Power barma-daniel-geo ed3d-ed-media-2011
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GeoEduc3D: Mind your game, game your mind!
ED-MEDIA 2011Lisbon
JUNE 27-30
Michael POWERSylvie BARMASylvie DANIEL
©GéoEduc3D
GeoEduc3D project – Online meeting – June 10th, 2009
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The GeoEduc3D Project
A university research project involving Geomatics & Education (Educational Technology, Science &
Technology AND Social Sciences Education)
Geomatics Education
Geography
ComputerScience
Sc. & TechEducation
Educational Technology
Soc. Sc.Education
GeoEduc3D project – Online meeting – June 10th, 2009
3
A university research project involving Geomatics (Geography + Computer Science) , and Education (Ed Tech, Science Ed. and
Social Sciences Ed.) focused on Serious Gaming
Geomatics Education
Geography
ComputerScience
The GeoEduc3D Project
Sc. & TechEducation
Educational Technology
Soc. Sc.Education
Mobile serious gaming
Activity that allows game-playing ANYWHERE …
Based on gamer location
geo-positioning geotagging
geo-caching
Photo:http://www.henryjenkins.org/klop5.jpg
For Kaufman & Sauvé (2010), a serious game
– is a pedagogical vehicle within
a realistic or artificial environment;– Players may compete or cooperate;– Rules structure interaction; – The goal is to win.
■ Practical apps in Geomatics ubiquitous, even commonplace, like GPS;
■ Yet, Geomatics, as a field, low visibility;■ Raising awareness among teenagers is
crucial.■ Goals: attract youth to careers in science
and technology;■ achieve a higher level of awareness
among youth about geomatics by developing interactive, mobility-enhanced, augmented reality-based, educational games.
The GeoEduc3D Project
Sylvie Daniel
LAVAL Univ.Rob Harrap
QUEEN’s Univ.Michael Power
LAVAL Univ.
Project management
Canadian Team
Canadian Team
Main team at Laval University
• International Collaborators
International Collaborators
Province of Québec CANADA
Education Reform in QuébecTechnology and Science Education
ISSUES•Climate Change •Drinking Water•Deforestation•Energy Supply•Food Supply•Waste disposal
Sources : Google images
Education Reform in QuébecTechnology and Science Education
■ Priority: context-based learning;■ Avoiding content-centered learning
alone;■ Active student participation in choice
of learning activities;■ Closer School-Community links;■ Focus on implementing knowledge to
investigate issues rather than on simply “covering the program”UNESCO (2010)
Gouvernement du Québec (2006)
Curricular Foundations
Education Geomatics
Useable Classroom Content
Pedagogical/Didactic Scenarios
Geospatial Data generation, retrieval &
processing
•Cross-disciplinary & discipline-based competencies •Environment-related issues •Scientific concepts
•Geopositioning, geotagging, geocaching;•Augmented Reality integration•New smartphone, GPS-equipped technologies
Education Geomatics
Useable Classroom Content
Pedagogical/Didactic Scenarios
Geospatial Data generation, retrieval &
processing
•Cross-disciplinary & discipline-based competencies •Environment-related issues •Scientific concepts
•Geopositioning, geotagging, geocaching;•Augmented Reality integration•New smartphone, GPS-equipped technologies
A Serious Gaming
approach------------Attractive gaming
interface for youth
21st century, cross-disciplinary competencies & serious gaming
• Teamwork
• Communicative ability
• Context-related decision-making
fastcompany.com
Problem-solving through SERIOUS
GAMING
http://www.photoshopcstutorial.com/tutorials/magnify/images/magnifyingglass.gif
21st century, cross-disciplinary competencies & serious gaming
AND
• What curricula-based issues could best be examined using a serious gaming approach implementing M-learning?
• How best could mastery of geospatial data generation and retrieval be achieved and harmonized with curricular science and technology concepts appropriation while generating dynamic interactions between players using a workable gaming prototype?
Research questions
Methodology: Design-based research
Current phase 2011 (prototype dev. & testing)•design research approach (Jonassen, Cernusca & Ionas, 2007; Sandoval & Bell, 2004). •Design research focuses not only on design products generated but on the entire design process through to delivery and ongoing, follow-up assessment;•Necessarily encompassing a larger reality, thereby contributing greatly to theory-building (Brown, Collins, & Duguid, 1989; Jonassen et al., 2007). •Involves intensive in-the-field, observation-based, iterative prototyping and data collection (Cobb, Confey, diSessa, Lehrer & Schauble, 2003; Joseph, 2004).
Internet, cell phones, PDAs, smart phones
the “Connected” Generation (CEFRIO, 2009)
Environment-related Issues
New Competencies Development (School Reform)
Educational activities based on mobile serious gaming
Competency development & technologymobile smartphones & software
Google imagesGoogle Android
Apple iPhone
+
A GeoEduc3D screen view under development
Auteurs : Azuma, 1997; Milgram, 1994, MacIntyre, 2001
Reality is augmented by superimposing virtual images.
GPS combining AR
©GéoEduc3D
mobilewhack.com
Client-Server Logic - Player Dynamics
Client : Desk computer
Mobile Plateform Client:
AndroidPDA, iPhone
Android
PDA, Iphone+ outils
Calculatrice, Google map
Commander
Scout
Comms (Twitter)
3 Experts
-energy efficency
-environment prot.
-retrofittingmaterials
VideoFeed
-Validates calculations, - Provides info on building energy consumption.-Positions geo- tags
Server database:determines
geotag positioning,energy availibility, etc.
DetectsGeo-tags
Community WIKI
Communication w/ Comms
©GéoEduc3D
Positioning of geo-tags
• Overview of the geotag database obstacles
Game
Geotag
Team
Bonus points
Building
Traps
Game area
Commander
- Registers as Commander;
- Creates teams;- But even the
Commander does not see all geotags in the field...
Oy, did any one see that ?(*&(*% French
ship?
French ship
Commander’s map
©GéoEduc3D
Commander’s map
The Commander can access only some of the geo-tagged-information on the map
©GéoEduc3D
ROLES: Experts
A- Energy Efficiency Expert
B- Environmental Expert
C- Retrofitting Expert
©GéoEduc3D
ROLES: Experts
• Logs in as an expert
• Accesses budget
• Accesses experts’ tools from options
• Can buy extra ‘options’ (as funds accumulate)
©GéoEduc3D
ROLES: Comms
• Selects team
• Choose name and psuedonym
• Chooses role
©GéoEduc3D
Comms
Commander and Comms interact via Twitter
©GéoEduc3D
Comms
A-twittering I shall go…
And a-skyping too!
Comms Map
Similar to Commander’s… but Comms’ map is updated by another player, the SCOUT.
©GéoEduc3D
ROLE: the Scout
Must find unseen geotags
models2u.co.uk
©GéoEduc3d
ROLE: the Scout
©GéoEduc3D
Budget
• Information on available funds, appearing as real-time visual gauges
©GéoEduc3D
Logbook
A logbook is kept by all players listing all events
Log entryLogbook
©GéoEduc3D
Funding gauges
• When a player is standing next to a building:
©GéoEduc3D
Options• List of building retrofits
©GéoEduc3D
Option purchases
• Lists the options purchased by players
©GéoEduc3D
ControlThe commander must oversee ‘expert’ estimates
©GéoEduc3D
whatdaphuk.com
Just in case someone ….. up!
Alerts
When an « event » occurs,
« You have just fallen in a trap(…loser) ».
this screen comes up.
©GéoEduc3D
Comms Options
©GéoEduc3D
Capturing a building
• The Commander knows the coordinates where players must position themselves to capture a building (to access known geotag-based information);
• Transmits coordinates to Comms;
• Comms informs the experts.
Capturing a building
Experts surround a building
Experts are positioned around the building to capture it.Line-of-sight.
©GéoEduc3D
Capturing a building
The Commander can access geospatial feedback clues on the experts positions (i.e. 10 meters direction NW) are transmitted to and then via Comms to experts.
When the experts are in position and the geospatial coordinates are entered AND subsequently recognized by the program, the building is captured.
Scientific and technological culture
Moving from an elitist vision of science & technology
Towards a culture as an adaptive process, seeking solutions to frequently-encountered problems …
(Hutchins, 1995)
and which emerges and manifests itself within interactions between individuals.
Sylvie DANIEL – Principal Investigator/[email protected]
Rob HARRAP – [email protected]
Michael POWER - [email protected]
Sylvie BARMA Researcher in Science [email protected]
http://geoeduc3d.scg.ulaval.ca/