Category Archives: INF541

Participatory culture, do we dare to partake?

Though personally I really like the simplicity of Scratch and how engaging it can be, without the right direction and support it can turn into a classroom nightmare and turn students off a brilliant way introduce students to coding.

Mitchel Resmick- the director of the Lifelong Kindergarten MIT Media Lab says Scratch “teaches kids to think creatively, reason systematically and work collaboratively”. It is very important for our students to learn lessons from being able to fail in a safe and supportive environment. Game Based Learning (GBL) can support teachers in providing a safe space for students to work and learn from failure. But, this must come with a caveat attached, for students to fail and learn, teachers must at least have an idea of how to support students to succeed within the GBL environment. Prototyping methodology as outlined by Drew Davidson can be a powerful tool set in the hands of learners, especially if a teacher has taken the time to support students to develop their computational and design thinking skills. However, not all students start out on an activity with the same skill set, including problem solving, creativity and critical thinking skills so be must build their capacity first to assist them to achieve.

Support forms an important part of a GBL environment.
Support forms an important part of a GBL environment.

Recently I was invited into a classroom in Perth to watch a practicum student teacher present a session on coding to Year 8 students – the invite was from the practicum student as they know my background in mentoring technology in the classroom. Unfortunately for the practicum student teacher the lesson did not run according to their plan. Ultimately the session outcomes were not met key reasons for this were: there was only a little introduction to the topic; a very small amount of task description which was given verbally only to the students; no scaffolding; and poor support skills from the practicum student. The students in the classroom became frustrated as they really did not have a solid foundation for the task or what the teacher wanted them to achieve, this then resulted in the students becoming disengaged mid-lesson.

At the end of the session (after the students had left) I debriefed with the supervising teacher and practicum student about the session. My worry was the practicum student had become increasingly frustrated and angry with the students during the session as they became disengaged. The frustration stemmed from the students not grasping what was required of them and that they did not seem to have the skills to complete the task. I asked the practicum student about previous lessons that the students had in using the software and quickly discovered that this was the very first time it had presented to students and the practicum student was using a colleague’s lesson plan. As our conversation progressed about the topic I also realized that the key difference between how this lesson ran and her colleague’s lesson was that her colleague had taken the time to learn the software, worked up an example for the students to get an understanding of what was required and put in some solid learning outcomes.

With effort the story completed with an excellent ending.
With effort the story completed with an excellent ending.

Now from this story there is a happy ending. I was invited back to support the practicum student in presenting another session to the same group of students – this was at my suggestion. We really took the time to structure an example, demonstrated the techniques that were required to be used to create the digital output (ie. wire frame, story boarding and coding skills) gave the students a solid understanding of what was required for them to achieve. The practicum student and myself then became guides on the side for the remainder of the lesson to support the students as required. The result for the practicum student was that the class achieved all the outcomes, a complete turnaround to the previous. All the students had achieved and were excited to continue on with the next lesson. By investing the time to support and engage with learners and to demonstrate prototyping learning design.

To me this basic failure of the teacher to use effective teaching strategies just because she was using technology was the primary issue. I do believe however, that we need to support teachers in learning how to play and engage with technologies as well as support them to develop their own computational thinking and design thinking skills. By investing in our teachers we are investing in the students.

Creativity forms an important part of computational thinking and design thinking.
Creativity forms an important part of computational thinking and design thinking.

Students still find it difficult to creating new technologies and expressing themselves with technology. We need to support students to develop design thinking skills to support them in creating in new and different ways. Students will become familiar in technologies without a teacher always standing over them to make sure that they are using the technology exactly the same way the teacher would.

Recently I have encouraged a peer to reform a Community of Practice for the Adult Literacy and Numeracy area of the WA VET sector, which has been launched because of my support. This is exactly what peerography represents for me.

I think Samuel Beckett sums up the need to build resilience and safe failure into our teaching with his thoughts on the necessity of failing to eventually achieve:

“Ever tried. Ever failed. No matter. Try again. Fail again. Fail better.”

‘Tis better to have played and lost then never to have played at all

A critical reflection

I came to #INF541 – Game Based Learning ready to be challenged and was not disappointed. I had read and studied Prensky and had  read some of Karl Kapps work about Gamification so was up for a new style of unit, especially as I wanted to employ some of the information into training  I currently deliver.

Early on I set myself a personal goal of creating a resource about a gamer and their perspective on games with a feature on Ingress (Niantic Labs, 2015). I set this personal task so that I could explore not only the game but also see some of the drivers and motivations behind why people play games, which has given me much material to reflect on. It was slightly more difficult than I imagined as I had chosen a hardcore Ingress (Niantic Labs, 2015) player as my subject. He was very forth coming with his views, I only wish I had the time to do a series of video pieces as it was fascinating. This self-imposed task  had me filming, writing questions, and editing the film a whole new set of skills bagged thanks to #INF541, surely that means I level up!

I have developed a richer understand of games and the role that all forms of gaming can have in an educational context. The critical review exercise was challenging and made me drill deep into distinctly different papers. This was extremely difficult, but it made me feel comfortable about refusing to accept on face value what is said but to confront, and counter the arguments as my points are fair and valid.

Twitter conversation about #GBL between @aus_teach and @Yvette_elearn March 18, 2015
Twitter conversation about #GBL between @aus_teach and @Yvette_elearn March 18, 2015

The practical and experimental activities including virtual field trips has my learning experience a rich, dynamic and rewarding one. These field trips along with the immersion into Ingress (Niantic Labs, 2015) has had, I feel, the greatest impression on my thinking about games. I can use and demonstrate game based learning to colleagues in the Vocational Education and Training sector from first-hand experience of the technologies, warts and all, and have a wide selection of robust tools and literature that demonstrates the effectiveness of game based learning.

Simulations have excited me, especially immersive serious simulations that learners are engaging with the content to build skills for the workplace. Simulations and serious games where the trainer can actively redesign the scenario for students to be challenged every time they use the simulator are an exciting prospect for me, especially where the problems are designed for the student to be challenged but can achieve or ‘win’, unlike the Kobayashi Maru,  are  an exciting assessment prospect for VET.

Yet the most critical point for me in the adult learning space is that I need to be able to train VET trainers to facilitate pre and post game or simulation debrief sessions (Moore & Pflugfelder, 2010) and help them learn how to deal with the loss of control in being a ‘guide on the side or meddler in the middle’ rather than the ‘sage on the stage’ (Day & Kumar, 2010).

It frustrates me that the VET sector has come so far with elearning and yet there is still a chasm of thought around the use of games based learning, and it really does not matter what type of game you are referring to: serious games, commercial off-the-shelf games or simulations to support student outcomes there will be considerable pockets of resistance. As this is a major issue for the VET sector I wrote my final assignment around implementation of games for organization and trainers. For this I sourced as many examples as I could find of effective use of simulations to support training, as I personally feel simulations will be the first acceptance point for VET trainers.

Thanks to this unit I feel that I have grown my knowledge base and personal understanding of GBL. My next self-imposed challenge is to turn that knowledge and understanding into a productive output for the VET sector, which will be for a sector win.

 

 References

CBS Studios Inc. (2014). Kobayashi Maru. Retrieved from http://www.startrek.com/database_article/kobayashi-maru

Day, J., & Kumar, M. (2010). Using SMS Text Messaging to Create Individualized and Interactive Experiences in Large Classes: A Beer Game Example. Decision Sciences Journal of Innovative Education, 8(1), 129-136. doi:10.1111/j.1540-4609.2009.00247.x

Moore, K., & Pflugfelder E. H. (2010). On being bored and lost (in virtuality). Learning, media and technology, 35 (2) pp. 249 -253

Niantic Labs (2015). Ingress [Android software]. Retrieved from https://play.google.com/store/apps/details?id=com.nianticproject.ingress

Twenge, J.M. (2006), Generation me: why today’s young Americans are more confident, assertive, entitled – and more miserable than before. New York: Free Press

Less screen more green – an adventure in blended delivery and games

Less screen more green flickr photo shared by CMIMMJYT under a Creative Commons (BY) licence
flickr photo shared by CMIMMJYT under a Creative Commons (BY) licence

I am fortunate enough to work with VET professionals to develop and implement methods for using elearning as part of a blended delivery program. It’s always a challenge when putting together a professional development session to ensure that there is a good blend of theory and hands on work to ensure that the participants go away with a solid understanding of the content of the session and how to use that content in their specific context.

I was asked recently to put together a blended delivery session that would engage TAFE lecturers from a variety of portfolios for Polytechnic West lecturers from Balga and Thornlie campuses. I really wanted to build a blended delivery session that made participants use personal learning networks, technology and had a game based element to it. What evolved was a very interesting and well received session that was engaging and really made the participants understand that technology can support all training packages.

The brief outline of the session was “So you are keen to engage your online students but do not like the thought of just getting them to sit at a computer. This face-to-face session will work through ways to motivate your online students to ‘experience’ the real world and not to rely just on spoon fed online information.” Being held on two campuses I made sure that sessions ran as close to concurrent as possible as my co-presenter and I wanted to split the participants into small groups with the groups being a mix of representatives from both campuses. The participants were placed in teams prior to the session commencing – based on the roll, however the groups mix was  tweaked in the session when it became apparent on the Thornlie campus that we had a mix from a third campus.

Participants began the session in a computer lab at both campuses with a short presentation and briefing from me and my co-presenter about what we were going to do in the session and the key learning objectives. The participants were then given a physical live task to perform at each campus, and needed to work as a group across both sites to achieve the end goal. Participants were given access to a virtual meeting room space in Blackboard Collaborate and could also use mobile devices to communicate with the other site. The workshop ended back at each “basecamp” for debrief and to un-pack the learning from the activity.

It was important to make the physical activity an authentic learning activity which was a learner centric learning design that supports a higher level of learning by participants. I used a mix of both synchronous – Blackboard Collaborate and asynchronous – sms messaging and Google documents, which enabled collaborative learning (Laurillard, 2008). This supported a dynamic learner centric learning process for the participants (Herrington & Parker, 2013), which is essential for adult learners.

As the professional development was for adult learners who benefit from real-world relevance (Herrington, Reeves, Oliver and Woo, 2004) the live physical activity linked to the Employability Skills Occupational Health and Safety area of training packages as well as a ‘get to know the campuses’ orientation. This ensured that the participants were not doing an activity just for the sake of it and could see the context in that related to training packages and their training.

The activity was a Scavenger Hunt around the two campuses with focus questions that the groups had to work together to answer, within a 40 minute time frame. Cunningly the Scavenger Hunt was designed so that general knowledge would take them so far and they actually had to physically move around the two campuses to get the information to complete the questions.

The teams firstly had access in the physical classroom to Blackboard Collaborate and worked through as much as they could together and formulated a plan of action; they identified what questions might relate to each campus and then worked out a way to chat to each other outside the class. Some of the mobile technologies teams used were: sms messages, Facebook instant messages, Twitter and one team setup a Google document live to add findings to. During the session I acted as an instructor, a guide and an evaluator (Hanghøj, 2013) to enable to participants success in game play and facilitated groups through to a successful conclusion of the activity.

Once they had collated the answers they nominated a team member to fill out a survey monkey quiz that replicated the scavenger hunt questions, which enabled the two presenters live to demonstrate how the answers and statistics show in this system. The team then had to email the presenters that they had finished. Two prizes were awarded:

  1. First team finished
  2. Team with most correct answers

The participants thoroughly enjoyed the game element to the session and as part of the session debrief unpacked how this type of activity could inform their future training. The blended element of the delivery, though technically challenging having two big groups online working at the same time, it was extremely rewarding for the participants.

Participant guide – Less screen more green

 

References

Hanghøj, T. (2013). Game-based teaching: Practices, roles, and pedagogies. In S. de Freitas, M. Ott, M. Popescu, & I. Stanescu (Eds.) New pedagogical approaches in game enhanced learning: Curriculum integration (pp. 81-101). Hershey, PA: . doi:10.4018/978-1-4666-3950-8.ch005

Herrington, J., & Parker, J. (2013). Emerging technologies as cognitive tools for authentic learning. British Journal of Educational Technology, 44(4), 607-615. doi:10.1111/bjet.12048

Herrington, J., Reeves, T., Oliver, R., & Woo, Y. (2004). Designing authentic activities in web-based courses. Journal of Computing In Higher Education, 16(1), 3-29. doi:10.1007/bf02960280 Retrieved from http://link.springer.com.ezproxy.csu.edu.au/article/10.1007/BF02960280

Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. International Journal of Computer-Supported Collaborative Learning, 4(1), 5-20. doi:10.1007/s11412-008-9056-2

Instructional Software for Construction Pathways (VET)

The Certificate II Construction Pathways program largely consists of 16-18 year old males with high levels of disengagement with paper-based learning that have a preference for practical, ‘hands on’ activities. I have focused on this learning area to seek out resources for the Instructional Software 5 areas as outlined by Roblyer (2013).

In the VET sector we have been fortunate that the National VET eLearning Strategy funded a large amount of resource development that align to various curriculum documents.

Drill and practice; Tutorial; and Problem Solving.

Flexible learning Numbers Toolbox
Flexible learning Numbers Toolbox

 

Numbers toolbox

http://toolboxes.flexiblelearning.net.au/series14/14_01.htm

This is a multilayered resource that actually comprises of all the Instructional Software areas. It deals with numeracy with a focus on Certificate II in Construction Pathways to ensure students have an appropriate skill level in numeracy as outlined by industry. Within the toolbox there are drill and practice activities that if you house in a Learning Management System such as Moodle can track the students’ progress as these are all SCORM learning objects that report through to the grade book.

Note this is an interactive learning simulation which I am classing as a serious game that will support the construction trades.

 

 

 

Simulation

The White Card Game - entry page
The White Card Game – entry page

 

The white card game

http://www.whitecardgame.com.au/

Aimed at CPCCOHS1001A – Work safely in the construction industry

This is an excellent ‘off-the-job’ simulation that works them through critical choices within a workplace context in terms of safety.

It can become a little click here to level up but it is worthwhile for a lower level VET qualification to support students who are new to the workforce.

 

 

 

 

Instructional game

Estimating and Costing interactive game.
Estimating and Costing interactive game.

 

Estimating and costing carpentry jobs

https://nationalvetcontent.edu.au/share/page/document-details?nodeRef=workspace://SpacesStore/dfe8d668-bf05-4542-84ce-029915092f7c

This game has the user work through measuring a deck to work out the cost of the timber needed to replace the decking boards for the customer. It particularly good for low literacy and numeracy level students working in the construction area.

 

 

The Certificate II Construction Pathways program lends itself to a blended delivery approach, in-particular when students have block release to a Registered Training Organisation. These e-learning resources a supportive and provide valuable underpinning knowledge that the students do require when they are on work placement. These resources could also be used in a ‘Flipped Classroom’ (Sams and Bergmann, 2013) style class format which lends itself to having the student work through formative activities at home prior to working with the teacher in the classroom to ensure that while on block release the students use their teacher class time to greatest advantage.

References

Nationalvetcontent.edu.au,. (2006). National VET Content:Estimating and costing carpentry jobs. Retrieved 20 January 2015, from https://nationalvetcontent.edu.au/share/page/document-details?nodeRef=workspace://SpacesStore/dfe8d668-bf05-4542-84ce-029915092f7c

Roblyer, M. (2013). Integrating Educational Technology into Teaching. Harlow: Pearson.

Sams, A., & Bergmann, J. (2013). Flip Your Students’ Learning. Educational Leadership, 2013, Vol.70(6), P.16-20, Vol.70(6), p. 16-20.

The White Card Game,. (2013). The White Card Game. Retrieved 20 January 2015, from http://www.whitecardgame.com.au/

Toolboxes.flexiblelearning.net.au,. (2015). Flexible Learning Toolboxes – Numbers 14.01. Retrieved 20 January 2015, from http://toolboxes.flexiblelearning.net.au/series14/14_01.htm

Ingress: A gamers story

Late in 2014 the organisation a colleague and were due to run a session on using games in a training. We looked into the prospect of using Ingress, but decided that for a one day professional development session it was not viable. However, my colleague, a serious gamer, became hooked to the point that our team were planning on holding an intervention for him as the game started to take over his life.

BLVCKK allowed me to follow him for a few days while he played as well as agreeing to an interview about Ingress. This allowed me to create a short documentary, which he was happy for me to share.

Enjoy!

Reflective blog task 2: Collaboration an important gaming bond

In the world of adult education ‘games’ are seen to be frivolous, however, solid authentic learning can be achieved through learner engagement via games or simulations and we should not discount the use in a training situation.

Gee (2005) points out that the formation of cross-functional teams is important in a MUD (multi-user domain). The team must work together to achieve a common endeavour, which means that they must work collaboratively and effectively to achieve the common goal.

In the training environment or even workplace gaming Perkins (2009) says that gaming can provide a sense of community to players, this community feel is extremely important when building a supportive learning environment within a classroom context.

In a training environment role-playing simulation players can ‘fail’ in a safe and supported way, and in turn learn from their failures both as a team and as an individual (Farmer, 2011). The important part of this learning is the engagement in a simulation with either a live team on the learning journey with the individual or by a team built into the game. This engagement provides the necessary feedback mechanism the student requires to improve performance by working through the various challenges in the simulation.

A well planned learning simulation will react to the user and provide feedback and new problems (Gee, 2005). A good simulation currently used in adult workplace training is the FLAME SIM (Flame-sim.com, 2015) software. It is used to train fire departments worldwide in effective collaboration and communication to reach the team goal – the fire being controlled and eventually put out. This software has a level of flexibility and complexity built in and can also have specific scenario modifications programmed by the lead trainer. Being in real time it provides the players an authentic learning task that requires effective team work and collaboration. At the end of the online session the lead trainer then debriefs with the learners regarding performance and issues.

Keramidas (2010) pointed out good games require design structures that put players in experiential learning situations with the right constraints for learning from experiences. In a training environment if we can provide a ‘safe’ learning experience (especially for high risk workplaces) where base level skills are mastered and demonstrated prior to going into the actual learning experience then this is can be lifesaving. By learning the importance of effective communication in the situation via a simulation can save lives in the workplace and goes a long way to building an affinity group through this shared experience.

Simulations and games can provide the avenue for peer-to-peer teaching (Farmer, 2011), which supports the building of a life-long collaborative learning style. The crucial difference between a ‘commercial game’ and an ‘educational game or simulation’ is that the latter provides support for the player/learner to increase the likelihood that the desired objectives are met, bet it as an individual or through collaborative cooperative learning (Becker, 2011).

Digital games and simulations are not just ‘fluff’ used simply to pass the time in a class, but can form part of an enriching learning experience that supports training and education. Being able to choose authentic learning simulations (Reeves & Herrington, 2010) which encourage peer-to-peer work and collaboration, both within the simulation and offline, in a cross functional team offers a powerful learning tool that is, if managed well, able to support students learning and understanding of content.

To me this is a win for the students and a win for games and simulations in the classroom.

 

References

Becker, K. (2011). Distinctions between games and learning: A review of current literature on games in education. In Gaming and Simulations: Concepts, Methodologies, Tools and Applications (pp. 75-107). Hershey, PA: . doi:10.4018/978-1-60960-195-9.ch105

DVHS,. (2009). FLAME-SIM Fire Training. Retrieved from https://www.youtube.com/watch?v=vUa5BdHrPTY

Farmer, L. S. (2011). Gaming in Adult Education. In Gaming and Simulations: Concepts, Methodologies, Tools and Applications (pp. 194-213). Hershey, PA: . doi:10.4018/978-1-60960-195-9.ch111

Flame-sim.com,. (2015). Flame-Sim | Fire Department Training Simulation Software. Retrieved 23 March 2015, from http://www.flame-sim.com/

Gee, J.P. (2005). Good video games and good learning. Phi Kappa Phi Forum, 85(2), 33-37. http://dmlcentral.net/sites/dmlcentral/files/resource_files/GoodVideoGamesLearning.pdf

Reeves, T. C., & Herrington, J. (2010). Authentic Tasks: The Key to Harnessing the Drive to Learn in Members of “Generation Me”. In M. Ebner, & M. Schiefner (Eds.) Looking Toward the Future of Technology-Enhanced Education: Ubiquitous Learning and the Digital Native (pp. 205-222). Hershey, PA:. doi:10.4018/978-1-61520-678-0.ch012

Keramidas, K. (2010). What Games Have to Teach Us About Teaching and Learning: Game Design as a Model for Course and Curricular Development | Currents in Electronic Literacy. Currents.cwrl.utexas.edu. Retrieved 21 March 2015, from http://currents.cwrl.utexas.edu/2010/keramidas_what-games-have-to-teach-us-about-teaching-and-learning

Perkins, B. (2009, November 2). World of warcraft in the workplace. Computerworld, 43(32), 30. Retrieved from http://go.galegroup.com.ezproxy.csu.edu.au/ps/i.do?id=GALE%7CA211959076&v=2.1&u=csu_au&it=r&p=EAIM&sw=w&asid=69d75258ac24be5d98a8c8d2747fe822

Pill, S. (2014). Games play: What does it mean for pedagogy to think like a game developer? Journal of Physical Education, Recreation & Dance, 85(1), 9-15.

Augment

For anyone who likes to be cutting edge there is always the Augmented Reality tool Augment to get your students using. Yes they will need some skills in creating graphics but there are plenty of free public libraries available that you can tap into for some brilliant free trials.

With Augment you can:

  • Use existing public libraries
  • Upload your own 3D models
  • Create your own markers
  • Link content on the internet to markers

There is a free version that I have used for a number of years, but you can pay for it and get higher end functions.

Plane create by scanning augment marker
Augment Spitfire Plane

 

This example is a custom marker created by a colleague that we both use in  demonstrations. You scan the marker with the Augment App which will load the 3D model of the plane. If you tap on the ‘web link’ option under the model displayed then it takes you through to a wiki page about the Spitfire plane.

We purposefully did this  so that the people we are training can see that you can use existing materials for AR, but to be honest the potential to create custom content is getting easier.

As you can see it is impressive to see the plane hovering in the middle of a classroom. The students (seeing through the device) can move around and continue to view the image at slightly different angles. But the user must keep the markers in sight otherwise the plane will disappear.

 

But the coolest thing is now you can have you students create engineering pieces in Minecraft and view them through Augment via some simple steps.

  1. Create object in Minecraft
  2. Open the Minecraft world file in Mineways on a PC and select a portion of the the Minecraft work (the piece they have worked on) and export as a 3D model.
  3. Import the 3D model into a 3D package like Blender (free) and save or export ready for upload into Augment  OR you can use a 3D printer to print (as long as the object is not huge).
  4. Zip up the model and texture files and upload into your free account at augmentedev.com
Example of 3D view of Minecraft section
Augment Minecraft example

 

You may say that this is for high end students but I had my 12 year old successfully follow the steps and created this image – this is a section of the top of the mountain. 

This is well worth investigating as so many students are getting valuable experience building in Minecraft, now you can get them to actually ‘see’ their designs in the real world.

Games are so very valuable for students to explore and Minecraft is definitely a way that we can engage and use new technologies to meet outcomes required. The added bonus, students will actually have fun while learning and exploring!

Blog task 1 Are digital games being overlooked in ‘digital education’ reform?

I never have admitted to colleagues before, but yes I am a gamer. From the very basic hand-held version of ‘Pong’ called ‘Blip’ to the much cooler ‘Simon Says’ I have been into digital games. In the early 1990’s when you saved your money to upgrade from 4 MB of RAM to 8 MB of RAM simply to play ‘Sam and Max Hit the Road’. I vividly remember moving our lounge chairs into the study to play ‘Myst or Riven’ for the evening, yes quite simply I was hooked.

However, I could also see that games could be used by educators to have students explore concepts in different ways for example ‘Where in the World is Carmen Sandiego’ to have students demonstrate through puzzle solving their geographic understanding of the world.

Listening to Golding (2015) certainly made me think of the many different game types and styles I have used in the past and are still using now, both personally and as a launch pad of ideas in classes. As an educator my passion is for using technology in my teaching, where appropriate, while adhering to the moto; less screen, more green.

My current thinking on gaming in education is impacted on by my current work context, teaching adults in the VET sector to use technology to enhance training practices. As an educator of adults I am aware of the lazy stereo types regarding the abilities and motivation of older students (Jelfs & Richardson, 2013) and know that today’s adult students will use technology as a key part of their learning experience, which is why any ‘gaming tasks’ for education need to be authentic (Herrington & Parker, 2013)

The article by Jennings in the Sydney Morning Herald (2014) which discusses the ‘highly motivational’ aspect of games made linked to Herrington and Reeves’ (2010) reflection on how GenMe (Generation Me Twenge, 2006 students) are positively affected by the interactive games and simulations they have played. This makes GenME are open to having authentic simulation tasks, which mimic real world activities, in their training to enhance their learning and make them real world ready. It is an area that often the VET sector falls down on as games of any nature are often seen as frivolous and not meaningful learning experiences, where as if ill-structured problems of the kind found in the real world (Reeves & Herrington, 2010) are used as the basis for a simulation (utilizing gaming principles) then gaming in a VET classroom could be advantageous for student understanding

One aspect in this unit I am keen to explore is authentic learning through personal learning experience via branching activities. This is something that could be constructed in both digital and non-digital classrooms. An example of the branching activities that I am thinking of is the interactive YouTube video Choose a different Ending (2009). This was created by the United Kingdom Metropolitan Police Service to help combat knife crimes by teenagers. It is an authentic activity that steps the users through a series of choice and consequences.

I am also keen to explore the use of gaming principles in existing mainstream technology, such as Learning Management Systems, for simulated learning experiences for VET students via conditional release and badges. This work I also want to link to workplace learning and seeing how onsite work can also be included using gaming principles in an assessment strategy for VET students.

 

References

Broderbund Software. (1996). Where in the World is Carmen Sandiego (Version 3.0). The Learning Company

Cyan Worlds. (1993). Myst. Red Orb Entertainment.

Cyan Worlds. (1997). Riven. Red Orb Entertainment.

Golding, D. (2015). Games in Space. A Short History of Video Games.  Retrieved 9/3/15, from http://www.abc.net.au/radionational/programs/shorthistoryofvideogames/podcasts/svg-1/5937684

Jelfs, A., & Richardson, J. (2013). The use of digital technologies across the adult life span in distance education. British Journal of Educational Technology, 44(2), 338-351. doi:10.1111/j.1467-8535.2012.01308.x

Jennings, J. (2014). Teachers re-evaluate value of video games, Sydney Morning Herald. Retrieved from http://www.smh.com.au/national/education/teachers-reevaluate-value-of-video-games-20141130-11jw0i.html

Metropolitan Police Service, Knife crime and gun crime campaigns and videos. Safe.met.police.uk. Retrieved 8 March 2015, from http://safe.met.police.uk/knife_crime_and_gun_crime/campaigns_and_videos.html

Purcell, S. (2002). Sam and Max Hit the Road. Lucas Arts.

Reeves, T. C., & Herrington, J. (2010). Authentic Tasks: The Key to Harnessing the Drive to Learn in Members of “Generation Me”. In M. Ebner, & M. Schiefner (Eds.) Looking Toward the Future of Technology-Enhanced Education: Ubiquitous Learning and the Digital Native (pp. 205-222). Hershey, PA:. doi:10.4018/978-1-61520-678-0.ch012

Twenge, J.M. (2006), Generation me: why today’s young Americans are more confident, assertive, entitled – and more miserable than before. New York: Free Press