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Agenda

Games in the Classroom: How They CAN Work Laz Allen Product Manager & Operations Director, TPLD Massively Multi-Learner 2007. Agenda. Introductions Challenge Solution Example. TPLD. World-leading technology & capability

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Agenda

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  1. Games in the Classroom: How They CAN WorkLaz AllenProduct Manager & Operations Director, TPLDMassively Multi-Learner 2007

  2. Agenda • Introductions • Challenge • Solution • Example

  3. TPLD • World-leading technology & capability • Software platform, tools and management system for Games-Based Learning solutions • Products are the GBL solutions (‘serious games’) built on the platform with the tools • Capability of platform, management system and tools is showcased by products

  4. What TPLD Deliver GBL products and services Software Developers Kit (SDK) which includes a set of software tools, libraries and documentation Enables the rapid development of bespoke GBL applications. Dedicated system that manages the complete lifecycle of the GBL learning program Real-time facilitation by non technical facilitators Capability to assess individuals and teams

  5. Product Portfolio Released March 22nd 2007

  6. EduteamsTM • Eduteams is an immersive team-based software package, built to ensure effective development of core and enterprise skills for young people • Supports a range of national initiatives • Curriculum Online • Scottish National Priorities and Curriculum for Excellence • Attainment • Inclusion • Citizenship • Learning for Life • CPD • Community Scotland Priorities • Back to work • NEET Initiative

  7. Infiniteams™ - Soft Skills Infiniteams can be used for: Team Building Team/Individual Assessment Leadership training Dysfunctional Teams Learning areas: Problem Solving Communications Collaboration Logical Thinking Decision Making Trust Leadership

  8. The Challenge

  9. A Matter of Wiring

  10. Familiarity • Teachers • Strangers in a child's world • Digital Immigrants • The Consumers… • Not Happy • Disengaged • Many leaving school without qualifications • Performance is lacking • especially for boys.

  11. Teachers Role • “What is my role?” • Sage on Stage or Guide on the side • Approach • Crowd control or free exploration • More interaction with the pupils • BUT they still have the same pressures as always!

  12. Past Failures of Learning Technology • Lack of real fun – dancing bananas • Technical issues – bugs/high specs etc • COTS - No learning framework – ‘use this game and learning will be fun and kids will learn more!’ • Take too long before you learn anything past the game play, Learning:Time Ratio • Just not practical

  13. The limitations • The classroom is not a natural gaming environment, but the people in the classroom are gamers • Lack of PC’s and technology • Attitude of the system – games do not belong in this environment • Time and curriculum restraints • Tech Savvy pupils and Digital Immigrants

  14. The needs of learners: Decisions Autonomy and Responsibility and confidence Information – not patronised Learn in a way that is good for them (as opposed to easy for the teacher) The needs of School: Get results – more funding Meet the curriculum Satisfy Stakeholders Produce effective learners Good contributors to society Needs

  15. Summary The challenge is… • Familiarity • Changing Role of the Teacher • The Environment • The Many Limitations • The Contradicting, but valid, Needs

  16. The Solution(the TPLD solution anyway!)

  17. What is an appropriate Framework? • Easy to pick up and play • Fits with the curriculum • Fits into lesson time • Comes pre-packaged with a learning framework • Coupled with assessment

  18. Design • It has to appeal to the user group • It doesn’t have to match up to the commercial games, bad 3d graphics are more likely to turn players off than good 2d graphics. • Has to fit within the constraints of the classroom • Compliment and work with other mediums in use • Learning has to be integral to the design – they should not be separate elements

  19. The Design Balance You enjoy playing the game but remember non-relevant information Learning Theory Well Structured e-learning Subject Matter Gameplay Poorly Structured e-Learning A Game Bad GBL / Edutainment

  20. Methodology & Approach • Activities around the game – reflection & debrief • Structured lessons • Good Training for the teacher • Basic understanding of the game • Differences between these games and commercial games – disperse the fear • How to use the surround materials • What support is available to them • Context for learning • Expand the experience past the game • Use video cameras, other web2 technologies, presentations, posters etc • Work Experience

  21. Assessment • Logging • Interpretation • Skills set identification • Used by a teacher • Used by other pupils – peer assessment

  22. Summary of Solution • Framework • Design • Implementation • Assessment

  23. The First Example

  24. Intro to Eduteams • Play Video

  25. What does Eduteams mean to… • Teachers • Motivated and engaged learners • Auditable chat log • Personal and Team Assessment • Highlights issues within the classroom: bullying, depression, stress • Pupils • Find learning fun and motivated • Reduce social boundaries • Increase Idea production • Parents • Pupils will learn vital skills that will help them gain skills for life

  26. Students - “What I Liked Best” • Playing games and working as a team • A good alternative to other methods • Being in groups with my friends and it was a challenge • That we all had to work together to complete the games • I enjoyed concentrating!

  27. Students - “What Would/Should I Do Differently” • Make sure we all listen to each other and use the best strategy • Listen to the people I am playing with • Encourage my team mates more • Communicate better to help my team mates • Be more considerate and listen to my friends suggestions

  28. The Second Example

  29. Infiniteams

  30. UAD Case Study • Induction • Mix them up • Real World • Personal Discovery • Courses: Computing, Web Design, Social and Health Science

  31. Feedback from UAD • Communication Skills Improved • Planning/Problem Solving Skills • Exiting the ‘Comfort Zone’ • Relevant to the Students • Gave the students a basic intro to Teambuilding • Better than the previous years content!

  32. Commercial Break • University Packages • R&D Package • £500 per year • R&D + First Year Cohort Integration Package • £750 per year

  33. Conclusion

  34. Summary The problem can be solved by considering each of the solutions; • The Design (How you make the game) • The Assessment (what players…and stakeholders get out of the game) • The Implementation (how will the teacher use the game)

  35. Understand The Barriers • Teacher/Tutor Acceptance • Controversy - subsiding • Student Acceptance • Real Results are required (whether we like it or not) • Funding development and sales • Understanding the power of games, as tools and contexts

  36. Lessons Learned • Not a baby sitter – its not all about the game • Good design grounded in thorough research • Teacher/Tutor buy in • Couple with Traditional Techniques and Other Mediums • Tie in closely with curriculum – Must have and show a value • Must be fun and suit the audience • Interaction – reflection, grounding in real life

  37. Thank You, Questions? laz@tpld.net www.eduteams.com www.tpld.net

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