Class 6. Learning out of context



Objective:

How does the role of the learner change when using games to teach?

Activities:

Salon
Brock present on video game production: MyGame, Scratch, StarLogo. mod/playthrough/machinima/ fan fiction & Second Life

Questions for Salon:

· Can games be used in the classroom?
From Nick:
Is there a big connection with literacy to all types of video games (role play, narrative, sports, racing, etc.)?

What has a greater impact on student achievement in literacy, parental support or video games?
Can we make our classrooms like games and develop non-linear lessons?

From Chad:

How can I implement a video games lesson/unit into my classroom?
What is comprehension? Can you improve comprehension with games?
If Gee actually ran his case study with “today’s young people,” would they become, as he suggests, so engaged in a form of learning that would make many schools look uninspired and out of touch with the realities of how human learning works at a deep level?

From Megan

What is deep learning? I think deep learning is the kind of learning that sticks with you years after the class or learning experience has blurred in your memory. It is the kind of learning where the information becomes a part of your knowledge so much so that you no longer think of it as new information, but rather as something you know. Often this learning takes place through experience.
How do we design the learning elements into regular classroom instruction?
What kind of science lesson would he plan around/using a game that he feels would allow students to achieve deep learning?

From Liz:
How do games create motivation and engagement?
Is play work?. . . Linda’s observations remind me that satisfaction is sweetest when you have to struggle a bit to achieve what it is you want. In the end, you can feel better about yourself and proud in knowing you pushed yourself to meet your goals. Students need to be in that zone where they feel challenged and pleasantly frustrated, but not so overwhelmed as to make it overly difficult for them.
How do we do this? Do students have to play a game in its entirety in order to gain the learning experience we want them to have?

I had to share her take on 9:

A verbal understanding is basic and doesn’t allow the individual to apply the meaning to new contexts, whereas a situational understanding can be extended to novel situations. Situational understanding is tied to experience and activity. When confronted with a game manual, it can seem overwhelming to read all of the rules and details of the game to the point where you just give up (verbal understanding). If you have experience with the game first (situational) and you are familiar with some of the aspects of the game already then reading the manual isn’t as overwhelming.
The conclusion is that video games provide students with opportunities for situated learning (through simulations) to increase real life problem solving skills. Additionally, game learning requires specialist language to help produce a trajectory approach to reading.
--well-said.

· Do you agree that people group for skill development and then leave?
· Will games change the way we teach? If so, will schools need to change?
· What kind of life are we preparing our kids for? What do you predict for them?
· Can games teach literacy, history, science, mathematics?
Did you play game with your family as a child? Do you think we should have family training on playing together?
How can we prevent an extreme digital world from developing (where students lose touch with reality)?
Key terms:platform games, new literacy, traditional literacy, comprehension, agency, identity, situation models, event indexing, secondary sources, strategies vs. being strategic

Due for Class 7:

Read Gee chapter 10. 44 pages / Blog 6 summary of readings/ wiki 6