Mobile Learning The Pas


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A presentation on Mobile Learning with references to brain research, digital natives, and advice to teachers on how to incorporate games into education

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Mobile Learning The Pas

  1. 1. Serious/Educational Games<br />Dr. Reynold Redekopp<br />University of Manitoba<br /><br />Presentation is at:<br />Mobile Learning Conference<br />The Pas, MB<br />March 22, 2010<br />
  2. 2. Text 32075 with msg: CAST 51063 Your Fav Ed Game<br />
  3. 3. What Are We Going To Do Today?<br />Characteristics of Digital Kids<br />How Do Digital Games Fit In<br />How To Use Games Effectively<br />Start with the conclusion<br />
  4. 4. For Which Kids??<br />Angela McFarlane - moving beyond the 15% who tend to take care of themselves.<br /><br />
  5. 5. Why Are Games Effective?<br />They provide:<br />Anchored Instruction<br />Situated Learning and Cognition<br />Play<br />Intrinsic Motivation  <br />Multiple Intelligences Opportunities<br />
  6. 6. What Should YOU Do?<br />Choose the game<br />Create a sharing atmosphere<br />Observe and assess ‘other’ skills<br />Debrief the game - bring it into your context<br />
  7. 7. And now the details<br />How using games occasionally can help us engage more students<br />
  8. 8. Going Beyond Testing<br />Left brain - what we tend to value (on tests)<br /> logic<br /> calculation<br /> sequence<br /> verbal<br /> physical<br />These are all easily automated (and in your pocket)<br />
  9. 9. Going Beyond Testing<br />Right brain - less valued on tests<br /> visual<br /> intuitive<br /> multi-processing<br /> big picture<br /> spatial sense<br /> These are NOT easily automated<br />
  10. 10. Brain Research<br />We are better at visual processing<br /> The eye processes images 60 000 times faster than text<br /> schools and training are largely text based<br /> the “Gutenberg” effect - with a greater ability to create text, text became more important<br /> The brain still prefers images<br />
  11. 11.
  12. 12. Digitally Immersed<br /> learn differently, especially out of school<br /> they collaborate<br /> they multitask, network, and interact as part of their routine<br /> multitasking is part of human nature, ask mothers! <br />
  13. 13. Digitally Immersed<br /> Key Themes from a Telecom Industry Report on marketing to the DI:<br /> Control<br /> Impatience<br /> Community interaction<br />Originality<br />
  14. 14. Digitally Immersed spend time:<br />Interacting with others<br />Reading wikis and forums<br />Learning terms as they need them<br />Solving problems as they arise<br />Trying again (and again …)<br />Sharing their solutions<br />
  15. 15. James Paul Gee - Games Fit!<br />Games are constant evaluation<br />Reduce fear of mistakes<br />Force active involvement<br />Provide a context<br />Highly motivating<br />Students are aware of progress<br />
  16. 16. James Paul Gee<br />
  17. 17. Digitally Immersed<br />they are using skills that we don’t value/test the same way<br /> we need to appreciate the strengths of their skill set.<br />Robert Sawyer (pre-eminent Canadian sci-fi writer) - audio about assessment<br />
  18. 18. Skill Set<br /> parallel processing / partial attention<br /> visual acuity<br /> random access<br /> they skim text<br />
  19. 19. The Digitally Immersed<br />want context for the experience or learning<br />need practice<br />need regular feedback and reinforcement<br />
  20. 20. The Digitally Immersed<br />This generation no longer wants just to be the audience; they want to be the actors.<br />They expect, want, and need <br />interactive information<br />interactive resources<br />interactive communications, and <br />relevant, (real life) experiences<br />
  21. 21. The Digitally Immersed<br />don’t start with the manual. <br />start by exploring - and look up the terms are they need them.<br />This is part of why games work!!!!<br />
  22. 22. How Do Games Fit In<br /> What is their effect?<br /> What do they add?<br /> How do we use them well?<br />
  23. 23. “I learn from playing games. <br />Games teach me:<br />how to solve problems<br />how to work with others and lead<br />to be organized and detail-oriented”<br />
  24. 24. Teamwork, Leadership, Community<br />Work with others<br />Partition attention, divide tasks<br />Coordinate efforts<br />Communicate in multiple ways<br />Establish shared goals<br />Integrate info to make decisions<br />Prioritize data to meet goals<br />
  25. 25. You can’t sit back and be passive playing games<br />games are problem solving with constant evaluation<br />the goal drives everything<br />new knowledge / procedures are learned as needed<br />games are serious and intense learning<br />all you need is content<br />
  26. 26. James Paul Gee<br /><br />
  27. 27. Obstacles and Hesitations<br />Curricular fit ?<br />Standardized Tests ?<br />Public perception ?<br />Finding good games ?<br />Teacher’s role ?<br />
  28. 28. Text 32075 with msg CAST #yourChoice<br />
  29. 29. Obstacles and Hesitations<br /> Sanford, et al, found that teachers:<br />Need to know the course material more than the game play (though this helps)<br />Need to help support learning through games<br />Do not need an exact curriculum fit in a game for students to learn<br />Do not have to use the whole game<br />
  30. 30. Obstacles and Hesitations<br />Time !<br />Include games as homework ??<br />Significance of Non-significance<br />Students learn two things - game and content - while maintaining test scores<br />
  31. 31. Why Use Games - Context<br />Linn proposed four meta-principles to support knowledge integration: <br />making subject material accessible<br />making thinking visible<br />helping students learn from each other<br />promoting autonomous learning.<br />Remember the other 85% ???<br />
  32. 32. Why Use Games - Context<br />We need to get the ‘other’ 85% involved in ‘doing’ and creating<br />They need the context and repetition that simulations and games can provide <br />We definitely need students with a broader range of experience to choose technical careers<br />
  33. 33. Student Use of Games<br />Students can create their own games<br />Students can play off the shelf / online games and simulations<br />
  34. 34. Students Create Games<br /> Simple games that review aspects of study<br /> Requires content knowledge, problem solving and collaboration within a group<br /> We learn best when we have to ‘teach’ <br />
  35. 35. Sample Free Game ‘Engines’ <br /> Scratch -<br /> Game Maker -<br />Never Winter Nights -<br /> Alice -<br />
  36. 36. Sample Free Game ‘Engines’ <br />iPod App Examples<br />AppBuilder-<br />AppBreeder -<br />Many schools already own Flash <br />Kodu Game Lab -<br />
  37. 37. Sample Free Game ‘Engines’ <br />
  38. 38. Sample Free Game ‘Engines’ <br />Jeopardy Games<br /><br /><br /><br /><br />
  39. 39. Why Use Free Game ‘Engines’ <br />Students become ‘teachers’<br /> They will work on their own time - much harder than on ‘regular’ homework<br /> YOU have to set up content focus and guide them in maintaining that.<br /> High level of sharing of the games - review for everyone.<br />
  40. 40. Play Current Games<br /> Examples:<br /> Genomics Digital Lab<br /> Immune Attack<br /> The Sims<br />Civilization<br /> Google Earth Games<br />Ships, Moon Lander, Flight Sim, GE War (Risk)<br />
  41. 41. Google Earth Games<br />
  42. 42. Play Current Games<br /> Jane McGonigal - Institute for the Future -<br /> We need 21 billion hours of game play per week and we will start solving real big world problems<br />TED Talk -<br />
  43. 43. Play Current Games<br />extreme self motivation<br />an epic win is always possible<br />
  44. 44. Play Current Games<br />We like someone better after we play a game with them<br />Builds trust and goodwill<br />
  45. 45. Play Current Games<br />We are happier when we are working hard at something we like<br />
  46. 46. Play Current Games<br />attached to awe-inspiring missions<br /> World of Warcraft wiki is the second largest in the world (guess which one is the biggest?)<br />
  47. 47. Play Current Games<br />What are Gamers?<br />
  48. 48. Play Current Games<br />Games from Institute for the Future<br />World Without Oil<br />SuperStruct - Humans have 23 years left  invent a new future<br />Evoke – African Hunger relief.<br />
  49. 49. Kinds of Games<br />Mini-games<br />Short time frame<br />Practice particular skills, facts and procedures<br />Inexpensive option to learn essential info and practice skills<br />
  50. 50. Kinds of Games<br />Complex Games (10+ hours)<br />Involve all of the problem solving skills described earlier<br />Many, many decisions in every hour of play<br />Need to constantly adapt<br />Ethical / moral decisions<br />
  51. 51. Advantages of Game Based Learning<br />Problem-solving is highest level of learning<br />Includes all lower levels of learning<br />Vehicle for all types of content and promotes transfer<br />Two critical attributes of any problem<br />The goal requires generation of new knowledge<br />There is value to solving the problem<br />Van Eck, 2008<br />
  52. 52. How To Use Games In A Classroom???<br />
  53. 53. Before Game Play<br />Explain objectives to students<br />Inform administration and parents<br />SLOs and other skills like problem solving and collaboration<br />Create a collaboration space/environment - in class or online<br />McFarlane - communities <br />
  54. 54. During Game Play - Understand:<br />The average video game takes about 40 hours to play<br />the complexity of the puzzles and objectives growing steadily<br /> visual processing dramatically increases with as little of 10 hours of game play (Jukes)<br />
  55. 55. During Game Play – Do This:<br />Talk to students about what is happening<br />Listen to students talk to each other<br />Use the discussion space you created<br />Watch and learn more about the game<br />Ask students to talk to their parents about the game<br />
  56. 56. Effectiveness<br />In games, a novice can “see” the progress he or she is making<br />Students learn about learning<br />Students learn about increasing expertise that comes from study and practice. <br />Students observe their steadily increasing speed and confidence<br />Moursund<br />
  57. 57. Effectiveness<br />Gaining a high level of expertise is applicable to self-assessment and self-guidance in learning in another domain<br />A student knows what it means to be highly competent in the domain. <br />Students have a basis for judging how well they are learning<br />
  58. 58. Using games people learn <br />to self assess <br />to develop understanding of their own learning strengths and weakness<br />to develop confidence in their ability to learn, and <br />to take increased responsibility for their own learning<br />
  59. 59. Using games people learn <br />Watch the next video<br />Change the word chemistry to your topic<br />
  60. 60. James Paul Gee - learn through games<br />Source:<br />
  61. 61. After The Games<br /> De-brief and contextualize<br /> SHARE !!!<br /> Return to the game after some real-life experience<br />
  62. 62. Summary<br />Games can add real value, but not for everyone, not all the time<br />But they are particularly good for the 85%<br />There does not have to be an exact curricular fit - teachers must help make connections<br />
  63. 63. In Conclusion<br />Brain research - visual multitaskers<br />The Digitally Immersed - different skill sets<br />How We Learn - involvement<br />Digital Games - fit these patterns<br />
  64. 64. References<br />Google Doc -<br />RTF file - for Digital Natives and Game Based Learning.rtf<br />
  65. 65. The Digitally Immersed<br />