Using Gaming for Instructional Purposes


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A presentation for the Alaska Library Association Conference (March 2010)

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  • Fiction = broader, real-world perspective; teaching English language; historical contexts; shared narratives; personalize the past Graphic novels = pathway to more complicated material; visual resources, not just text; more engaging material that students connect with Sports = teamwork; collaboration; communal success; social responsibility
  • Face-to-face skills, negative consequences, expertise, real-time guidance, understanding of how the need to evaluate information applies outside of the classroom.
  • How do kids learn these skills playing videogames? Is World of Warcraft a skill-building game?
  • Macro and micro views of data
  • Platforms for gaming
  • Platforms for gaming
  • Platforms for gaming
  • Johnson argues that TV is passive, one-way; older boardgames just teach you that your future is left to chance, whereas videogames are much more engaging and two-way.
  • Not just obvious connections between two countries, but as you’re building you’re trip, you have to be able to recognize when a card gives you this type of opportunity. I have built a trip that gives me options, taking into account probability and tracking which cards have already been played.
  • Validity of varying approaches to solving problems
  • Qwerty Warriors
  • The key is to match games to games to goals/curriculum. Use where games meet standards.
  • Platforms for gaming
  • Gaming principles include situated meaning, systems learning, feedback, cross-functional teams, performance before competence,
  • Gaming principles include situated meaning, systems learning, feedback, cross-functional teams, performance before competence, etc. “ Why do we teach fiction in school? To teach English language, provide context for historical studies, share experiences, etc.” – Chris & Brian. Same principle – find the learning value and apply it.
  • Using Gaming for Instructional Purposes

    1. 1. USING GAMING FOR INSTRUCTIONAL PURPOSES Jenny Levine March 5, 2010
    2. 2. <ul><li>Why fiction? </li></ul><ul><li>Why graphic novels? </li></ul><ul><li>Why sports? </li></ul>Learning Comes from a Variety of Sources
    3. 3. <ul><li>Engage students with familiar materials </li></ul><ul><li>Reinforce social skills & boundary/rule learning </li></ul><ul><li>Explore ethical behavior with less risk </li></ul><ul><li>Levels of achievement other than winning </li></ul><ul><li>Create information literacy activities across formats/media </li></ul><ul><li>Implement interactive, experiential learning, rather than only text-based activities </li></ul><ul><li>Require the dynamic application of information, not just memorization </li></ul><ul><li>“ Games lower the barrier for membership in a network of learners ” – Brian Mayer & Chris Harris </li></ul>Reasons to Use Games in Instruction
    4. 4. Failure = Reflection + Learning
    5. 5. <ul><li>See themselves as a hero on a quest </li></ul><ul><li>Willing to experiment and keep trying – </li></ul><ul><li>like to fix things </li></ul><ul><li>Willing to seek expertise and ask for help – also willing to share expertise and help “noobs” </li></ul><ul><li>Desire to collaborate – team players </li></ul><ul><li>Learn from their mistakes and can adapt quickly </li></ul><ul><li>Thrive on fast decision-making – good at prioritizing </li></ul><ul><li>Willing to take risks </li></ul><ul><li>Very good at multitasking and “continuous partial attention” </li></ul>Gamers
    6. 6. <ul><li>Have an inherent distrust of “bosses” </li></ul><ul><li>Have strong organizational skills </li></ul><ul><li>Focused on feedback, improvement, constant practice – creative problem solvers </li></ul><ul><li>Constantly seeking to be challenged </li></ul><ul><li>Proactive rather than reactive </li></ul><ul><li>Format-agnostic, experiential learners </li></ul><ul><li>Don’t want to be spoon-fed – they want to do their own research and figure things out for themselves </li></ul><ul><li>Are used to creating content </li></ul><ul><li>Expect interaction, rewards, customization, and multiple paths </li></ul>Gamers
    7. 8.
    8. 9.
    9. 10. Types of Games <ul><li>Card </li></ul><ul><li>Big </li></ul><ul><li>Board </li></ul><ul><li>Computer </li></ul><ul><li>Mobile </li></ul><ul><li>Online </li></ul><ul><li>Outdoor </li></ul><ul><li>Video </li></ul>
    10. 11. Types of Games <ul><li>Card </li></ul><ul><li>Big </li></ul><ul><li>Board </li></ul><ul><li>Computer </li></ul><ul><li>Mobile </li></ul><ul><li>Online </li></ul><ul><li>Outdoor </li></ul><ul><li>Video </li></ul>
    11. 12. Match Games to Goals/Curriculum
    12. 13. Options <ul><li>Off-the-shelf </li></ul>
    13. 14.
    14. 15. What Pokémon Can Teach Us about Learning and Literacy - Vivian Vasquez (pdf)
    15. 27.
    16. 32.
    17. 41. Classroom Considerations <ul><li>Collection development </li></ul><ul><li>Authenticity of game play </li></ul><ul><li>Identification of curriculum alignments </li></ul><ul><li>Game time </li></ul><ul><li>Return on investment </li></ul><ul><li>Purchasing </li></ul>
    18. 42. Options <ul><li>Off-the-shelf </li></ul><ul><li>Create your own </li></ul>
    19. 47. You need to find articles and background information in order to make a presentation. Which resources are best to use? a. Web sites you find using Google b. Books and encyclopedias c. A combination of library resources including journal and newspaper articles and books Answer: c. A combination of library resources including journal and newspaper articles and books Your instructor placed some articles on reserve for your class to read. You can: a. Access them online b. Go to the Circulation Desk to check them out c. Either A or B Answer: c. Either A or B Arizona State University, West Campus
    20. 48. “ Much better that just a lecture” <ul><ul><li>“ It was fun! I didn’t </li></ul></ul><ul><ul><li>fall asleep or </li></ul></ul><ul><ul><li>anything” </li></ul></ul><ul><ul><li>“ I like the game!! Does Milton Bradley make that one?” </li></ul></ul>Arizona State University, West Campus
    21. 56. Options <ul><li>Off-the-shelf </li></ul><ul><li>Create your own </li></ul><ul><li>Harness learning principles from gaming </li></ul>
    22. 64. “ So the suggestion I leave you with is not ‘use games in school’—though that’s a good idea—but: How can we make learning in and out of school, with or without using games, more game-like in the sense of using the sorts of learning principles young people see in good games every day when and if they are playing these games reflectively and strategically?” -- James Paul Gee
    23. 65. Further Reading <ul><li>Gaming in Academic Libraries – Amy Harris, Scott Rice (editors) </li></ul><ul><li>What Video Games Have to Teach Us about Learning and Literacy – James Paul Gee </li></ul><ul><li>How Computer Games Help Children Learn – David Williamson Shaffer </li></ul><ul><li>Don’t Bother Me Mom--I’m Learning – Mark Prensky </li></ul><ul><li>Got Game: How the Gamer Generation Is Reshaping Business Forever – John Beck and Mitchell Wade </li></ul><ul><li>Research Quest – Paul Waelchli </li></ul><ul><li>Library Gamer – Brian Mayer </li></ul>
    24. 66. <ul><li>The Librarian’s Guide to Gaming: An Online Toolkit </li></ul><ul><li>National Gaming Day @ your library – Saturday, November 13, 2010 </li></ul><ul><li>Games and Gaming community </li></ul><ul><li>Gaming, Learning, & Libraries Symposia (2007 & 2008) </li></ul>From ALA Sign up your library!
    25. 67. Jenny Levine Strategy Guide [email_address] AIM: cybrarygal March 5, 2010 Questions?