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BRAZ TESOL Mini Course DGBLL

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Digital Game/Based Language Learning
Mini Course for BRAZ TESOL Technology Seminar
July 2015
http://braz-tesol.org.br/TechnologySeminar/

Published in: Education

BRAZ TESOL Mini Course DGBLL

  1. 1. Digital Game-Based Language Learning BRAZ TESOL Technology Seminar http://braz-tesol.org.br/TechnologySeminar - 17th-18th July 2015 graham.stanley@britishcouncil.org http://www.slideshare.net/bcgstanley/ http://www.digitalplay.info/blog
  2. 2. Computer games and language aims http://www.digitalplay.info/blog/ http://www.deltapublishing.co.uk/titles/methodology/digital-play
  3. 3. Why digital games? http://www.theoryoffun.com / http://artofgamedesign.com /
  4. 4. There are 1 million gamers in UK Average young person in UK will spend 10,000 hours gaming by the age of 21* *Jane McGonigal - Reality is broken Why digital games?
  5. 5. Give examples of things you have learnt with technology that are not related to school work Computer games offer learning opportunities http://milesberry.net/?p=476#more-476
  6. 6. Computer games offer learning opportunities What is your favourite thing you do with technology at home http://milesberry.net/?p=476#more-476
  7. 7. No computers
  8. 8. http://hero.wikia.com/wiki/Mario
  9. 9. Interactive Fiction and teaching English as a foreign language IF Only: http://www.theswanstation.com/wordpress/ Colossal Cave (1975) 9:05 (2012) http://adamcadre.ac/if/905.html One computer, one game http://www.amc.com/shows/halt- and-catch-fire/colossal-cave- adventure/landing
  10. 10. http://playspent.org
  11. 11. http://www.digitalplay.info/blog/2011/04/15/another-interactive-text-adventure-spent/
  12. 12. Demand High Speaking with a digital game http://pencilkids.com/droppygame.html http://demandhighelt.wordpress.com/
  13. 13. Now describe the five images to your partner as best you can
  14. 14. a) Can I have a volunteer to describe the first image? b) Does anyone have a better description?
  15. 15. Multiple computers, one game www.bubblebox.com/play/adventure/1747.htm
  16. 16. The aim of the game : The learners predict what to do with a list of pairs of game objects, check their answers by playing the game and then write down the answers using the passive voice. Prepare to play: Choose an adventure game and start playing it. As you play, make a note of what you do with the objects that appear in the game (or use the walkthrough to save time) and produce a list similar to the example below. Make a copy of this list for each learner. You will also need to use online dictionaries. Play: Hand out the list of objects and tell the learners they are to guess how they are used together in the game. Ask the learners to talk together in groups of three and to use the online dictionaries to find out the meaning of the words they do not understand. After fifteen minutes, stop them and ask them to tell you what they think the relationship is between each pair of objects in the game: e.g. I think you use the hairpin to open the shed, etc. They then play the game together. The game should be easier to play because they know which objects they need to use together, but if they get stuck, encourage them to read the walkthrough to find out what to do next. Finally, once they have played the game (or part of the game if it's long), ask them to look again at the pairs of words and to write about them. Encourage the use of the passive voice here: e.g. The hairpin is used to open the shed, etc. Play on: The learners can continue playing the game and finish off writing passive sentences about the objects. www.bubblebox.com/play/adventure/1747.htm
  17. 17. Finding and using a walkthrough http://jayisgames.com/archives/2010/04/hetherdale.php#walkthrough
  18. 18. Escape the room games Multiple computers, multiple games
  19. 19. Gap fill for vocabulary / grammar
  20. 20. Relay reading
  21. 21. Jigsaw reading
  22. 22. Information gap Samorost 2
  23. 23. Live listening The Viridian Room “Now when you lift the waste-paper basket, you should see a lighter underneath. Pick it up and then move to the kitchen and open the fridge again.”
  24. 24. Observe and write
  25. 25. Observe / vocabulary
  26. 26. “What should we do? Stay in or go out?” “Shall we listen to some music?” “What do you want to do now?” Watch and say
  27. 27. Listening/ questioning “So, the squirrel has stolen your crisps? What are you going to do now? Well, why don't you try looking at the Bookcase to see if there's something There to help you?”
  28. 28. Procedure and practicalities  learner grouping – pairs or groups  use hand-outs – clear instructions / task  teacher uses game guide (walkthrough)  encourage use of English during computer use  learners explore, examine and pick up objects  pause game and reflect on puzzles together  those who solve puzzle tell whole class  discuss where they been and what seen  authentic information gap activity
  29. 29. Further Reading: Game-Based Language Learning  Mawer & Stanley (2011) Digital Play http://www.deltapublishing.co.uk/titles/methodology/digital-play  Reinders (ed.) (Palgrave, 2012) Digital Games in Language Learning and Teaching  Sykes & Reinhardt (Pearson, 2013) Language at Play: Digital Games in Second and Foreign Language Teaching and Learning
  30. 30. Further Reading: Game-Based Learning  Bartle (New Riders, 2004) Designing Virtual Worlds  Gee (Palgrave, 2003) What Digital Games Have to Teach Us About Learning and Literacy  Gee (Routledge, 2004) Situated Language and Learning: A critique of traditional schooling  Gee (Peter Lang, 2007) Good Video Games + Good Learning: Collected Essays  Gee (Common Ground, 2005) Why video games are good for your soul  Prensky (Paragon House, 2001) Digital game-based learning  Prensky (Paragon House, 2006) Don't Bother Me Mom – I'm Learning!
  31. 31. Thank you! Any questions? http://www.deltapublishing.co.uk http://www.digitalplay.info/blog

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