Marko Papic Eminent09 Workshop A1


Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • - Focusing on the importance of establishing games in learning as one of the “regular” didactical methods adapted for todays pupils - why are todays pupils different then before, their characterics - how does educational gaming tackle their characterics, focusing pros of using games – cons and obstacles were described before - an example - overcoming cons, addressing teachers, policy makers - how to? : Imagine eMAPPS summer school, Torun, Poland 2007 LTFE - Laboratory for telecommunications, Faculty of electrical engineering
  • Marko Papic Eminent09 Workshop A1

    1. 1. Mainstreaming Games in Learning: Addressing Digital Natives Marko Papić Laboratory for Telecommunications, Faculty of Electrical Engineering University of Ljubljana, Slovenia IMAGINE (Increasing Mainstreaming of Games In Learning Policies) project, LLP, Leonardo da Vinci
    2. 2. AGENDA <ul><li>W hy do todays pupils need different pedagogy methods and didactical approaches? </li></ul><ul><ul><li>Pupils “Knowledge society” related c haracterics </li></ul></ul><ul><li>D oes educational gaming tackle their characterics ? </li></ul><ul><ul><li>focusing on advantages </li></ul></ul><ul><li>A n example </li></ul><ul><li>How to establish games in learning as one of the “regular” didactical methods in educational systems? </li></ul><ul><ul><li>Way towards: IMAGINE (Increasing Mainstreaming of Games In Learning Policies) project, LLP, Leonardo da Vinci </li></ul></ul>EMINENT ‘09, Vilnius, Lithuania
    3. 3. Learners in the digital era <ul><li>Today’s learners as digitally literate </li></ul><ul><ul><li>‘ always on’, mobile, experimental and community oriented </li></ul></ul><ul><li>Those born after 1982 are ‘digital natives’ </li></ul><ul><ul><li>grew up with exposure to the internet and mobile devices </li></ul></ul><ul><ul><li>stay in contact through SMS, mobile phones, chatrooms and email </li></ul></ul><ul><ul><li>“ multitasking” enabled: simultaneously play games, listen to music and watches television , chat... </li></ul></ul><ul><li>Older than 25 are ‘digital immigrants’ </li></ul><ul><ul><li>numbers are huge in all age groups </li></ul></ul>
    4. 4. Pupil’s characteristics change <ul><li>They o perate at ‘twitch speed‘ rather than conventional speed </li></ul><ul><li>Choose graphics and animation over text </li></ul><ul><li>Prefer connected to stand-alone </li></ul><ul><li>Active not passive </li></ul><ul><li>Expect reward for effort </li></ul><ul><li>See play as work and work as play </li></ul><ul><li>Expect fantasy and reality in equal measure </li></ul><ul><li>View technology as life, not a separate activity </li></ul><ul><li>(Marc Prensky, 2001) </li></ul>
    5. 5. Pupil’s characteristics change (2) <ul><li>Young children spend twice as much on ‘screen time’ </li></ul><ul><ul><li>as playing outside and as they do reading </li></ul></ul><ul><li>Work with multiple sources of information at the same time </li></ul><ul><ul><ul><li>(chat, TV, Internet and music) </li></ul></ul></ul><ul><li>75% use chat and email to keep in touch, conduct multiple conversations </li></ul><ul><li>Use computer technology almost as much as television </li></ul>How do educational systems address these changes?
    6. 6. Games in Learning <ul><li>Motivation, challenge, fantasy, curiosity </li></ul><ul><ul><li>Player able to affect outcome of the game </li></ul></ul><ul><ul><li>Positive and negative outcomes based on player actions </li></ul></ul><ul><ul><li>Require mental and/or physical skill </li></ul></ul><ul><ul><li>Player required to develop strategies in order to succeed </li></ul></ul><ul><ul><li>Offer multiple paths to success </li></ul></ul><ul><ul><li>Players can ultimately overcome most obstacles </li></ul></ul><ul><ul><li>Immersive activity </li></ul></ul><ul><li>Lifelong learning </li></ul><ul><li>Constructivist concepts (vs instructivist) </li></ul><ul><ul><li>learners actively construct their own understanding of the world </li></ul></ul><ul><li>People learn best when they are motivated and entertained </li></ul><ul><ul><li>games provide a ‘flow’ experience </li></ul></ul><ul><ul><li>playful experimentation to develop understanding of the physical world and our place within it. </li></ul></ul>EMINENT ‘09, Vilnius, Lithuania
    7. 7. Real Example: Games & Mobile Learning <ul><li> – FP6 project with practical implementations and extensive theoretical background research </li></ul><ul><ul><li>After project work continues in further development: “Quest for Knowledge” mobile learning platform ( </li></ul></ul><ul><li>Cross Curricular games connecting their virtual world with real world </li></ul><ul><ul><li>Played in teams, outside (Avatars) & inside (the Base) the classrooms </li></ul></ul><ul><ul><li>Played in real time: teacher (game master) moderates, controls the game play </li></ul></ul><ul><ul><li>Solving given tasks, puzzles </li></ul></ul><ul><ul><li>Use mobile devices to play & submit game results (multimedia) </li></ul></ul>EMINENT ‘09, Vilnius, Lithuania
    8. 8. Real Example: Games & Mobile Learning (2) <ul><li>Why using mobile technologies? </li></ul><ul><ul><li>Ubiquitous : mobile devices everywhere, owned by everyone </li></ul></ul><ul><ul><li>Bite sized : in short segments, simple, structured, use media carefully, easy access, often task-based </li></ul></ul><ul><ul><li>On demand : flexibility provided to the learner to access learning in best time and place ; </li></ul></ul><ul><ul><li>Multimedia & Collaboration: audio, video, collaborative learning </li></ul></ul><ul><ul><li>Can be location dependent (but doesn’t have to be) </li></ul></ul><ul><li>One week game about “Contemporary History of Poland” </li></ul><ul><ul><li>Demanding logistics, demanding resources but </li></ul></ul><ul><ul><li>Outstanding results </li></ul></ul>EMINENT ‘09, Vilnius, Lithuania
    9. 9. Quest for Knowledge Conference, 14.3.2008 Maribor
    10. 10. Mainstreaming games... <ul><li>Innovative examples of games used in education as well as R&D projects provide proof of concept </li></ul><ul><li>Why aren’t games used in school more often? </li></ul><ul><ul><li>Is the “games in education” concept mature enough? (YES) </li></ul></ul><ul><ul><li>Teachers lack awareness, knowledge, support </li></ul></ul><ul><ul><li>Policy makers likewise </li></ul></ul><ul><ul><li>Gaming industry – could be the driver, but that is not the case </li></ul></ul><ul><ul><ul><li>Already covers this large educating target group with “non-educational” games ? </li></ul></ul></ul><ul><ul><ul><li>Waits for the acceptance of the concept? </li></ul></ul></ul><ul><ul><ul><li>Lacks awareness ? </li></ul></ul></ul><ul><ul><ul><li>Needs more collaboration with advanced, creative educators ? </li></ul></ul></ul>EMINENT ‘09, Vilnius, Lithuania
    11. 11. IMAGINE project <ul><li>Increasing Mainstreaming of Games In Learning Policies (IMAGINE ), LLP, Leonardo </li></ul><ul><li>Imagine may be the answer to previous questions </li></ul><ul><ul><li>Collecting relevant information and knowledge about gams in education </li></ul></ul><ul><ul><li>Providing guidelines to policy makers </li></ul></ul><ul><ul><li>Disseminating information, knowledge, content, expertise... </li></ul></ul><ul><li>And beyond </li></ul><ul><ul><li>Establishing community of all interested parties through different means </li></ul></ul><ul><ul><li>Gaming industry, policy makers, experts, researchers, teachers based on real examples </li></ul></ul>EMINENT ‘09, Vilnius, Lithuania
    12. 12. Imagine Games Directory <ul><li>Web based directory of existing educational products: </li></ul><ul><ul><li>Educational games, game engines, game development and playing web platforms </li></ul></ul><ul><li>To be edited and filled in by developers themselves, based on the project consortium request </li></ul><ul><li>Directory fields comprise relevant information about different aspects of products </li></ul><ul><ul><li>to enable teachers to find the product to suit their needs or at least to get an idea... </li></ul></ul><ul><ul><li>enough directory records will confirm maturity of the concept </li></ul></ul><ul><ul><li>reaching towards developers and game industry </li></ul></ul>EMINENT ‘09, Vilnius, Lithuania
    13. 13. Case studies, reports and recommendations <ul><li>Extensive study of past “digital games in education” related projects was already performed </li></ul><ul><ul><li>around 100 projects evaluated </li></ul></ul><ul><ul><li>report available on the imagine web site </li></ul></ul><ul><li>Several case studies, covering different educational areas are to be thoroughly described and commented upon on the Imagine web site </li></ul><ul><li>Set of recommendations regarding mainstreaming of games will be prepared for the policy makers </li></ul>EMINENT ‘09, Vilnius, Lithuania
    14. 14. Imagine community <ul><li>Set of round table workshops and final conference, targeting </li></ul><ul><ul><li>people working at key levels of national ministries responsible for : </li></ul></ul><ul><ul><ul><li>school education, </li></ul></ul></ul><ul><ul><ul><li>adult and lifelong leaming, </li></ul></ul></ul><ul><ul><ul><li>vocational training (employment), </li></ul></ul></ul><ul><ul><ul><li>skills agendas, </li></ul></ul></ul><ul><ul><ul><li>regional and local education authorities </li></ul></ul></ul><ul><ul><ul><li>agencies promot ing ICT in schools </li></ul></ul></ul><ul><ul><li>influential education practicioners, researchers, industry </li></ul></ul><ul><li> portal providing access to information and community features </li></ul><ul><ul><li>forum, twitter, linkedin... </li></ul></ul>EMINENT ‘09, Vilnius, Lithuania
    15. 15. Questions & disscusion <ul><li>Thank you for your attention! </li></ul><ul><ul><li>[email_address] ; ; </li></ul></ul>EMINENT ‘09, Vilnius, Lithuania