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GAMES BASED LEARNING
TITLE




        AND WHY SCHOOLS DON’T NEED CLOSED MINDS
PRESENTER                     EVENT
            DEREK ROBERTSON           UNIVERSITY OF DUNDEE MAY’09
Games and Learning and why schools don't need closed minds
observing
SUCCESS
testing
      evaluating
 persevering
hypothesising
Games and Learning and why schools don't need closed minds
Do you believe
 he is really
playing a PS3
    game?
RISK AN EARLY DEATH,



 JUST DO NOTHING.
The Byron Review refers to
        “the educational, social
      and entertainment benefits
      that the internet and video
          games technologies
             clearly offer.”
Dr Tanya Byron. (Source: Byron Review, p15)
The games industry “fulfills and
        plays an important role in our
      society, and a very constructive
       role in the lives of many young
      people, as well as middle-aged
             people like myself.”
Shaun Woodward, Government minister.
                       (Source: Gamesindustry.biz)
Games and Learning and why schools don't need closed minds
Games and Learning and why schools don't need closed minds
Games and Learning and why schools don't need closed minds
Games and Learning and why schools don't need closed minds
“A Nintendo DS system to
improve your child's
education. What a load of
nonsense, just shows you how
destitute in ideas some of
those so called educationalists
have become.”
“What a load of tripe - so the
kids leave school not being
able to read and write but they
can use a playstation? -
which moron thought that one
up.”
How does such a
   pessimistic
outlook help take
learners forward?
Shouldn’t their
     learning
experience be an
 optimistic one?
Games and Learning and why schools don't need closed minds
Games and Learning and why schools don't need closed minds
Semiotic Domains
                   SCHOOL DOMAIN

  GAMES DOMAIN
Games and Learning and why schools don't need closed minds
Games and Learning and why schools don't need closed minds
It’s now a cool
aspiration to be
good at mental
    maths...
Games and Learning and why schools don't need closed minds
Games and Learning and why schools don't need closed minds
What did the
parents think?
Scotland’s got game
•   Consolarium project began in August
    2006
•   Initially 7 early adopter authorities
•   Now working with or about to work
    with almost 30 of those
•   Hundreds of teachers and thousands of
    pupils involved
•   Games consoles in many schools (2300
    DS recently purchased)
•   Working with many TEIs
•   Permeates Curriculum for Excellence
•   No longer seen as a maverick idea
Just
wanted
to
drop
you
an
email
to
say
how

motivated
our
children
are
with
the
DS
Lites

which
have
been
borrowed
from
the
ICT
team.


Currently,
P4,
a
VERY
challenging
class
to

say
the
least,
are
using
them
successfully

each
day.

They
are
highly
motivated
and

focused
and
are
getting
on
with
their
tasks

when
asked
‐
this
is
a
novelty
with
this

class.

Their
CT
is
also
using
them
for

writing
step
by
step
instructions
‐
How
to

switch
on
your
DS
Lite?

There
is
one
little

boy
in
particular
who
just
cannot
focus
for

more
than
5
seconds
and
he
loves
doing
his

mental
Maths
on
the
DS
‐
a
great
example
of

active
learning!
Games and Learning and why schools don't need closed minds
I’VE GOT £4200 IN THE BANK
PROJECT




          GLEEFUL LEARNING WITH NINTENDOGS IN P.2
DATE                           SCHOOLS
       WINTER ’08 TO PRESENT             ACROSS SCOTLAND
Games and Learning and why schools don't need closed minds
Games and Learning and why schools don't need closed minds
Games and Learning and why schools don't need closed minds
Games and Learning and why schools don't need closed minds
Games and Learning and why schools don't need closed minds
Mad Dog
by Saitaro Kuroda
Games and Learning and why schools don't need closed minds
Games and Learning and why schools don't need closed minds
GUITAR HERO IN THE CLASS
PROJECT




          A DAFT IDEA? YOU BET, BUT IT WORKS!
DATE                        CLIENT
          2007 TO PRESENT            LEARNING AND TEACHING SCOTLAND
Creating a ‘collaborative story’
* Guitar Hero became the contextual
hub for learning in P.7
* Children lost themselves in the
world of rock and roll
* Relevant and meaningful learning
programme established
* Class virtual band drove learning in
various curricular areas
* Enthusiasm and commitment to
learning was palpable
* A rich learning experience packed
with quality
Used as a Primary
  to Secondary
transition project
Games and Learning and why schools don't need closed minds
Games and Learning and why schools don't need closed minds
ENDLESS OCEAN....
PROJECT




            ENDLESS LEARNING WITH SANDBOX GAMES
PRESENTER                       AUTHORITY
            DEREK P ROBERTSON               ABERDEENSHIRE & STIRLING
Games and Learning and why schools don't need closed minds
Games and Learning and why schools don't need closed minds
Games and Learning and why schools don't need closed minds
Bringing writing to life
Games and Learning and why schools don't need closed minds
MOSHI MONSTER MANIA
PROJECT




          VIRTUAL PETS ENCOURAGE REAL LEARNING
DATE                     CLIENT
          2009 ONWARDS            PORT OF MENTEITH AND NATIONALLY
Moshi Monsters
can be used to
create contexts
  for writing
Games and Learning and why schools don't need closed minds
Moshi Monsters
can be used to let
creativity flow via
   animation...
Games and Learning and why schools don't need closed minds
...and writing and
    animation...
Games and Learning and why schools don't need closed minds
Moshi Monsters
can help children
 engage with the
 design process
Games and Learning and why schools don't need closed minds
NARRATIVE IN GAMES
PROJECT




          OPPORTUNITIES FOR CREATIVE ENGAGEMENT
DATE                         AUTHORITY
          SUMMER TERM 2009               VARIOUS AUTHORITY PARTNERS
Games and Learning and why schools don't need closed minds
Technology v’s Narrative
       Importance



                                                          Narrative




                                            Movies & TV
                             Games

                                                          Technology




©Ted Hung, www.tedhung.com
                                     Time
An area for development
Where are we with games as texts?

•   Very little depth, demand or challenge in
    the underlying narrative
•   Characters in games up until now have
    been rather superficial and one-
    dimensional
•   Lack of emotional diversity
•   Currently: Fear, Surprise, Anger,
    Anticipation Fight-or-Flight Response
•   Future: Love, Sadness, Jealousy,
    Optimism,



Thanks to Ted Hung for inspiration here www.tedhung.com
Phoenix Wright DS
  Character sketching
Games and Learning and why schools don't need closed minds
THE SHADOW
“WHO KNOWS WHAT EVIL LURKS IN THE HEARTS OF
        MEN? THE SHADOW KNOWS...
Writing for a digital audience
What do we plan to do?
•   S.2/3 Pupils to play Hotel Dusk Room 215
    for homework
•   Will develop their Noir detective and their
    storyline
•   Story to be drafted, recorded and
    dramatised for audio and video podcast
•   As with old serials their stories will be
    delivered over a a period of 6 weeks,
    building their digital audience
•   Using Garageband and ipod touches to
    create and test their work
•   Promoting inter-disciplinary working
•   Introduce pupils to the wider genre of Noir
    literature
Professor
Layton and the
Curious Village
BUILDING THE COMMUNITY
PROJECT




          GLOW & THE SCOTTISH LEARNING FESTIVAL
DATE
          ONGOING        LEARNING AND TEACHING SCOTLAND
Joined up thinking?
•   SLF’08: Guitar Hero Competition
•   SLF’08: Sonic and Mario at the Olympics
    Competition
•   SLF’08: Dr Kawashima Competition
•   SLF’09: Guitar Hero World Tour
    Competition
•   SLF’09: Dragon’s Den Competition
•   Glow Groups
•   The Winning Game
CANVAS
TITLE




        EXPLORING LEARNING IN VIRTUAL WORLDS
PRESENTER                     AUDIENCE
            DEREK ROBERTSON              NATIONAL RESOURCE
Games and Learning and why schools don't need closed minds
Teachers embracing games
    GAMES DEVICES HAVE A LOW TECHNOLOGY
             SKILLS THRESHOLD

     TEACHERS GET SUCCESS WITH GAMES
 TECHNOLOGY, THIS ENHANCES SELF-CONFIDENCE

TEACHERS CAN FOCUS ON TEACHING AND LEARNING
    AND NOT WORRY ABOUT THE TECHNOLOGY

  THEY SEE THE POSITIVE IMPACT ON CHILDREN
Good teachers
    use good
  resources to
engage learners
Children have
you for a year.
  Take them
   places...
Thank you
email:		 d.robertson@ltscotland.org.uk
website:	 www.ltscotland.org.uk/consolarium
blog:	 	 www.ltsblogs.org.uk/consolarium
own blog:www.hotmilkydrink.typepad.com
twitter:	 derekrobertson

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Games and Learning and why schools don't need closed minds