning. Learning Archetypes Cognitive (intellect) Social (community) Dextrous (doing) Affective (emotional) Friday, 26 March 2010
  75. 75. Cybergogy Instructional strategies, archetypes or methods for facilitating learning. Learning Archetypes Cognitive (intellect) Social (community) Dextrous (doing) Affective (emotional) these archetypes have numerous subsets. However these are the core archetypes we find social-play and social networks. Friday, 26 March 2010
  76. 76. Worthwhile Important Core Cybergogy Archetypes Pedagogy CORE IMPORTANT WORTH IT!Outcomes Activity Assessment Friday, 26 March 2010
  77. 77. It is a mistake to skip, dismiss or ignore new (to us) taxonomies and archetypes. We can’t roll over and play dead. Faculties must learn to balance pedagogy and cybergogy by carefully considering the strategies, spaces and tools that even a few years ago ... didn’t exist. Friday, 26 March 2010
  78. 78. 3 billion hours a week spent here. Friday, 26 March 2010

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