Using Gaming for Instructional Purposes
Download as PPT, PDF
2 likes814 views
The document discusses using gaming for instructional purposes in educational settings. It provides reasons why games can be effective learning tools, such as engaging students with familiar formats, reinforcing social skills, and allowing students to explore concepts with less risk. The document also outlines characteristics of gamers that make them good learners, such as being willing to experiment, learn from mistakes, and seek help. Additionally, it discusses different types of games, matching games to curriculum goals, and considerations for implementing gaming in the classroom or library.
![Jenny Levine Strategy Guide [email_address] AIM: cybrarygal March 5, 2010 Questions? http://theshiftedlibrarian.pbwiki.com](https://image.slidesharecdn.com/20100305akla-gaming4instruction-100310115827-phpapp01/85/Using-Gaming-for-Instructional-Purposes-67-320.jpg)
Using Gaming for Instructional Purposes
- 1. USING GAMING FOR INSTRUCTIONAL PURPOSES Jenny Levine jlevine@ala.org March 5, 2010 http://www.flickr.com/photos/betsssssy/628133114/
- 2. Why fiction? Why graphic novels? Why sports? Learning Comes from a Variety of Sources
- 3. Engage students with familiar materials Reinforce social skills & boundary/rule learning Explore ethical behavior with less risk Levels of achievement other than winning Create information literacy activities across formats/media Implement interactive, experiential learning, rather than only text-based activities Require the dynamic application of information, not just memorization Games lower the barrier for membership in a network of learners Brian Mayer & Chris Harris Reasons to Use Games in Instruction
- 4. Failure = Reflection + Learning http://www.flickr.com/photos/tamedblossom/955326543/
- 5. See themselves as a hero on a quest Willing to experiment and keep trying like to fix things Willing to seek expertise and ask for help also willing to share expertise and help noobs Desire to collaborate team players Learn from their mistakes and can adapt quickly Thrive on fast decision-making good at prioritizing Willing to take risks Very good at multitasking and continuous partial attention Gamers
- 6. Have an inherent distrust of bosses Have strong organizational skills Focused on feedback, improvement, constant practice creative problem solvers Constantly seeking to be challenged Proactive rather than reactive Format-agnostic, experiential learners Dont want to be spoon-fed they want to do their own research and figure things out for themselves Are used to creating content Expect interaction, rewards, customization, and multiple paths Gamers
- 7. 油
- 10. Types of Games Card Big Board Computer Mobile Online Outdoor Video
- 11. Types of Games Card Big Board Computer Mobile Online Outdoor Video
- 12. Match Games to Goals/Curriculum http://www.flickr.com/photos/yoyolabellut/3404151250/
- 15. What Pok辿mon Can Teach Us about Learning and Literacy - Vivian Vasquez (pdf)
- 16. 油
- 17. 油
- 18. 油
- 19. 油
- 20. 油
- 21. 油
- 22. 油
- 23. 油
- 24. 油
- 25. 油
- 26. 油
- 28. 油
- 29. 油
- 30. 油
- 31. 油
- 33. 油
- 34. 油
- 35. 油
- 36. 油
- 37. 油
- 38. 油
- 39. 油
- 40. 油
- 41. Classroom Considerations Collection development Authenticity of game play Identification of curriculum alignments Game time Return on investment Purchasing
- 42. Options Off-the-shelf Create your own
- 43. 油
- 44. 油
- 45. 油
- 46. 油
- 47. You need to find articles and background information in order to make a presentation. Which resources are best to use? a. Web sites you find using Google b. Books and encyclopedias c. A combination of library resources including journal and newspaper articles and books Answer: c. A combination of library resources including journal and newspaper articles and books Your instructor placed some articles on reserve for your class to read. You can: a. Access them online b. Go to the Circulation Desk to check them out c. Either A or B Answer: c. Either A or B Arizona State University, West Campus http://www.west.asu.edu/libcontrib/game/internet-librarian/InternetLibrarian.ppt
- 48. Much better that just a lecture It was fun! I didnt fall asleep or anything I like the game!! Does Milton Bradley make that one? Arizona State University, West Campus http://www.west.asu.edu/libcontrib/game/internet-librarian/InternetLibrarian.ppt
- 49. 油
- 50. 油
- 51. 油
- 52. 油
- 53. 油
- 54. 油
- 55. 油
- 56. Options Off-the-shelf Create your own Harness learning principles from gaming
- 57. 油
- 58. 油
- 59. 油
- 60. 油
- 61. 油
- 62. 油
- 63. 油
- 64. So the suggestion I leave you with is not use games in schoolthough thats a good ideabut: How can we make learning in and out of school, with or without using games, more game-like in the sense of using the sorts of learning principles young people see in good games every day when and if they are playing these games reflectively and strategically? -- James Paul Gee http://www.flickr.com/photos/banlon1964/646793350/
- 65. Further Reading Gaming in Academic Libraries Amy Harris, Scott Rice (editors) What Video Games Have to Teach Us about Learning and Literacy James Paul Gee How Computer Games Help Children Learn David Williamson Shaffer Dont Bother Me Mom--Im Learning Mark Prensky Got Game: How the Gamer Generation Is Reshaping Business Forever John Beck and Mitchell Wade Research Quest Paul Waelchli Library Gamer Brian Mayer
- 66. The Librarians Guide to Gaming: An Online Toolkit National Gaming Day @ your library Saturday, November 13, 2010 Games and Gaming community Gaming, Learning, & Libraries Symposia (2007 & 2008) From ALA Sign up your library!
- 67. Jenny Levine Strategy Guide [email_address] AIM: cybrarygal March 5, 2010 Questions? http://theshiftedlibrarian.pbwiki.com
Editor's Notes
- Fiction = broader, real-world perspective; teaching English language; historical contexts; shared narratives; personalize the past Graphic novels = pathway to more complicated material; visual resources, not just text; more engaging material that students connect with Sports = teamwork; collaboration; communal success; social responsibility
- Face-to-face skills, negative consequences, expertise, real-time guidance, understanding of how the need to evaluate information applies outside of the classroom.
- How do kids learn these skills playing videogames? Is World of Warcraft a skill-building game?
- Macro and micro views of data
- Platforms for gaming
- Platforms for gaming
- Platforms for gaming
- Johnson argues that TV is passive, one-way; older boardgames just teach you that your future is left to chance, whereas videogames are much more engaging and two-way.
- Not just obvious connections between two countries, but as youre building youre trip, you have to be able to recognize when a card gives you this type of opportunity. I have built a trip that gives me options, taking into account probability and tracking which cards have already been played.
- Validity of varying approaches to solving problems
- Qwerty Warriors
- The key is to match games to games to goals/curriculum. Use where games meet standards.
- Platforms for gaming
- Gaming principles include situated meaning, systems learning, feedback, cross-functional teams, performance before competence,
- Gaming principles include situated meaning, systems learning, feedback, cross-functional teams, performance before competence, etc. Why do we teach fiction in school? To teach English language, provide context for historical studies, share experiences, etc. Chris & Brian. Same principle find the learning value and apply it.