Marko Papic Eminent09 Workshop A1

Mainstreaming Games in Learning: Mainstreaming Games in Learning: Addressing Digital Natives Addressing Digital Natives

Marko Papić

Laboratory for Telecommunications, Faculty of Electrical Engineering

LTFE.org

University of Ljubljana, Slovenia

IMAGINE (Increasing Mainstreaming of Games In Learning Policies) project, LLP, Leonardo da Vinci

AGENDAAGENDA

Why do todays pupils need different pedagogy methods and didactical approaches? Pupils “Knowledge society” related characterics

Does educational gaming tackle their characterics? focusing on advantages

An example

How to establish games in learning as one of the “regular” didactical methods in educational systems? Way towards: IMAGINE (Increasing Mainstreaming of Games

In Learning Policies) project, LLP, Leonardo da Vinci

EMINENT ‘09, Vilnius, LithuaniaEMINENT ‘09, Vilnius, Lithuania

Learners in the digital eraLearners in the digital era Today’s learners as digitally literate

‘always on’, mobile, experimental and community oriented

Those born after 1982 are ‘digital natives’ grew up with exposure to the internet and mobile devices stay in contact through SMS, mobile phones, chatrooms

and email “multitasking” enabled: simultaneously play games, listen

to music and watches television, chat...

Older than 25 are ‘digital immigrants’ numbers are huge in all age groups

Pupil’s characteristics changePupil’s characteristics change They operate at ‘twitch speed‘ rather than

conventional speed Choose graphics and animation over text Prefer connected to stand-alone

Active not passive Expect reward for effort See play as work and work as play Expect fantasy and reality in equal measure View technology as life, not a separate activity

(Marc Prensky, 2001)

Pupil’s characteristics change (2)Pupil’s characteristics change (2) Young children spend twice as much on

‘screen time’ as playing outside and as they do reading

Work with multiple sources of information at the same time

(chat, TV, Internet and music)

75% use chat and email to keep in touch, conduct multiple conversations

Use computer technology almost as much as television

How do educational systems address How do educational systems address these changes?these changes?

How do educational systems address How do educational systems address these changes?these changes?

Games in LearningGames in Learning Motivation, challenge, fantasy, curiosity

Player able to affect outcome of the game Positive and negative outcomes based on player actions Require mental and/or physical skill Player required to develop strategies in order to succeed Offer multiple paths to success Players can ultimately overcome most obstacles Immersive activity

Lifelong learning Constructivist concepts (vs instructivist)

learners actively construct their own understanding of the world People learn best when they are motivated and entertained

games provide a ‘flow’ experience playful experimentation to develop understanding of the physical

world and our place within it. EMINENT ‘09, Vilnius, LithuaniaEMINENT ‘09, Vilnius, Lithuania

Real Example: Games & Mobile LearningReal Example: Games & Mobile Learning

eMAPPS.com – FP6 project with practical implementations and extensive theoretical background research After project work continues in further development: “Quest

for Knowledge” mobile learning platform (http://qfk.ltfe.org)

Cross Curricular games connecting their virtual world with real world Played in teams, outside (Avatars) & inside (the Base) the

classrooms Played in real time: teacher (game master) moderates,

controls the game play Solving given tasks, puzzles Use mobile devices to play & submit game results

(multimedia)


Real Example: Games & Mobile Learning (2)Real Example: Games & Mobile Learning (2)

Why using mobile technologies? Ubiquitous: mobile devices everywhere, owned by everyone Bite sized: in short segments, simple, structured, use media

carefully, easy access, often task-based On demand: flexibility provided to the learner to access

learning in best time and place; Multimedia & Collaboration: audio, video, collaborative

learning Can be location dependent (but doesn’t have to be)

One week game about “Contemporary History of Poland” Demanding logistics, demanding resources but Outstanding results


Quest for Knowledge Conference, 14.3.2008 MariborQuest for Knowledge Conference, 14.3.2008 Maribor

Mainstreaming games...Mainstreaming games...

Innovative examples of games used in education as well as R&D projects provide proof of concept

Why aren’t games used in school more often? Is the “games in education” concept mature enough? (YES) Teachers lack awareness, knowledge, support Policy makers likewise Gaming industry – could be the driver, but that is not the case

Already covers this large educating target group with “non-educational” games ?

Waits for the acceptance of the concept? Lacks awareness ? Needs more collaboration with advanced, creative educators ?


IMAGINE projectIMAGINE project

Increasing Mainstreaming of Games In Learning Policies (IMAGINE), LLP, Leonardo

Imagine may be the answer to previous questions Collecting relevant information and knowledge about gams in

education Providing guidelines to policy makers Disseminating information, knowledge, content, expertise...

And beyond Establishing community of all interested parties through

different means Gaming industry, policy makers, experts, researchers,

teachers based on real examples


Imagine Games DirectoryImagine Games Directory

Web based directory of existing educational products: Educational games, game engines, game development and

playing web platforms

To be edited and filled in by developers themselves, based on the project consortium request

Directory fields comprise relevant information about different aspects of products to enable teachers to find the product to suit their needs or at

least to get an idea... enough directory records will confirm maturity of the concept reaching towards developers and game industry


Case studies, reports and recommendations Case studies, reports and recommendations

Extensive study of past “digital games in education” related projects was already performed around 100 projects evaluated report available on the imagine web site

Several case studies, covering different educational areas are to be thoroughly described and commented upon on the Imagine web site

Set of recommendations regarding mainstreaming of games will be prepared for the policy makers


Imagine communityImagine community

Set of round table workshops and final conference, targeting people working at key levels of national ministries responsible

for: school education, adult and lifelong leaming, vocational training (employment), skills agendas, regional and local education authorities agencies promoting ICT in schools

influential education practicioners, researchers, industry http://www.imaginegames.eu/ portal providing access to

information and community features forum, twitter, linkedin...


Questions & disscusionQuestions & disscusion

Thank you for your attention! [email protected]; www.ltfe.org;


http://www.imaginegames.eu/http://www.imaginegames.eu/http://www.imaginegames.eu/http://www.imaginegames.eu/

Marko Papic Eminent09 Workshop A1

Education

Transcript of Marko Papic Eminent09 Workshop A1