| Date post: | 07-Nov-2014 |
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http://www.flickr.com/photos/almarams/3902611177/
You can discover more about a person
in an hour of play than in a
year of conversation..
Let’s play the value of game-based learning in Academic Development
Chrissi Nerantzi & Craig DespardUniversity of Salford
16 November 12, 17th Annual SEDA Conference
Intended learning outcomes
• Explore the benefits and challenges of game-based learning within Academic Development
• Discuss the game-based learning approach used within the LTHE module of the PGCAP Programme
• Identify opportunities for game-based learning within PgCert programmes and other Academic Development activities
Let’s play the “Making Game” (20 min)
• Triads (or more depending on numbers)
• Get your smartphones/tablets out!
• Think outside-the-box• Use the resources
bank!• Play, create, share,
capture, reflect
Game instructionsStage 1 (10min): Work in triads to come up with a creative intervention based on the following scenario. Use the resource bank provided. Capture your idea using a smartphone (feel free to use audio, video and still images).
As a facilitator: “I found the induction with a new class the hardest. Too much silence and students find it hard to start talking to each other. I am usually asking them questions and encourage them to talk to each other but nothing seems to work that well and I feel uncomfortable too. I end up doing most of the talking and my students just sit there and listen... It doesn’t feel right and I would love to find a way to create a fun induction that will enable the students to get to know each other and feel more relaxed about the module. Any ideas?”
Stage 2 (10min): Share your creative intervention in 1min presentations and award points for each idea. (Max points 3 for your favourite idea) The triad that collects the most points is the winner of the game and will receive a prizeDelegates will be asked to record each other’s presentations using a smartphone.
Reflect
How did this feel? Share your reflections and
observations on a post-it note and swap with
other delegates.
“Sell your bargains” an alternative reality game
alternative reality games in Higher Education
Dr Nicola WhittonResearch Fellow, Education and Social Research Institute, Manchester Metropolitan University
Blog: http://playthinklearn.net/Twitter: @nicwhitton
“The rationale behind the use of alternative reality games is that the use of problem-based, experiential and collaborative activities in alternative reality games makes them ideally suited to teaching in higher education; particularly as they enable players to become involved in both playing and shaping the narrative as it emerges.” (Whitton, 2010, 87)
• Stage 1: Select – Threshold concept (authentic problem (individual task)
• Stage 2: Share and discuss problem, Invest – creative intervention (collaborative task)
• Stage 3: Surprise – test in practice, Case study (individual task (public voting)
“Sell your bargains” game
So, what happens?
“It was so much fun I think I forgot I was learning, but then maybe that was the point!”
http://rebeccajacksonpgcap.wordpress.com/sell-your-bargains/
Video set http://www.youtube.com/playlist?list=PL344DE3772E336242
combo approach
BYOD &
“no” tech
• fun and enjoyable experience• learning through play (not experienced before)• playing with colleagues from other disciplines• partnering• using different learning spaces• freedom despite structure• thinking outside-the-box• experimenting with digital tools (own devices
and freely available online platforms)• reflect on own practice and think about
introducing game-based learning with own students
benefits
Introducing game-based learning in own practice: “Although the chocolate makes the game fun, I’m hopeful that the game environment will enhance the learning experience by encouraging students’ creativity.
Instead of me showing them slides with lists of news values and endless examples, they’re going to have to find their own way through that complex concept through playing the game. “
PGCAP student
• Complexity of the game• One game organiser• Available digital
technologies• Physical location to
showcase ideas• Uploading video clips• Time required to fully
engage in all 3 Stages• Open voting
challenges
possible solutions• More facilitators (1 per
10 players)• Tablets for the game• Support (initial staff
development)• Scaffolding Stage 3
(case study template) and link to assessment
• Further dissemination (institutional repository, CPD session, publications)
• Use further channels to promote the game and play with other groups beyond the PGCAP
• seeks sponsors
Horizon Report Higher Ed 20122012 “Game-based learning has grown in recent years as research continues to demonstrate its effectiveness for learning. Games for education span the range from single-player or small-group card and board games all the way to massively multiplayer online games and alternate reality games. Those at the first end of the spectrum are easy to integrate into the curriculum, and have long been an option in many higher education institutions; but the greatest potential of games for learning lies in their ability to foster collaboration and engage students deeply in the process of learning. Once educational gaming providers can match the volume and quality of their consumer-driven counterparts, games will garner more attention.”
Horizon Report 2012, Game-Based Learning (Adoption 2-3 years)
Discussion
How can games be used more (effectively) within Academic
Development provision including PGCAP and
similar accredited programmes?
References
Gauntlett, D (2011) Making is connecting. The social meaning of creativity, from DIY and knitting to YouTube and Web 2.0, Cambridge: Polity Press.
Nerantzi, C (in print) “Sell your bargains” Playing a mixed-reality game with academics to spice-up teaching in HE, Cases on Digital Game-Based Learning: Methods, Models and Strategies, to be published by IGI Global (http://www.igi-global.com) in 2012.
NMC Horizon Report (2012) Higher Education Edition, available at http://www.nmc.org/pdf/2012-horizon-report-HE.pdf
Whitton, N (2010) Learning with Digital Games. A Practical Guide to Engaging Students in Higher Education, open and flexible learning series, Oxon: Routledge.
