Gapmet workshop final
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This document summarizes a workshop on game making for learning using the MAGICAL project. The workshop included an introduction to how games can support learning, an overview of the MAGICAL project which explores using game making to teach soft skills, and a demonstration of the Magos Lite game making platform. Attendees then planned game making experiences and resources from the project were shared, including the game making platform, educational games library and pedagogical planning tools.
Gapmet workshop final
- 1. Game Making for Learning a MAGICAL workshop Jeffrey Earp (ITD-CNR) GAPMET - Athens, GR 08/03/2013
- 2. Todays activities a quick look at games & learning intro to the MAGICAL project integrating game making in teaching interactive demo of Magos Lite platform making & playing Magos games planning our game making experiences 08/03/2014 MAGICAL workshop GAPMET, Athens 2
- 3. What do games offer for learning? 3 Engagement Action Play 08/03/2014 MAGICAL workshop GAPMET, Athens
- 4. 4 well-ordered problems connecting play & learning good tools cycle of expertise clear goals narrative immersion safe failure multiple learning paths learn by doing learning transfer feedback & assessment design thinking Teaching as Designing GBL principles - James Paul Gee, 2011 MAGICAL workshop GAPMET, Athens 08/03/2014
- 5. GBL 5 is integration of games or gaming mechanics into educational experiences involves a number of important soft skills (that) schools strive for students to acquire: collaboration, problem solving, communication, critical thinking, and digital literacy. Horizon Report 2012 K-12 MAGICAL 08/03/2014 workshop GAPMET, Athens
- 6. Popular game types 6 Commerical off-the-shelf games (COTS) Massively Multiplayer Online Role-playing Games (MMORPGs) Serious Games Educational games MAGICAL 08/03/2014 workshop GAPMET, Athens
- 7. Some game genres & learning 7 Adventure Problem-solving, lateral thinking, creativity Platform Motor skills, problem-solving, spatial skills Puzzle Literacy, numeracy, logic, memory, application of skills Quiz Facts, recall Role playing Decision-making, empathy, critical thinking, attitudes Sandbox Design, creativity, collaboration Shooter Strategic thinking, working under pressure, timing Strategy Time management, planning, strategizing MAGICAL 08/03/2014 workshop GAPMET, Athens
- 8. 08/03/2014 MAGICAL workshop GAPMET, Athens 8
- 9. MAGICAL snapshot What? game making for learning and transversal skills When? 1 Jan. 2012 01 Oct. 2014 (33 months) How? EU Longlife Learning Progamme KA3 (ICT) Who? Institute for Education Technology, CNR (IT) Tampere University of Technology - TUT (FI) Manchester Metropolitan University (UK) Katholieke Universiteit Leuven (BE) MAGICAL 08/03/2014 workshop GAPMET, Athens
- 10. Main project objectives Investigate collaborative game making as a student-centred, hands-on approach to learning Examine how it supports soft skills: collaboration, problem-solving, creativity, ICT literacy Implement game-making environments & activities Support broader uptake of collaborative game making in education MAGICAL 08/03/2014 workshop GAPMET, Athens
- 11. Target populations Primary school students Student teachers In-service teachers Staff dealing with special needs (SEN) MAGICAL 08/03/2014 workshop GAPMET, Athens
- 12. Core activities develop MAGOS (Lite) platform run teacher training courses (BE, FI, IT, UK) run classroom experiments (BE, FI, IT, UK) gather & analyse data/results trial in non-consortium country (GR) refine outputs for transfer disseminate & support uptake MAGICAL 08/03/2014 workshop GAPMET, Athens
- 13. Core outputs Magos (Lite) game making-platform Library of game making environments Set of ready-to-go educational games Pedagogical planning tool Set of reusable pedagogical plans Guide for classroom practice Toolkit for teacher/educator training courses MAGICAL 08/03/2014 workshop GAPMET, Athens
- 14. Library of Game Making Environments for Learners 08/03/2014 MAGICAL workshop GAPMET, Athens 14
- 15. integrating GBL in teaching Some key concerns Place and integration in the curriculum Planning & organisation what game/s access to and management of digital environment design and steps of learning unit activities in/out of class, school/home assessment etc. 08/03/2014 MAGICAL workshop GAPMET, Athens 15
- 16. Implementing GBL So what about the digital game environment? Adopt existing games entertainment or educational off-the-shelf or modified Create new games teacher-created or student created 08/03/2014 MAGICAL workshop GAPMET, Athens 16
- 17. Introduction of Magos Lite 08/03/2014 MAGICAL workshop GAPMET, Athens 17 08/03/2014
- 18. MAGOS Lite game-making environment MAGICAL workshop GAPMET, Athens 18
- 19. Planning game making experiences 08/03/2014 MAGICAL workshop GAPMET, Athens 19
- 20. Pedagogical planner for GBL 08/03/2014 20
- 21. Planning game making experiences 08/03/2014 MAGICAL workshop GAPMET, Athens 21
- 22. MAGICAL website http://www.magical-project.net/ Pedagogical Planner http://www.magical.itd.cnr.it/ Library of Game Making Environments for Learners http://amc.pori.tut.fi/game-building-tools MAGICAL bibliography on Mendeley http://www.mendeley.com/groups/193239 1/magical-collaborative-game-design-for-learning/ Scoop.It! curated game making feed http://www.scoop.it/t/game-making-and-learning our mailing list magical-gapmet@itd.cnr.it my email jeff@itd.cnr.it 22 MAGICAL links MAGICAL 08/03/2014 workshop GAPMET, Athens
- 23. Thank you! 08/03/2014 MAGICAL workshop GAPMET, Athens 23
Editor's Notes
- #4: Action many games embody active learning principles Collaboration, problem-solving, experiential learning, principles of feedback and scaffolding, ability to practice These arent unique to games, but a way of getting active learning principles in through the back door Engagement a lot of these techniques are used in gamification Goals, rules, challenge, rewards, points, leaderboards/competition, collection, curiosity/mystery Wont appeal to everyone, can be disengaging as well, has to be well thought out Play educational games dont have to be serious For me, playfulness is the key aspect, the idea of the magic circle that allows people safe spaces in which to make mistakes, use of fantastic environment, narrative and storytelling, playing on the emotions, giving students agency to make decisions
- #6: The use of games to enhance, support or facilitate learning Can be in formal or informal contexts Not limited to playing games Not limited to high-end games Not limited to digital games Not limited to schools/training Not simply simulations/virtual worlds
- #18: Review what will be covered in the session
- #20: Review what will be covered in the session
- #22: Review what will be covered in the session