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Playing games in HE: presented at the MEL SIG event, University of Salford, 3 Feb 12


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Playing games in HE: presented at the MEL SIG event, University of Salford, 3 Feb 12

  1. 1. Playing games in Higher Education Learning and Teaching in Higher Education Module, Postgraduate Certificate in Academic Practice, MEL SIG 3 Feb 12 University of Salford Life must be You can lived discover more as play. about a person in an hour of play than in a year of conversation. Chrissi Nerantzi Kirsty Pope Neil Currie
  2. 2. What is this all about?• What are universities for?• Playing games in HE?• A mixed-reality game within the PGCAP• You and games for learning
  3. 3. What does the universityembody for you?
  4. 4. Prof. Anne Boddington Dean of the Faculty of Arts, University of Brighton (UK) defined universities as a place and a space to• sustain conversations• shape the future of human life• stimulate innovation• shape new structures of and for learning• shape new pedagogies
  5. 5. Learning through playat University? Have youexperienced it before?
  6. 6.
  7. 7. Horizon Report 2011“Proponents of game-based learning in higher education point to itsrole in supporting collaboration, problem-solving, andcommunication, the 21st century competencies needed by Americanstudents outlined by Secretary of Education Arne Duncan in late 2010in the National Education Technology Plan.Advocates also underscore the productive role of play, which allows forexperimentation, the exploration of identities, and even failure.Gaming also contributes to the development of a particular dispositionwell-suited to an information-based culture and rapid change.”Horizon Report 2011, Game-Based Learning (Adoption 2-3 years)
  8. 8. Horizon Report 2011“One area in which there is currently a great deal ofdevelopment is social games, especially those that can betaken along and played anywhere at all using a mobile device.With social games, players are never far from a gameenvironment, whether it be a mobile in a pocket, a desktop orlaptop computer, or a networked gaming console. With thiskind of ubiquity, games are becoming a pervasive part ofeveryday life, and our notions of what constitutes a game arechanging as fast as the games themselves.”Horizon Report 2011, Game-Based Learning (Adoption 2-3years)
  9. 9. “Sell your bargains” game• a mixed reality game to spice up teaching and learning• immerse in out-of the box thinking based on authentic problem scenarios from practice• engage in multidisciplinary conversations and collaborative learning• being resourceful and utilising what we have, can get and what we can do with it• using available technologies for teaching and learning
  10. 10. mixed-reality game ‘sell your bargains’ to spice up teaching and learning in HEdirect link
  11. 11. mixed reality games in Higher Education“The rationale behind the use of alternative reality games is thatthe use of problem-based, experiential and collaborative activitiesin alternative reality games makes them ideally suited to teachingin higher education; particularly as they enable players to becomeinvolved in both playing and shaping the narrative as it emerges.”(Whitton, 2010, 87) Dr. Nicola Whitton Research Fellow, Education and Social Research Institute, Manchester Metropolitan University Blog: Twitter: @nicwhitton
  12. 12. the social meaning of creativity“human appetite for making things”(Gauntlett, 2011, p. 61) David Gauntlett Professor of Media and Communications at the Communication and Media Research Institute (CAMRI) University of Westminster
  13. 13. Who is who Frances Kirsty Neil Deaglan • Postgraduate John Fabrizio Certificate in Academic Practice • Multi-disciplinary programme • Teaching Fiona qualification and Fellowship of the Higher Education
  14. 14. Where we are
  15. 15. Stage 1: Select…Identify a topic you feel students struggleto grasp in your subject area…
  16. 16. Stage 2: Invest…In pairs, what prop couldyou purchase to explainthis…1 hour to pick, purchaseand present…
  17. 17. Stage 3: Surprise…Digital story: Blog, share,reflect and demonstrateyour ideas and rationaleto your students andpeers…What were the surprises?
  18. 18. “It was so much fun Ithink I forgot I waslearning, but then “Ho vinto,maybe that was the ho vinto! (Ipoint!” won : )”
  19. 19. data wordle
  20. 20. It was fun. Working with others from other disciplines but finding a lot of common ground. It was beneficial to get different perspectives of a difficult problem. Then coming together to see what others had done & their rationale was also really useful.
  21. 21. I found it highly beneficial. I never thought I could exploit our natural curiosity to explore and play as a medium to learn; through my activeengagement as a player/learner in the game I realised that I could design this element in my academic modules. I have also realised that this is a good way to foster deep rather than superficial learning. Furthermore the game was pleasurable and enjoyable, and although ithad a title and quite a rigid structure, it didnt have any extrinsic goals, i.e. there was no prescribed learning that ought to have occurred.Thanks to this freedom, or “gaps” (as said in yesterday’s session), learning occurred creatively. Specifically my learning was enhanced by movingabout in a physical space (which could be recreated with a board game inclass through an element of make-believe). I felt that this way of learning caters for different kinds of learners and is easily adaptable to how you are feeling at that moment in time when learning occurs. Finally it really gave me a boost in experimenting with digital interactive tools for learning and teaching.
  22. 22. I really enjoyed the element of having to think onyour feet and develop the ideas as you went along.It was really interesting working with others from a different discipline to myself as this helped me tosee the different perspectives that people can haveon the same topic. I enjoyed the element of taking photos/videos and using these to help to tell our story at the end.
  23. 23. benefits• fun and enjoyable experience• learning through play (not experienced before)• playing with colleagues from other disciplines• partnering• using different learning spaces• freedom despite structure• thinking outside-the-box• experimenting with digital tools• ideas to use with own students
  24. 24. challenges possible solutions• One game organiser • More facilitators (1 per 10 players)• Technologies • Support (initial staff development,• Number of players (7 out ongoing) of 32) • Mainstream offer (game for all) +• Complexity of Stage 3 students• Digital stories • Scaffolding Stage 3 (case study• Challenging all players template)• Public voting (16) • Further dissemination (institutional repository, CPD session, publication) • Build-in extension activities • More votes (channels to promote, prize)
  25. 25. ripple effect“I think I could use it with small groups of students as part of their pbl process tomake it more interesting for them. I think it would encourage them to demonstratetheir learning in a more interesting and challenging way.” “I dont think I would chose to use this experience with my students. I feel some of the more traditional techniques would offer a better learning experience such as Problem Based Learning.”
  26. 26. How can we convince more academics thatlearning through games can really work?
  27. 27. A BIG thank you to Kirsty, Fiona, Frances, Neil, Fabrizio, Deaglan and John from the University of Salford
  28. 28. References• Barrows, H. S. and Tamblyn, R. M. 1980. Problem-based Learning. An Approach to Medical Education. New York: Springer.• Boud, D, Cohen, R, Sampson, J (2001) Peer Learning in Higher Education: Learning from and with each other, London: Kogan.• Burnard, Pamela; Craft, Anna; Cremin, Teresa; Duffy, Bernadette; Hanson, Ruth; Keene, Jean; Haynes, Lindsay and Burns, Dawn (2006). Documenting ‘possibility thinking’: a journey of collaborative enquiry. International Journal of Early Years Education, 14(3), pp. 243–262., available at• Glynis, C (online) Threshold Concepts: Undergraduate Teaching, Postgraduate Training and Professional Development, A short introduction and bibliography, available at• Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report. Austin, Texas: The New Media Consortium, available at• Meyer, J.H.F. and Land, R. (2003) Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising, In: Rust, C. (ed.), Improving Student Learning - Theory and Practice Ten Years On. Oxford: Oxford Centre for Staff and Learning Development (OCSLD), pp 412-424.• Mezirow, J. Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass, 1991.• Rogers, C. R. (1983). Freedom to Learn for the 80s. Columbus: Merrill.• Schön D (1983) The reflective practitioner. Basic Books: New York.• Whitton, N (2010) Learning with Digital Games. A Practical Guide to Engaging Students in Higher Education, open and flexible learning series, Oxon: Routledge.• Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report. Austin, Texas: The New Media Consortium.
  29. 29. Learning in Higher Education through play Learning and Teaching in Higher Education Module, Postgraduate Certificate in Academic Practice PGCAP programme site at html/pgcert/intro.html Twitter @pgcap YouTubecontact Chrissi Nerantzi, pgcapsalford the game organiser