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2013 learningwith games_final


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Presentation for PLANE: Games and learning TeachMeet

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2013 learningwith games_final

  1. 1. LEARNING WITH GAMES making learning irresistible Cathie Howe Professional Learning & Leadership Coordinator Manager, Macquarie ICT Innovations Centre
  2. 2. Who Am I? Professional Learning & Leadership Coordinator – NSWDEC, Northern Sydney Manager, Macquarie ICT Innovations Centre –a collaboration between NSWDEC and Macquarie University
  3. 3. What should learning look like? Active Authentic Fun Self-directed Interest driven DifferentiatedGoal orientated Just-in-time
  4. 4. What could learning look like? • Student centred • Abstractness • Independence valued • Complexity (inter • Agile relationships) • Open & accepting • Variety • Complex (rich variety of • Study of people resources, media, ideas, methods, tasks) Learning • Study of methods of • Physical/virtual Environment Content inquiry Where students What students learn learn • Higher levels of • Real problems thinking • Real audiences Product Process • Creative /critical • Real deadlines /divergent thinking Thinking Result of • Open-endedness • Transformations (rather processes learning • Group interaction than regurgitation) used to learn • Appropriate evaluation • Variable pacing • Variety of learning • Debriefing • Freedom of choiceMaker Model
  5. 5. Imagine having our students being so engaged in a complex, goal orientated activity, that self- consciousness disappears and time becomesdistorted and they do it, not for external rewards but simply for the exhilaration of doing!
  6. 6. Video Game FactsIn Australia: 92% households have a gaming device 95% homes with children <18 have a gaming device 47% of gamers are female Average age of video game players is 32 57% of gamers play every day 88% of parents who play games, play with their childrenKey Findings DA12Bond University/iGEA
  7. 7. Video games are increasingly recognised as becoming theliteracy of the 21st Century Chris Swain Associate Research Professor
  8. 8. What do players attain through video games? Positive Emotions Relationships Meaning Accomplishment P.E.R.M.A Dr. Martin Seligman
  9. 9. What do we learn when we play, design & build games? Judgement, Problem analysis & Communicationsolving skills & strategic skills & networking negotiation thinking ImprovedNarrative skills Non–linear attention,& transmedia thinking vision & navigation patterns cognition
  10. 10. Games and LearningWhat if schools implement a learning model that uses the intrinsic qualities of game design and play, to reimagine what learning might look? Would we harness greater human potential in creativity, participation and effort?
  11. 11. Reimagining learning through gamesCore principles of how games work that can transform learning.They:1. Create a need to know organising learning around solving complex problems set in engaging contexts.2. Offer a space of possibility through the design of rules for learners to tinker, explore, hypothesise and test assumptions.3. Build opportunities for authority and expertise to be shared and distributed, i.e. learning is reciprocal among learners, mentors and teachers.4. Support multiple overlapping pathways towards masteryProfessor Katie Salen
  12. 12. Myth: Gamification is just about points GAMIFICATION Pointsification Ludification (Playfulness) • Competitive • Social • Badges • Skill-based learning • Scoreboards • Self-directed goals • Pre-set goals • Achievement based • Status icons • Puzzle solving • Collections • “Epic wins”The first column contains many elements associated with gamifying but most of the real and engaging benefits of gamification come from the second column. Amy Jo Kim
  13. 13. Do games have the power to solve the world’s problems? What if we immersed our students in designing games to tackle the world’s most urgent problems? What would learning look like? active self-directed goal orientated authentic interest driven just-in-timePhoto by xJason.Rogersx’s
  14. 14. Do games have the power to solve the world’s problems?FolditSolve puzzles for science through folding proteins Foldit gamers solve an AIDS puzzle that baffled scientists for a decade. 09/19/foldit-gamers-solve-aids- puzzle-that-baffled-scientists- for-decade/
  15. 15. Game Design Curriculum and QTF LinksCrafting a Deconstructing Designing games Building games Reviewing gamesbackstory games English English English English English Metalanguage Science & Science & Technology Science & technology Science & technology Student technology Maths Maths PDHPE direction Deep PDHPE PDHPE Metalanguage understanding Engagement Deep Understanding Deep understanding Student direction Higher order Higher order thinking Higher order thinking Explicit quality thinking Metalanguage criteria Substantive Metalanguage communication Substantive Metalanguage communication Engagement Engagement Student direction Student direction Background Social Support knowledge Knowledge integration Knowledge integration Connectedness Design Thinking Multimodal text Creative Thinking Computational Thinking Systems Thinking Critical Thinking
  16. 16. Pedagogical Implications: Inquiry Learning Students: • Pose own questions • Explore answers • Solve problems • Jointly construct and share knowledge • Collaborate e.g. design Inquiry learning allows students the opportunity to develop creative solutions to open ended challenges, problems and questions.
  17. 17. Project Based Learning (PBL)• creates the need to know• authentic learning activities• begins with a driving question - key to arousing curiosity• engages and empowers students• work autonomously (usually in groups)• construct their own learning• culminates in realistic, student created products• Showcase product to wide audience
  18. 18. Example: Invasion of the Shadow Plague A narrative based online metagame teaching students to design and build using Microsoft Kodu Game Lab WILL YOU SAVE US?
  19. 19. “What will it take to move classroom literacy practices and instruction into the 21st century? It will take teachers who are skilled, excited, passionate about the effective use of ICT for teaching and learning. It will take a curriculum that integrates new, exciting literacies and instruction. It will take courageous and bold initiatives that include yet unimagined information and communication technologies andthese will result in the development of unimagined new literacies.”Associate Professor Kaye Lowe
  20. 20. Example: Game Design Boot Camps Learning how to use technology is not enough; the heart of 21st century learning is about becoming a proficient and independent lifelong learner. deconstructGame design offers a unique platform to prototypeaddress essential skills for learning: review iterate design• creativity and innovation• critical thinking,• iterative problem solving• communication, collaboration• information, media and ICT literacy Shift thinking from that of a player to a designer.
  21. 21. Summary: What learningenvironments should look like  Interactive  Provide ongoing feedback  Grab and sustain attention  Have appropriate and adaptive levels of challenge  Multiple pathways to success  Agile
  22. 22. Contact ICT Innovations CentreBuilding C5B, Macquarie UniversityNSW, 2109Ph | 02 9850 4310 |