Virtual Worlds and Games

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A short presentation for a workshop to pre-teachers to introduce them to virtual worlds and games a learning technology

A short presentation for a workshop to pre-teachers to introduce them to virtual worlds and games a learning technology

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  • 1. Virtual Words and Games @Notre Dame University - October 2011Monday, 10 October 11
  • 2. You’re thinking. Is this relevant? Was this worth my time? How will this change things? What are the practical implications of what I learned? How did this tap into my expertise, my passion or my personal story?Monday, 10 October 11
  • 3. Monday, 10 October 11
  • 4. Monday, 10 October 11
  • 5. Terrible teaching.Monday, 10 October 11
  • 6. Agonising teaching.Monday, 10 October 11
  • 7. Vile TeachingMonday, 10 October 11
  • 8. (very rational Professor) James Gee: Our schools are locked in endless battles between "traditionalism" and "progressivism," between lecture-style teaching and immersion learning, as if these were the only two alternatives.Monday, 10 October 11
  • 9. Monday, 10 October 11
  • 10. society has new identity and new mobility.Monday, 10 October 11
  • 11. society has new identity and new mobility.Monday, 10 October 11
  • 12. Kids are learning in multiple cultural domains Outcome Based Learning Instructionist (Tolman, 1932) content --- task-rules --- task activity --- outcome Student as consumer, focus on content, throughput, quality of student on exitMonday, 10 October 11
  • 13. Kids are learning in multiple cultural domains Game Based Learning Conjectural (Kolb, 1984) story --- game-rules --- game play --- experience students as producer, collaborator, focus on output Outcome Based Learning Instructionist (Tolman, 1932) content --- task-rules --- task activity --- outcome Student as consumer, focus on content, throughput, quality of student on exitMonday, 10 October 11
  • 14. Kids are learning in multiple cultural domains Game Based Learning Conjectural (Kolb, 1984) story --- game-rules --- game play --- experience students as producer, collaborator, focus on output Outcome Based Learning Instructionist (Tolman, 1932) content --- task-rules --- task activity --- outcome Student as consumer, focus on content, throughput, quality of student on exit Problem Based Learning Revelatory (Bruner, 1973) enquiry --- discovery --- experience --- product students as explorer, team worker, focus on discoveryMonday, 10 October 11
  • 15. Most Popular Websites http://www.ebizmba.com/ (Oct 2011) kids websites music reference web2.0 bookmarks socialMonday, 10 October 11
  • 16. Ludus-Rules Paidea-Rules using game tools game-play building objects within to create objects parameters such as using the interface size, height, interactive and keyboard capability for a purpose social-play emotional-play Meta-Rules Giving and receiving critical feedback on the object’s design and usefulness to others The rules of multi-player games.Monday, 10 October 11
  • 17. Ludology - The formal study of games with an emphasis on rules systems, entities, attributes, methods, types MMORPG - Massive Multiplayer Online Role Playing Game MMO - Massive Multiplayer Online Game MUVE - Massive Multiplayer Online GameMonday, 10 October 11
  • 18. Identity matters.Monday, 10 October 11
  • 19. WoW Media Association Halo Brutal COD Legend celebrity gamers.Monday, 10 October 11
  • 20. WoW Media Association Halo Brutal COD Legend celebrity gamers. gamesMonday, 10 October 11
  • 21. Games are built from Game-Rules Game-Play Game-World Not all games have a story or narrative.Monday, 10 October 11
  • 22. Towards including Games as a Media Literacy Towards including Games as a Media Literacy Teaching THROUGH: Use • Teaching THROUGH: Use games to teach aaspecific games to teach specific story audience curriculum. curriculum. • Teaching WITH: Use games to • Teachingexisting Use games to leverage WITH: themes, conceptsexisting themes, leverage and methods from the curriculum though play. the concepts and methods from curriculum though play. • Teaching by MAKING: Game authoring tools to make games • Teaching bysubject, relevant about given MAKING: Game contents to learn using story pedagogy platforms authoring tools to make games telling and ludic processes. about given subject, relevantMonday, 10 October 11
  • 23. Will or won’t you play games? Ignore Choice Change Connections Prior Knowledge Device Relevance utility Persistence Media People ease of use Things Opportunity Attention Experiences convenience Personalisation immediacy success Knowledge Reputation App Adaptation InterestMonday, 10 October 11
  • 24. How the media works (iteratively) Personal Social Event What’s this? Are my peers fans of this? Should I risk it? Will I like it? Discovery Will I look cool if I’m a fan? Am I coolest if I am the first? BREAK POINT BREAK POINT I’m in! Is it best consumed with peers? I see the point! Experience Is it best created with peers? I’m succeeding! BREAK POINT BREAK POINT I feel alone. What do my peers think? I want more of this. Exploration Who can I connect to? I want to help others. Who can explore with me? KnowledgeMonday, 10 October 11
  • 25. Modality of Multi-player Game Based Learning Design © Dean Groom, 2011 social inclusion digital citizenship knowledge artefacts media literacy virtual school connectedness reputation inputs Play outputs Facilitator/Designer Driven Player/Community Driven educational theory game theory instructional design game-design planning crafting building packaging evaluatingMonday, 10 October 11
  • 26. http://todaysmeet.com/mpnd How well do lessons learned in a 1 virtual world translate into real- Shared experiences world applications? A feeling of presence Do immersive learning Visual component 2 experiences engage learners? In what ways? Visual and social cues Why are virtual worlds so Closer to face-to-face 3 compelling to some and conversation not to others? Real-time collaboration What are the essential factors 4 that make one person willing to Immersion spend hours exploring these Engagement spaces and others much less so?Monday, 10 October 11
  • 27. 10 minute mission: 300 students aged 11-16 from around the world are going to work together to solve the following problem over 10 weeks. “Should we put limits on cyborg evolution” Tools? audience Devices? Books? platforms Video? Approach? story Outcomes? Goals? pedagogy Plan?Monday, 10 October 11
  • 28. Monday, 10 October 11