21.08.08 Games and Learning Indaba University of Johannesburg <ul><ul><li>Steve Vosloo </li></ul></ul>
<ul><li>“ ... even the harshest critics agree that we learn something from playing video games. The question is: how can w...
 
<ul><li>groups.google.com/group/galsa   </li></ul><ul><li>Projects, insights, sessions notes etc. at  delicious.com/tag/ga...
Themes <ul><li>“ Ecology” of games </li></ul><ul><li>Theory of situated learning – “learning to be” </li></ul><ul><li>Expa...
ARGs <ul><li>An alternate reality game (ARG) is an interactive narrative that uses the real world as a platform, often inv...
Challenges <ul><li>No panacea </li></ul><ul><li>Gaming is not for everyone (is anything?) </li></ul><ul><li>Difficult to a...
Opportunities <ul><li>US researchers interested in working with us (Gee, Steinkueler, Parsons, etc.) </li></ul><ul><li>E-L...
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Games and Learning Indaba (Johannesburg)

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A short presentation given at the Games and Learning Indaba in Johannesburg, that includes feedback from the 2008 Games, Learning and Society and ED-MEDIA conferences. In this presentation are broad themes related to digital game-based learning.

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  • Games and Learning Indaba (Johannesburg)

    1. 1. 21.08.08 Games and Learning Indaba University of Johannesburg <ul><ul><li>Steve Vosloo </li></ul></ul>
    2. 2. <ul><li>“ ... even the harshest critics agree that we learn something from playing video games. The question is: how can we use the power of video games as a constructive force in schools, homes, and at work?” </li></ul><ul><li>Shaffer, Squire, Halverson, Gee (2005) </li></ul>
    3. 4. <ul><li>groups.google.com/group/galsa </li></ul><ul><li>Projects, insights, sessions notes etc. at delicious.com/tag/galsa or innovatingeducation.wordpress.com </li></ul><ul><li>Here are broad themes related to digital game-based learning ... </li></ul>
    4. 5. Themes <ul><li>“ Ecology” of games </li></ul><ul><li>Theory of situated learning – “learning to be” </li></ul><ul><li>Expanding definitions of literacy to include skills developed through gaming: </li></ul><ul><ul><li>New media literacies, visual literacy, gaming literacy </li></ul></ul><ul><li>Kids as game creators </li></ul><ul><li>Games: mobile/augmented reality games, language learning games, MUVEs, ARGs </li></ul><ul><li>“ No-one has all the answers” </li></ul>
    5. 6. ARGs <ul><li>An alternate reality game (ARG) is an interactive narrative that uses the real world as a platform, often involving multiple media and game elements, to tell a story that may be affected by participants' ideas or actions (Wikipedia 2007) </li></ul><ul><li>“ Puppetmaster”, “rabbit hole” </li></ul><ul><li>i love bees, the lost ring </li></ul>
    6. 7. Challenges <ul><li>No panacea </li></ul><ul><li>Gaming is not for everyone (is anything?) </li></ul><ul><li>Difficult to assess (missing ID and values) </li></ul><ul><li>Design challenges: moving beyond “chocolate covered broccoli” (Bruckman 1999) </li></ul><ul><li>Violent / stereotypical / misogynistic </li></ul><ul><li>Learning games are “competing” against commercial games </li></ul><ul><li>Still an emergent field </li></ul><ul><li>Teachers: “Play” is not work </li></ul><ul><li>Non-gaming teachers </li></ul>
    7. 8. Opportunities <ul><li>US researchers interested in working with us (Gee, Steinkueler, Parsons, etc.) </li></ul><ul><li>E-Line Ventures and Game Impact Fund </li></ul><ul><li>Global Kids </li></ul><ul><li>Mobile uptake and innovation in SA </li></ul>
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