gamebasedlearningand instruction-160607151935.pptx
- 1. Game Based Learning and Teaching whilst having fun: Incorporating Sunshine Online and ICT Resources Jack Dalton
- 2. Game based learning (GBL) is a type of game play that has defined learning outcomes. Generally, game based learning is designed to balance subject matter with gameplay and the ability of the player to retain and apply said subject matter to the real world.
- 3. KEY FEATURES OF GAME BASED LEARNING • Defined learning outcomes, meaningful learning experiences • Provide context and real world value of skill and content • Encourage deeper learning, integration of knowledge base and skill sets • Seamless accountability, feedback, intrinsic and extrinsic motivators • Combine audio, graphics and movement into an interactive and immersive environment
- 4. CHARACTERISTICS OF GOOD GAMES Clear, achievable goals, rules, measurable outcomes and rewards Appropriate challenge, gradually increasing difficulty A safe environment to explore and in which to make mistakes Interaction and feedback Collaboration and competition Age appropriate FUN
- 5. STUDENT LEARNING OUTCOMES Visual: The visual nature of games not only made the learning activity more fun and engaging, but it was a much easier way for them to learn as compared to other instructional methods they frequently encountered. Greater collaboration: Students enjoy working together and working as a team. Many learners also enjoy helping other classmates when they experience difficulties, and the support and encouragement they received from team members during game-play Concentration and focus: The ability games to sharpen focus and concentration, both in the short term and over the long Term. It may also impact on the perception of students ability to learn. Teamwork: This is one of the most commonly cited positive attributes to game based learning. The opportunity to work together, to share responsibility, to lean on one another when stuck, and so on.
- 6. IMPACT ON TEACHERS AND TEACHING PRACTICES Enjoyment and motivation: Being able to participate in the projects as much as their students, due in no small part to the enjoyment and motivation they see in the children. It allows teachers to engage in the activities which can also encourage students to want to take part if they see that their teacher is as well. Teacher role: Teachers are finding that their role is changing in various ways. It allows the chance to interact more such as spending less time up at the white board talking and more time with smaller groups and seeing how they are going. Classroom management: Teachers enjoy being able to work with and assess specific groups but need to keep in mind that they have to be highly organised in order to keep the game running and move groups on through their tasks. It all comes down to being organised. Teacher skills Using games can lead to teachers becoming more ICT orientated. They feel the games themselves are making them more aware of things that are out there.
- 7. IMPORTANCE ON SCHOOLS - Teacher support is essential — from technical staff as well as other teachers working with game-based learning. - Greater flexibility in timetabling and lesson organisation can be helpful in supporting teachers to explore the full potential of working with games over longer periods of time. - Encouraging a larger culture of collaboration and providing the means to support professional collaboration with peers is critical to supporting the growth of a larger game-based learning culture in the school.
- 8. LEARNING THREORY AS IT RELATES TO GAMES
- 10. RESEARCH AND DATA Project Tomorrow has collected the viewpoints of over 3 million students, educators and parents – the Speak Up dataset represents the largest collection of authentic feedback from these key educational stakeholders. Their latest game-based learning research white paper entitled, “Digital Teachers, Digital Principals: Transforming the Ways We Engage Students” takes a closer look at how to enhance teacher effectiveness in integrating technology and 21st century skills into curriculum.
- 11. Practicalities of learning in gaming environments Match with curriculum – gaming outcomes and learning outcomes Time available, location, resources Associated activities, briefing, debriefing – learning package Building in reflection and collaboration
- 12. Development options Use entertainment games Modify entertainment games Use virtual worlds Use educational games Create games Students create games
- 13. GAME BASED LEARNING FOR ASSESSMENT Using games for assessment is about more than tracking points. The past five years have seen a lot of growth in the digital games and assessment field, developing data collection engines that use sophisticated tools to measure student learning and provide teachers with targeted feedback. But one of the most common misconceptions we have run across is that all good learning games must assess learners within the game. The truth is that assessment happens around a game more often than it happens inside the game, and teachers must still design and provide authentic, useful assessment tasks for students. https://www.youtube.com/watch?v=B-BBsPl9GSo
- 14. BENEFITS OF GAME BASED LEARNING
- 15. BENEFITS OF GAME BASED LEARNING NOTICED ON PLACEMENT • Game-based learning approaches build on many children’s existing interests, skills and knowledge • Game-based learning approaches have the capacity to increase teacher motivation • Game-based approaches present an excellent opportunity to engage students in activities which can enhance learning and produce a range of educational benefits • Game-based learning approaches can increase communication between parents and teachers and school leaders
- 16. LIMITATIONS OF GAME BASED LEARNING Curriculum: The challenge for teachers to identify how a certain game would connect to the curriculum. Difficulty with integrating the play of the game into the time structure of the day, often in 45- min classes. Game related : The challenge for teachers to identify the accuracy and appropriatenes s of the content of the game. Irrelevant or distracting content from the game that could not be removed. Attitudes : The challenge in persuading other school stakeholders to the value of the game in the classroom. Teacher support: Lack of available time for teachers to learn the game and generate best practices with it. Lack of specific training and support on the effective use of games in the classroom. Assessment: Traditional assessments do not often align with game based learning, so new models and approaches must be considered.
- 17. Catering for Individual Needs Catering for Individuals is important to me so that everyone is engaged and learning successfully. To cater for individual needs I use Gardners theory of multiple intelligences to guide my planning so that I am able to engage the different learners in the class. For example; in a numeracy lesson ensure I have elements or focuses that appeal to visual learners, linguistic learners etc.
- 18. Catering for Individual Needs
- 19. ICT It is said that effective teachers 'capitalise on students' experience of a technology rich world' (DEECDa 2012). I will endeavor to create multi-modal learning opportunities in my classroom to capitalise on students’ knowledge of ICT and to create a classroom that is as stimulating and engaging as student’s technologically rich life out of school. • Some of the iPad applications I am enthusiastic to use in the classroom: • Popplet- brainstorming application • Wordle • Story Creator • YouTube Storyboards • A+ Spelling Tests • Explain everything • Flashcards+ • iCan count money Australia • Smiling Minds • Positive Penguins • rED Writing
- 20. ICT Some of the computer programs I would incorporate into my program include: • Sunshine Online Books • Voki • Glogster • Rainforest Maths • WorldBook Online • IXL • Learning Games for kids online • BBC Dance Mat Typing To ensure I cater to the digital natives in my classroom I would also utilise all technology made available to me. During placement I used the interactive whiteboard throughout most lessons. During literacy and numeracy I showed learning goals, rotations and tasks on the interactive whiteboard. I also made resources that can be used on the interactive whiteboard and invited students to share learning using it.
- 21. SUNSHINE ONLINE Sunshine online is an online literacy and mathematics resource for early years learners. It has been developed in Australia with content supporting the National Curriculum. As a first time user I was interested in the content and which literacy model it would link in with the best. The school I was on placement at used the Daily 5 and each classroom had a large scale CAFÉ board. This program explicitly allowed for listen to reading activities promoted under the daily 5.
- 22. Listen to reading is a part of the daily 5 to promote fluency as the student follows the text. This program allows for student led and program provided reading. All of the books, which cover fiction and non-fiction categories as well as leveled for different abilities, have activities, which the student then completes after listening to or reading the text. These are aimed at improving comprehension and the website states has a focus on ‘grammar, selling, writing and fluency’. While this tool could be used on a Smartboard as a comprehension or digital story asset, it’s strengths probably lie in its easy use for students and its ability to then quiz or promote engagement in the text after individual reading or listening to reading sessions.
- 23. MY STUDENTS USING ICT
- 24. REFERENCES Ahuja, R., Mitra, S., Kumar, R., & Singh, M. (1994). Education through digital entertainment - A structured approach. Egenfeldt-Nielsen, S. (2006). Overview of research on the educational use of video games. 1(3), 184- 213. Groff, J., & Mouza, C. (2008). A framework for addressing challenges to classroom technology use. AACE Journal, 16(1), 21-46. Sandford, R. & Williamson, B. (2006). Games and learning: A handbook from Futurelab.