CEGSA Prestentation

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Presentation given to the Computers in Education Group of South Australia: Main point was to illustrate the wide use of social gaming by youth online; and the way it is used by them to build trust, reputation and authority. Attempts to press Web2.0 savvy teachers beyond the familiar or blogs, wikis and podcasts as more teens play games than use social media, and education needs to understand more about the motitvators and find alignment to use Wii, DS, PSP, Xbox et al in mainstream teaching - not exclude the possibility.

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CEGSA Prestentation

  1. 1. Learning Virtually Anywhere
  2. 2. Spoon feed me. While I scream at you.
  3. 3. The shift is more than from read to read/write.
  4. 4. The 3Rs of learning REALISM RELEVANCE RESONANCE The dynamics of curriculum development
  5. 5. Informal learning shapes our world view - it’s messy.
  6. 6. Inside Human Networks... Knowledge is socially constructed online – good information is spread, where as bad information is healed. Facebook, Digg, Twitter, Wikipedia, Runescape.
  7. 7. Wikipedia says errors and vandalism are repaired on average in FOUR minutes. Information is not right/wrong - it is in flux
  8. 8. Web1.0 The internet augmented print Web2.0 The internet augments people
  9. 9. http://bit.ly/2IWEi
  10. 10. MAGICAL THINGS
  11. 11. The cause of exploration and discovery is not an option we choose It’s a desire written in the human heart. George W. Bush, 2003
  12. 12. We are magicians, not technicians
  13. 13. We Look Act Think differently
  14. 14. School+ Home+ Mobile+ Internet+ People= Learning Environment
  15. 15. Use existing embodiment of skills in youth online (games/networks) Teachers must CREATE RESONANCE between Desirable learning outcomes
  16. 16. WHY?
  17. 17. 1:10 students stand on stage. 9:10 never will. What does this teach?
  18. 18. If exams don’t work then we need to develop new assessment methods.
  19. 19. Culture of Participation Henry Jenkins, 2008 Anyone see the problem?
  20. 20. 21st Century Capabilities Achievement – advancing knowledge, learning new  skills, challenging others, winning Social Action– Helping others, making friends, self‐ discovery and disclosure, collaboration, group success,  authentic Playful Discovery – when learning is enquiry driven Immersive – discovery, exploration, role playing,  escapism, safe fail, customisation, appearance,  representation, serious games, authentic issues
  21. 21. Can this be used in assessment?
  22. 22. NSW 1:1 Laptop Policy Mapped What is important to the system?
  23. 23. How is this useful classroom feedback?
  24. 24. Technology as an enabler More exciting I want to do it.. Responsive Feedback I know where I am in this.. Social Commitment I enjoy working well with others.. Goal Orientated We can figure it out, I can win.
  25. 25. Student Behavior changes when When the work is satisfying When kids experience being good at it Spending time with people they like Being to be part of something bigger When their problem feels real.
  26. 26. BEYOND WIKIS ...
  27. 27. “the purpose of all video games is to train a player to work harder while still enjoying it” Nick Yee
  28. 28. We must collaborate or perish - across borders cultures, disciplines and firms, and increasingly with masses of people at one time Can I learn to do as a Jedi please?
  29. 29. Game Based learning Pew Generations  Wii Online (2009) “Kids  Xbox spend more time in  PS2/3 social games than  in social networks  Mobile Phones such as MySpace  DS and Facebook” PSP
  30. 30. Gaming is mobile. Xbox Live - via iPhone Identity, Reputation and Connectedness
  31. 31. Convergence has already happened.
  32. 32. We have curriculum in WoW - Cognitive Dissonance
  33. 33. Games have crossed into lifestyle and Identity and around 43% of gamers are female.
  34. 34. Reputation is authority
  35. 35. THE RIPPLE EFFECT Games teach all the soft skills your students are ever going to need. (In fact they probably already did)
  36. 36. Over 1.2 million registered contributors Over 70,000 content pages Over 36,000 images Over 500 million page views
  37. 37. Games teach.
  38. 38. SHARED REALITY
  39. 39. Our ‘shared’ reality Bluetooth Wifi 3G Portables Augments and enables the experiences
  40. 40. Our ‘shared’ reality Embodied In Experienced through IWBs Web2.0 Read/Write Web Keyboards MUVES (Virtual Worlds) Mobiles (Smart Phones) (Second Life, Quest Atlantis) Cameras Game Platforms (Nintendo, Sony, Microsoft, PC) Audio Recorders MMOs (Social Games) Controllers (Halo, Warcraft, Aion, Runescape) Accelerometers A/Synchronous conversation   Gesture Controls (MSN, Skype, GChat, Vent, Twitter) Geo‐tracking Bored of Studies Point of View Facebook, Bebo, MySpace
  41. 41. ‘virtual’ enables ‘real’ motivation Connecting virtual spaces to local reality Embedding holistic outcomes into playful activities Allow unexpected missions and outcomes that shape learning
  42. 42. WALKTHROUGH What can you do to jump into this?
  43. 43. The soft 21C skills Critical Thinking Define what they Collaboration they are in your context. C0-Production Organisation Goal Orientated Effort Communication
  44. 44. Problem: Soft skills are hard to assess in a framework that was not designed with games, social media and mass collaboration in mind. Solution: Create a framework that does.
  45. 45. Planet Intelligent - world view, social commitments, environment awareness, cultural sensitivity ... People Intelligent - co-operative, collaborative, empathy, ideological, language, communication ... Participation Intelligent - collective action, community support, negotiating goals, managing workload ...
  46. 46. 21st Century learning outcomes Planet / People / Participation Syllabus learning outcomes
  47. 47. Thanks. Dean Groom Head Educational Development Macquarie University “Go with honour”

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