Assume can see value in game-based learning – as in this session.
Most of session = practical game playing.
Not limited to playing games, Game-based learning has been around for years – doesn’t have to involve high end technology – leads to …
Discussion, reflection, collaboration.
Active, experiential, collaborative, problem-based learning.
Interactivity & feedback (time appropriate), challenge & scaffolding (from novice to expert), safe environment to practice (fine to fail, reflect on it), playfulness = removal of stress, engagement & motivation (don’t assume they don’t need convincing.
How does the game fit within the design of a course as a whole? Think about needs/experience/requirements (then choose appropriate tools Inc tech).
Course teams – local/regulatory context… Need to widen view
Traditional methods – meetings, presentations, prof devt, local champions
Long timescale – no guarantee people will be on board at the end.
- Games effective at quickly setting contexts
- Simple representations of wider issues
- Model gameplay on contextual items
- Reduce to simplest level (think of games you played in childhood and what worked)
- Borrow proven ideas from traditional games
- Play test with colleagues/friends extensively.
A taste of the debate ongoing at this table:
Remember Throughout this what the purpose of any game may be. Educationally it’s more likely to be debate/reflection of the content rather than trying to win.
This blog entry was written live in session, with photos/headings added afterwards.