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Creating the textbook for the digital age

Explore how interactive games are shaping the future of education, providing tailored learning experiences, embodied learning, collaborative learning, and just-in-time information. Discover how videogames blur the lines between producers and consumers, offer embedded assessments, and foster a culture of participation.

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Creating the textbook for the digital age

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  1. Creating the textbook for the digital age Kurt Squire, PhD University of Wisconsin-Madison

  2. For the first time in American history, a majority of high school students, even among the high – achieving, school-affiliated report that school is little more than accreditation.

  3. Gee, 2004; Steinkuehler, 2005; Squire 2006

  4. Full Spectrum Warrior: Training

  5. Models for the future of education • Personally meaningful, tailored • Embodied learning • Learning through failure • Producers and consumers blurred • Transmedia experience (Pokemon) • Information is just-in-time • Learning is collaborative • Embedded assessments

  6. Videogames also suggest social forms of organization indigenous to the digital age.

  7. We are living in an interactive age built on interactive technologies of simulation … Cultures of participation Interactive technologies of simulation … and social structures of participation Lemke, 1996)

  8. “Get a Master’s in Civ3” • Apolyton University • Apolyton.net • 100s of students • 74 registered members • 23 courses and 6 games • 19302 posts • - median response time = 2-5 hours

  9. Interviewer: Do you ever compare your Civ play to school? Rob: Yes. I did a term paper on my Fall of Rome mod. You can also use it to think about current events. Like the way we’re trying to get Iraq to ‘culture flip’ to become an American cultural outpost. Interviewer: How does Civ 3 compare to the your Western Civ class? Rob: I actually learned a lot more history and geography through Civ3. I will probably learn more through scenario design and Civ3 than I will in this class because it’s so basic to me.

  10. World Civilization clubs... • Creating deep, lifelong learning with Civ3 • Creating a modding community of practice • Developing design orientation to media • Providing routes to other valued practices • Might we build a “self-organizing” learning system?

  11. Interviewer: So do you think that is like the real Vikings?  • Jamaal: Actually it is because the berserks would take this stuff which they made called wolf-bane….  like with Ivan the Boneless, which is my name in the game. • Interviewer: Where did you learn this?  • Jamaal: It’s from a book I’m reading.  It’s a fantasy but all the land and stuff is just like real Europe.  They have Iceland on the map, and the long ships.  • Interviewer: So have you read about this at school at all?  • Jamaal: No… • Interviewer: So what is the scenario you made?  • Jamaal …I have the island that I really wanted or that I had to get to if I wanted to win the game because it has every resource.   Every island has horses and iron and the basic stuff…,

  12. Might we design games for learning?

  13. Scientific Role Playing Games

  14. Game Design- Players Each player will perceive the case in a particular perspective and can do something others can’t. …Environmental scientistInterview people Take samplings ...Medical DoctorInterview people & Diagnose symptoms …Government officialInterview people Official documents Players must collaborate in order to develop a holistic view of the case (jigsawing).

  15. factors Watershed Job Security Spring Rain Fishing MadCity Run-offs Friendship Mercury Alcohol Drinking TCE Overweight & Health Issues Algae bloom PCB Life Insurance Food Chain Family Catfish Sediment Walleye Water quality

  16. embedded reflection MD: He is wrong. I think obviously the runoff from … put mercury in the lake. The catfish ate…the catfish consumed the plankton and the mercury and then he ate the catfish and brought some home for his wife. That’s why his wife and kid are sick. And he is sick. And the wife transferred it to the baby through breast milk but not substantially. And the kid suffering from nervous disability so honestly he had died of mercury or something else.

  17. Educational games as designed experience • Games are ideological worlds • Game players learn through performance in them • Learning is a reflective process of participation • From content to trajectories of experience Squire, K. (in press). From content to context. Videogames as designed experience. To appear in Educational Researcher.

  18. Kurt Squire: kdsquire@wisc.edu Games, Learning, Society: Madison, WI June 15-16 Thanks to: Eric Klopfer, MIT

  19. Games as ideological worlds Kurt Squire University of Wisconsin-Madison ADL Academic Co-Lab

  20. culture of simulation

  21. culture of simulation “For better or worse, simulation is no mere fad. Indeed, to think of simulation games as mere entertainment or even as teaching tools is to underestimate them. They represent a major addition to the intellectual repertoire that will increasingly shape how we communicate ideas and think through problems…We shall be working and thinking in SimCity for a long time.” – Paul Starr, 1995

  22. videogames offer (one) implicit critique of school-based learning

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