Project pres 2

Feb 21, 2011Download as key, pdf

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The document discusses how stories, games, and technology can be used for education. It notes that storytelling is a part of many disciplines like books, movies, plays, and songs. Games are seen as an engaging way to learn, though some teachers remain skeptical. The document advocates designing games for learning and sharing experiences in game development and storytelling workshops.

?
MysteryBoxes

‘Everyone enjoys
a good story’

Stories

Plays
Books
News Poetry
History Songs
Movies Outdoor
Sports Activities

Storytelling

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stories
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tos ie

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s

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s

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Education

News Songs Poetry
Books Movies Plays
History Sports
Outdoor Activities

?
MysteryBoxes

‘Everyone enjoys
playing games’

Interview

Derek Robertson
National Advisor for Emerging
Technologies in Learning in Scotland

It’s largely thanks to him that Scotland
now leads the world in the emerging
ﬁeld of what Robertson calls
“games-based learning”.

Fun Inc. (Tom Chatﬁeld 2009)

Controversy

Nick Hood
Maths & Physics Teacher
Inverkeithing, Scotland

“I just don’t get this games based learning... it’s too easy... it tells
the kids that you just turn up and press buttons... It’s not good
enough for my classroom, it’s not good enough for my kids.”

Nick Hood - Audio Boo November 2010

Stories

Plays
Books
News Poetry
History Songs
Movies Outdoor
Sports Activities

Games

Project

I am:
Talking ‘Games Design’ with Gary Penn of Denki
Industry ‘ledgend’
Talking ‘collaboration’ with Derek Robertson
Learning & Teaching Scotland
Reading ‘Fun Inc’ by Tom Chatﬁeld
Currently the deﬁnitive commentary on ‘Games’ -
(the Guardian 2010)

I have:
Investigated Game Design
Creating my own game - NEoN Knights
Drawn on experience -
Children’s Storytelling workshop

The document describes a library's 2011 Read-to-Me summer program where children can complete various reading and story-related activities to earn prizes. By completing 10 activities from choices like reading books, telling stories, singing songs, children will receive a fudge roll coupon. Every 10 additional activities earns a free book, and weekly prizes are given for visiting the library each week during the program period from June 27th to August 13th. The activities can be logged on the provided sheet to track progress.

Board games NorwayVasilica Gazdac

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Snakes and Ladders was chosen as the game for an Erasmus project by the International School of Bergen due to its familiarity to children around the world. While Snakes and Ladders originated in ancient India to teach lessons, the school had parents and grandparents bring traditional games from their home countries for the children to learn. Games from different cultures were played and enjoyed by students, parents, and grandparents alike, helping to immerse the children in various cultures through a fun activity.

SelkokielisyysVäylä Projektiohjaaja

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Ignite competitionMatthew Dieden

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การดูแลสุྺภาพPornkamol Ket-aree

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Canzone napoletana classicaOrland Grapí Rovira

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Pystynkö oppimaan? -opas meille kaikilleMaarit Luojus

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การดูแลสุྺภาพPornkamol Ket-aree

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Educational opportunities offered by social mobile gamingCollege of North West London

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The document discusses the educational opportunities offered by mobile social gaming networks. It finds that games can provide engaging learning experiences for disenfranchised youth and foster both hard and soft skills. Players developed teamwork, time management, literacy skills, and even basic business and economic knowledge through game activities like trading and recruitment. The gaming network gave participants a social community and sense of belonging when not in school. It taught them that success requires sustained effort over time. Educators saw potential to build on students' gaming interests and skills to re-engage them in classroom learning.

Why Games (2008)Katrin Becker

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The document discusses how games can support learning. It explains that games incorporate many elements that align with learning theories, such as engaging students and allowing them to apply new knowledge. It also provides examples of how specific popular games incorporate elements like levels, tutorials, and feedback that help teach players based on theories such as Gagne's nine events of instruction. Finally, it discusses how games are being used for serious purposes in areas like health, science, and training.

Games and Learning and why schools don't need closed mindsDerek Robertson

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The document discusses the integration of games-based learning in schools, highlighting the positive impact on student engagement and motivation. It presents various projects and initiatives, such as using Nintendo DS and other video games to enhance educational experiences and foster creativity in curricula. The author advocates for an optimistic view on the benefits of video games in education, countering pessimistic critiques from educational skeptics.

Computer games and young learnersNik Peachey

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The document discusses the integration of computer games into learning environments, emphasizing the benefits of play in education and how games can motivate and engage students. It explains factors contributing to video game addiction and suggests various educational activities that utilize gaming for language learning. Additionally, it explores gamification techniques and emerging technologies like augmented and virtual reality in education.

Digital games chrissy112488

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This document discusses the educational benefits of digital games. It notes that research has shown positive benefits of digital games and many students require interactive instruction. Games can engage students in new activities and sports strategies at home which builds confidence. Parents and teachers should provide guidance by setting controls and restrictions. Well-designed educational games can promote skills like problem-solving, collaboration, and perseverance. If games are selected appropriately, they can supplement learning.

Digital Games in EducationGraham Stanley

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This document discusses using computer games in education. It argues that games make learning fun and engaging by capturing learners' attention. Games can be adapted to teach language skills and encourage language production as learners enjoy talking about games. The document recommends game genres like interactive fiction, escape rooms, adventures and role-playing games for language learning. It provides guidance on grouping learners, preparing materials, and reflecting on puzzles to support game-based language activities.

Why Games? The 2007 EditionKatrin Becker

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Games in learning_sonja_angSonja Ängeslevä

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This document discusses how games can be used for learning. It defines what a game is, noting they have set rules and provide interactive feedback. Game mechanics like challenges, problem solving, and failure can motivate learning. The document advocates using games to create flexible learning that supports different learner types and perspectives. Games provide a safe practice environment, consolidate relevant resources, and encourage cooperation among players.

The use of computer and video games in educationSilversprite

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The document discusses the integration of computer and video games in education, exploring how games can enhance learning and facilitate interaction among students. It highlights various examples, surveys conducted, and the challenges faced in implementing games in classrooms, particularly in the UK. The author emphasizes the need for more formal research and case studies to validate the educational benefits of gaming in schools.

GamificationLourdes Cardenal Mogollón

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This document provides an overview of a workshop on using games for learning. It discusses what games are, how they can benefit students by developing skills like problem solving, and concepts like "hard fun." The document explains digital game-based learning and considers factors for teachers to consider when selecting games. Benefits of digital games include engagement and developing 21st century skills. Examples of educational games are provided, as well as resources for game-based learning.

Video Games The Learning Revolution Tesol FrancePaul Maglione

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The document discusses the increasing popularity and educational potential of video games, highlighting how they can enhance learning for English as a Foreign Language (EFL) through engaging and stimulating content. It contrasts traditional educational approaches with game-based learning, emphasizing that successful educational games prioritize gameplay over mere educational content. The authors argue for the integration of technology, games, and social networks to transform the learning experience for the current generation.

Having Fun is a Good Thing: Video Games in EducationGlenn Wiebe

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This document discusses the educational benefits of video games and challenges some common myths about gaming. It argues that games have become more complex over time and can encourage collaborative learning by creating emotional connections and patterns. While early critics linked games to drug use and isolation, evidence now shows that games do not necessarily cause violence or isolate players and that both simple and complex games can be educational. The document provides examples of educational games and resources for using games in teaching.

Video Games For TIES 2008Glenn Wiebe

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This document discusses how video games and online simulations can be used to improve learning in educational environments. It argues that games help rewire the brain by providing structured patterns, creating emotional connections, and encouraging collaborative problem-solving. Several studies and experts are cited showing that games may actually teach concepts better than traditional classrooms by appealing more to how the brain naturally functions. Examples are given of educational games that teach various subjects in an engaging way. Potential challenges of using games in the classroom are also addressed.

Scotland's Got Game: SLF08Derek Robertson

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The document discusses the integration of game-based learning in Scottish education, highlighting various projects and tools such as Nintendo DS and PS3 games to enhance learning outcomes. It emphasizes the importance of cultural relevance, collaborative learning, and the role of teachers in guiding projects that engage students creatively. Overall, the document advocates for a shift towards creating a culture of game design and consumption in classrooms to support student engagement and learning.

Game-based LearningJack Park

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This document proposes using game mechanics and elements to create an engaging learning experience called QuestMOOC. It suggests substituting real-world concepts for fantasy elements commonly found in games, such as representing lessons as quests and students as members of collaborative learning guilds. By providing an immersive gaming experience through avatars and roles, the goal is to enhance cognition and build skills like collaboration, research, and trust among students. QuestMOOC would follow a narrative structure within a massive open online course (MOOC) framework.

Game-Based LearningDavid Mullich

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Literature Review: Commercial Video Games In Classroom EducationMax Lieberman

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This literature review discusses the use of commercial video and computer games in classroom education, analyzing arguments for their pedagogical advantages and examining how these games are utilized in teaching. The author categorizes existing scholarship into speculative, observational, and controlled research, highlighting increased cultural relevance and technological advancements in gaming since the 1980s. It concludes that while the integration of commercial games presents challenges, they are successfully being employed to enhance motivation and learning across various subjects.

ULEARN13: Game Based LearningStephen Knightly

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The document discusses the potential for game-based learning within educational environments, emphasizing its engagement and effectiveness compared to traditional teaching methods. It provides insights into the demographics of gamers and outlines various benefits and strategies for integrating games into curriculums. The presentation also highlights research findings that support the pedagogical advantages of using games to enhance learning experiences.

Multimedia and gamingPresentaionslive.blogspot.com

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Futurelab - Consolarium - Console Games ResearchJennifer S. Groff

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This document summarizes a review of Scotland's Consolarium Initiative, which used console games in primary and secondary school classrooms. Interviews with school leaders, teachers, and students found that game-based learning approaches can engage students, enhance learning, and produce educational benefits when well-planned. Teachers saw benefits for teamwork, communication, and life skills, while increasing their own motivation. Students found it more interactive and fun than traditional classes, and perceived improvements in collaboration, focus, creativity, and confidence. Overall, the review found that games can effectively be used for learning when integrated into curricula and supported by teachers.

Project pres 2

1. ? MysteryBoxes ‘Everyone enjoys a good story’

2. ? MysteryBoxes ‘Everyone enjoys a good story’

3. ? MysteryBoxes ‘Everyone enjoys a good story’

4. Stories

5. Stories Plays Books News Poetry History Songs Movies Outdoor Sports Activities

6. Stories Plays Books News Poetry History Songs Movies Outdoor Sports Activities

7. Storytelling

8. Storytelling es ies sto stories i ies st rtor s rie tos ie st ie s or s or s stor st or ie s

9. Education

10. Education News Songs Poetry Books Movies Plays History Sports Outdoor Activities

11. ? MysteryBoxes ‘Everyone enjoys playing games’

12. ? MysteryBoxes ‘Everyone enjoys playing games’

13. ? MysteryBoxes ‘Everyone enjoys playing games’

14. Technology

15. Technology

16. Interview Derek Robertson National Advisor for Emerging Technologies in Learning in Scotland It’s largely thanks to him that Scotland now leads the world in the emerging ﬁeld of what Robertson calls “games-based learning”. Fun Inc. (Tom Chatﬁeld 2009)

17. Interview Derek Robertson National Advisor for Emerging Technologies in Learning in Scotland It’s largely thanks to him that Scotland now leads the world in the emerging ﬁeld of what Robertson calls “games-based learning”. Fun Inc. (Tom Chatﬁeld 2009)

18. Interview Derek Robertson National Advisor for Emerging Technologies in Learning in Scotland It’s largely thanks to him that Scotland now leads the world in the emerging ﬁeld of what Robertson calls “games-based learning”. Fun Inc. (Tom Chatﬁeld 2009)

20. Controversy Nick Hood Maths & Physics Teacher Inverkeithing, Scotland “I just don’t get this games based learning... it’s too easy... it tells the kids that you just turn up and press buttons... It’s not good enough for my classroom, it’s not good enough for my kids.” Nick Hood - Audio Boo November 2010

21. Controversy Nick Hood Maths & Physics Teacher Inverkeithing, Scotland “I just don’t get this games based learning... it’s too easy... it tells the kids that you just turn up and press buttons... It’s not good enough for my classroom, it’s not good enough for my kids.” Nick Hood - Audio Boo November 2010

22. Controversy Nick Hood Maths & Physics Teacher Inverkeithing, Scotland “I just don’t get this games based learning... it’s too easy... it tells the kids that you just turn up and press buttons... It’s not good enough for my classroom, it’s not good enough for my kids.” Nick Hood - Audio Boo November 2010

23. MysteryBoxes

24. Stories Plays Books News Poetry History Songs Movies Outdoor Sports Activities Games

25. Education News Songs Poetry Books Movies Plays History Sports Outdoor Activities

26. Project I am: Talking ‘Games Design’ with Gary Penn of Denki Industry ‘ledgend’ Talking ‘collaboration’ with Derek Robertson Learning & Teaching Scotland Reading ‘Fun Inc’ by Tom Chatﬁeld Currently the deﬁnitive commentary on ‘Games’ - (the Guardian 2010) I have: Investigated Game Design Creating my own game - NEoN Knights Drawn on experience - Children’s Storytelling workshop

27. Project I am: Talking ‘Games Design’ with Gary Penn of Denki Industry ‘ledgend’ Talking ‘collaboration’ with Derek Robertson Learning & Teaching Scotland Reading ‘Fun Inc’ by Tom Chatﬁeld Currently the deﬁnitive commentary on ‘Games’ - (the Guardian 2010) I have: Investigated Game Design Creating my own game - NEoN Knights Drawn on experience - Children’s Storytelling workshop

31. Summary

32. Life

Editor's Notes

#2: My Blog is called MysteryBoxes... #\nMystery in storytelling is crucial...\nIt&#x2019;s the mystery that keeps us hooked...\nBut for 5 mins I want to implicate you in a mystery...\n\nI will present you with a statement and I would like you to acknowledge in someway whether you agree or not.. a cursory nod will do... #\n\n
#3: My Blog is called MysteryBoxes... #\nMystery in storytelling is crucial...\nIt&#x2019;s the mystery that keeps us hooked...\nBut for 5 mins I want to implicate you in a mystery...\n\nI will present you with a statement and I would like you to acknowledge in someway whether you agree or not.. a cursory nod will do... #\n\n
#4: My Blog is called MysteryBoxes... #\nMystery in storytelling is crucial...\nIt&#x2019;s the mystery that keeps us hooked...\nBut for 5 mins I want to implicate you in a mystery...\n\nI will present you with a statement and I would like you to acknowledge in someway whether you agree or not.. a cursory nod will do... #\n\n
#5: Stories are presented in many forms... #\nBooks, movies, etc... \n\nBut even sports and outdoor activities have a narrative...\nThese stories that we &#x2018;live out&#x2019;... they are not written down...\nThey can go anywhere... and that can be very exciting!\n\n(umbrella of storytelling #)\n\n\n\n
#6: Stories are presented in many forms... #\nBooks, movies, etc... \n\nBut even sports and outdoor activities have a narrative...\nThese stories that we &#x2018;live out&#x2019;... they are not written down...\nThey can go anywhere... and that can be very exciting!\n\n(umbrella of storytelling #)\n\n\n\n
#7: Stories are presented in many forms... #\nBooks, movies, etc... \n\nBut even sports and outdoor activities have a narrative...\nThese stories that we &#x2018;live out&#x2019;... they are not written down...\nThey can go anywhere... and that can be very exciting!\n\n(umbrella of storytelling #)\n\n\n\n
#8: Stories are presented in many forms... #\nBooks, movies, etc... \n\nBut even sports and outdoor activities have a narrative...\nThese stories that we &#x2018;live out&#x2019;... they are not written down...\nThey can go anywhere... and that can be very exciting!\n\n(umbrella of storytelling #)\n\n\n\n
#9: Stories are presented in many forms... #\nBooks, movies, etc... \n\nBut even sports and outdoor activities have a narrative...\nThese stories that we &#x2018;live out&#x2019;... they are not written down...\nThey can go anywhere... and that can be very exciting!\n\n(umbrella of storytelling #)\n\n\n\n
#10: Stories are presented in many forms... #\nBooks, movies, etc... \n\nBut even sports and outdoor activities have a narrative...\nThese stories that we &#x2018;live out&#x2019;... they are not written down...\nThey can go anywhere... and that can be very exciting!\n\n(umbrella of storytelling #)\n\n\n\n
#11: Stories are presented in many forms... #\nBooks, movies, etc... \n\nBut even sports and outdoor activities have a narrative...\nThese stories that we &#x2018;live out&#x2019;... they are not written down...\nThey can go anywhere... and that can be very exciting!\n\n(umbrella of storytelling #)\n\n\n\n
#12: Stories are presented in many forms... #\nBooks, movies, etc... \n\nBut even sports and outdoor activities have a narrative...\nThese stories that we &#x2018;live out&#x2019;... they are not written down...\nThey can go anywhere... and that can be very exciting!\n\n(umbrella of storytelling #)\n\n\n\n
#13: Stories are presented in many forms... #\nBooks, movies, etc... \n\nBut even sports and outdoor activities have a narrative...\nThese stories that we &#x2018;live out&#x2019;... they are not written down...\nThey can go anywhere... and that can be very exciting!\n\n(umbrella of storytelling #)\n\n\n\n
#14: Stories are presented in many forms... #\nBooks, movies, etc... \n\nBut even sports and outdoor activities have a narrative...\nThese stories that we &#x2018;live out&#x2019;... they are not written down...\nThey can go anywhere... and that can be very exciting!\n\n(umbrella of storytelling #)\n\n\n\n
#15: Stories are presented in many forms... #\nBooks, movies, etc... \n\nBut even sports and outdoor activities have a narrative...\nThese stories that we &#x2018;live out&#x2019;... they are not written down...\nThey can go anywhere... and that can be very exciting!\n\n(umbrella of storytelling #)\n\n\n\n
#16: And storytelling is universal... Regardless of culture, wherever you go in the world storytelling is a universal common behaviour, whether through the forms we&#x2019;ve looked at, \nor simply around the camp fire...\n
#17: And storytelling is universal... Regardless of culture, wherever you go in the world storytelling is a universal common behaviour, whether through the forms we&#x2019;ve looked at, \nor simply around the camp fire...\n
#18: And storytelling is universal... Regardless of culture, wherever you go in the world storytelling is a universal common behaviour, whether through the forms we&#x2019;ve looked at, \nor simply around the camp fire...\n
#19: And storytelling is universal... Regardless of culture, wherever you go in the world storytelling is a universal common behaviour, whether through the forms we&#x2019;ve looked at, \nor simply around the camp fire...\n
#20: And storytelling is universal... Regardless of culture, wherever you go in the world storytelling is a universal common behaviour, whether through the forms we&#x2019;ve looked at, \nor simply around the camp fire...\n
#21: And storytelling is universal... Regardless of culture, wherever you go in the world storytelling is a universal common behaviour, whether through the forms we&#x2019;ve looked at, \nor simply around the camp fire...\n
#22: And storytelling is universal... Regardless of culture, wherever you go in the world storytelling is a universal common behaviour, whether through the forms we&#x2019;ve looked at, \nor simply around the camp fire...\n
#23: And storytelling is universal... Regardless of culture, wherever you go in the world storytelling is a universal common behaviour, whether through the forms we&#x2019;ve looked at, \nor simply around the camp fire...\n
#24: And storytelling is universal... Regardless of culture, wherever you go in the world storytelling is a universal common behaviour, whether through the forms we&#x2019;ve looked at, \nor simply around the camp fire...\n
#25: And storytelling is universal... Regardless of culture, wherever you go in the world storytelling is a universal common behaviour, whether through the forms we&#x2019;ve looked at, \nor simply around the camp fire...\n
#26: So, no great surprise then that when we look to education\nthe exact same &#x2018;storytelling tools&#x2019; are being used \nregularly in the curriculum.\n
#27: So, no great surprise then that when we look to education\nthe exact same &#x2018;storytelling tools&#x2019; are being used \nregularly in the curriculum.\n
#28: So, no great surprise then that when we look to education\nthe exact same &#x2018;storytelling tools&#x2019; are being used \nregularly in the curriculum.\n
#29: So, no great surprise then that when we look to education\nthe exact same &#x2018;storytelling tools&#x2019; are being used \nregularly in the curriculum.\n
#30: So, no great surprise then that when we look to education\nthe exact same &#x2018;storytelling tools&#x2019; are being used \nregularly in the curriculum.\n
#31: So, no great surprise then that when we look to education\nthe exact same &#x2018;storytelling tools&#x2019; are being used \nregularly in the curriculum.\n
#32: So, no great surprise then that when we look to education\nthe exact same &#x2018;storytelling tools&#x2019; are being used \nregularly in the curriculum.\n
#33: So, no great surprise then that when we look to education\nthe exact same &#x2018;storytelling tools&#x2019; are being used \nregularly in the curriculum.\n
#34: So, no great surprise then that when we look to education\nthe exact same &#x2018;storytelling tools&#x2019; are being used \nregularly in the curriculum.\n
#35: So, no great surprise then that when we look to education\nthe exact same &#x2018;storytelling tools&#x2019; are being used \nregularly in the curriculum.\n
#36: So, no great surprise then that when we look to education\nthe exact same &#x2018;storytelling tools&#x2019; are being used \nregularly in the curriculum.\n
#37: So then, I have another statement for you... #\n\nAgain, I would like you to acknowledge whether you agree or not... #\n\nGames are a rich medium through which to tell stories..\nAnd yet the mystery is that in education games are mostly restricted \nto sports... (that&#x2019;s like having one book for many subjects..?)\n
#38: So then, I have another statement for you... #\n\nAgain, I would like you to acknowledge whether you agree or not... #\n\nGames are a rich medium through which to tell stories..\nAnd yet the mystery is that in education games are mostly restricted \nto sports... (that&#x2019;s like having one book for many subjects..?)\n
#39: So then, I have another statement for you... #\n\nAgain, I would like you to acknowledge whether you agree or not... #\n\nGames are a rich medium through which to tell stories..\nAnd yet the mystery is that in education games are mostly restricted \nto sports... (that&#x2019;s like having one book for many subjects..?)\n
#40: Of course, there are all kinds of games...\nBoard games, card games, sports and outdoor activities such as treasure hunts and orienteering...\nBut of course over the last 30 years we have seen the emergence of video games to become the multi-multi billion &#xA3; business that it has become.\nIf games are a rich source of story telling then that richness is amplified immeasurably when we consider the realm of interactive computer & video games... \n(Dundee - Rich history in game development but also for runner in GBL)\nNext: Interview...\n\n
#41: Of course, there are all kinds of games...\nBoard games, card games, sports and outdoor activities such as treasure hunts and orienteering...\nBut of course over the last 30 years we have seen the emergence of video games to become the multi-multi billion &#xA3; business that it has become.\nIf games are a rich source of story telling then that richness is amplified immeasurably when we consider the realm of interactive computer & video games... \n(Dundee - Rich history in game development but also for runner in GBL)\nNext: Interview...\n\n
#42: Before Christmas I spent an hour or so with Derek Robertson... #\nLearning and Teaching Scotland - they design national curriculum\nHe is... \nTom Chatfield in his book... #\n\nI asked him &#x201C;What do video games offer as a learning tool that isn&#x2019;t available through other traditional means?&#x201D;... #\n
#43: Before Christmas I spent an hour or so with Derek Robertson... #\nLearning and Teaching Scotland - they design national curriculum\nHe is... \nTom Chatfield in his book... #\n\nI asked him &#x201C;What do video games offer as a learning tool that isn&#x2019;t available through other traditional means?&#x201D;... #\n
#44: Before Christmas I spent an hour or so with Derek Robertson... #\nLearning and Teaching Scotland - they design national curriculum\nHe is... \nTom Chatfield in his book... #\n\nI asked him &#x201C;What do video games offer as a learning tool that isn&#x2019;t available through other traditional means?&#x201D;... #\n
#45: Video... Derek Robertson...\nHe quoted James Paul Gee - a professor from California who has research and written widely on the subject of Games in Learning...\n
#46: It&#x2019;s obvious that not everyone would feel the same.\nHere&#x2019;s a quote from a teacher who posted this online - I&#x2019;ll be speaking to him during the week...\nHe believes learning is about hard work, and nothing more.\n\nIronically, Derek was initially resistant to the idea of a design tool to help him do his job...\n\n\n
#47: It&#x2019;s obvious that not everyone would feel the same.\nHere&#x2019;s a quote from a teacher who posted this online - I&#x2019;ll be speaking to him during the week...\nHe believes learning is about hard work, and nothing more.\n\nIronically, Derek was initially resistant to the idea of a design tool to help him do his job...\n\n\n
#48: It&#x2019;s obvious that not everyone would feel the same.\nHere&#x2019;s a quote from a teacher who posted this online - I&#x2019;ll be speaking to him during the week...\nHe believes learning is about hard work, and nothing more.\n\nIronically, Derek was initially resistant to the idea of a design tool to help him do his job...\n\n\n
#49: So, this is the Mystery... #\n\n
#50: If games are so effective as a storytelling tool and they belong in the &#x2018;storytelling toolbox&#x2019;:\nWhy are they missing.. #\n\n
#51: or rarely used, Here..!\n\nWhy is it some people, including teachers and most crucially &#x2018;parents&#x2019; just don&#x2019;t get it..?\n\nThese are the spaces i&#x2019;m investigating - these are the mysteries...\n
#52: Investigation of Design Tools... \nIDEO, Brian Eno, Katrin Becker, Curriculum for Excellence...\n\nIt is my intent to bring Games Design and Curriculum &#x2018;design&#x2019; together to produce a tool that can bridge that &#x2018;apparent&#x2019; gap...\n\nI&#x2019;ve also been in touch with Katrin Becker (Uni lecturer in Canada), who only this past week published a paper on her own design tool to evaluate games in learning - called \n
#53: Investigation of Design Tools... \nIDEO, Brian Eno, Katrin Becker, Curriculum for Excellence...\n\nIt is my intent to bring Games Design and Curriculum &#x2018;design&#x2019; together to produce a tool that can bridge that &#x2018;apparent&#x2019; gap...\n\nI&#x2019;ve also been in touch with Katrin Becker (Uni lecturer in Canada), who only this past week published a paper on her own design tool to evaluate games in learning - called \n
#54: Street posters... 15 in all...\n
#55: Street posters... 15 in all...\n
#56: Street posters... 15 in all...\n
#57: Street posters... 15 in all...\n
#58: Street posters... 15 in all...\n
#59: Street posters... 15 in all...\n
#60: Street posters... 15 in all...\n
#61: Street posters... 15 in all...\n
#62: Street posters... 15 in all...\n
#63: Street posters... 15 in all...\n
#64: Street posters... 15 in all...\n
#65: Street posters... 15 in all...\n
#66: Story telling workshop... \nPeople and Design - Sustainability project\n
#67: It seems to be the perfect time to be working and researching in the area of GBL...\n&#x2018;the magic bullet&#x2019; - part of &#x2018;first&#x2019; GBL Journal\nAlso, March GBL conference in Dundee... exciting times!\n\nI&#x2019;m convinced that there are opportunities to do something that could have a genuine impact and be of value to the subject.\n\nMy interest is in where &#x2018;good&#x2019; games and stories meet, to completely immerse players... it seems to me that these are rich areas for learning and entertainment..., but more than that... \nthey can be an extremely effective tool for learning about, and understanding ourselves.. and our personal development...\n\n...in preparation for the greatest story of them all...\n
#68: \n

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Project pres 2

Editor's Notes