Gaming and LearningPlay as a way of learning

ESSEC Teaching & Learning Innovation Forum4 June, 2009

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Gail Matthews-DeNatale, Ph.D.Associate Director of Academic Technology,

Simmons College , Boston, USA

For more information, see:http://playfullearning.pbworks.com

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About the Presenter

In this Session

• Consider the richness and variety of learning that occurs during play

• Discuss theories of “playful learning”

• Explore the role of technology in fostering play-based learning

• Link to additional resources on play-based learning

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Let’s Play!

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What do the “Experts” Say?

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Koster – Fun = Challenge at Edge of Ability

Osterweil – Four Freedoms of Play

Sutton-Smith – The Ambiguity of Play

Nat’l Institute of Play – Seven Patterns

Strong Museum – Six Elements of Play

Read more at http://playfullearning.pbworks.com/Theoretical-Models-for-Play

What’s Going on While at Play?

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Open-ended

Youth directed, Youth generated

ImprovisationRisk-taking

Emergent collaborationand group process

Bricolage (Tinkering)

Deep engagement and personal investment

ExperimentationMultiple drafts/iterations

ImitationFantasy

“Convergent” processfor multimedia composition

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What does it look like in practice?

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Example: ARGs

Key components: • Physical and

Virtual• Narrative• Immersive and

Experiential• Real/Not Real• Complex and

Open-Ended• Collaborative

– ELI 7 Things You Should Know About ARGs– http://net.educause.edu/ir/library/pdf/ELI7045.pdf

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Save Bluth

ELI ARG Trailhead

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Bluth’s Plea

Dear colleagues,

If you’ve received this message, I’m afraid it’s gotten very bad. And I’m counting on you

to uncover the findings that I’ve left you. Before they do.

So here’s what you can do. Find the URL in my video. If you missed it, watch it again at

www.SaveBluth.com. Then head to the site to find the things I’ve left behind. The clues

might be obvious, like a link. Or more hidden, like an image behind an image. If anything

looks awry, you can bet it’s a clue. (And there are at least 20 hidden pieces to find.) A

few tips to get you started:

• If you find a clue word, drop it at the end of the main URL to find the hidden content.

• Look everywhere – online, in the conference space. I’ve hidden my research well.

• Join the Ning network and the ELI Twitter stream to work with colleagues. You’re going

to need each other to find it all!

And whatever you do, don’t let them find it. I’m counting on you! RKB

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Anticipated Learning Outcomes

The game was intended to:

» Create opportunities for social interaction.

» Use real scientific data and address a pressing issue.

» Employ digital storytelling through narrative, video, audio, and visuals.

» Engage players – enticing them into playing and responding.

» Be messy (in a good way, a learning challenge).

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Bluth’s Research Site

http://www.rufusbluth.com

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Clues: Virtual and Physical

Podcasts

QR codes link to URLs and

locations

Twitter (a way for Bluth to communicate with players)

“Missing” signsRejection letters

“Missing” signs

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What Happened

– Players built a wiki and contributed 100 edits

– They shared resources in Ning and Tweeted to Bluth

– In the end, “hidden” pages averaged 28 views; Only three pages were not found

Advice and Questions

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Advice:• Play-based learning is complex (but not impossible) to

design.• Clarify learning goals and principles up front. • Design purposefully, but avoid being too rigid. • Have fun and take risks.

Guiding questions:• What learning goals would you like to accomplish?• What are your timing and resource constraints?• What resources are available to you (colleagues,

spaces, technologies, and support)?• What’s your plan – what steps and tasks are necessary

for successful implementation?• What will make the experience playful and engaging? • How will participants know what they’ve learned?

Thank You

Gail Matthews-DeNatalegmdenatale@simmons.edu

For more resources, seehttp://playfullearning.pbworks.com

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