OLTD 508 - Mobile Learning and Gaming
Examining the underlying concepts driving the adoption of mobile and gaming technologies in education, this course will investigate potential devices/apps/games, issues (e.g. supporting infrastructure, management, digital
divide), resource selection, integration in curriculum, and potential venues for creating mobile and/or gaming content for educational use.
OLTD Outcome Addressed: Create assessment and
evaluate methods/tools most suitable to the strengths and challenges of the
specific environment.
The specific evidence that I have
chosen was Assignment 6: Application of GBL in game environment. In this
activity, I was able to familiarize myself with one of the most pervasive and
open-ended gaming environments available that allows for the creation of
knowledge. So that I could see if this would be something that I would use in
my f2f classroom. Also, I was able to use an evaluation tool/rubric that my group developed to
critique a world found in the “World Library” for MinecraftEdu. In addition, I
developed and understanding of some of the
advantages/disadvantages of using
MinecraftEdu vs. the generic Minecraft environment.
Although I have always taught in a f2f classroom, I have never
allowed my students to play video games like Minecraft because I did not see
any connections with video games and student learning. The point of this
assignment was to develop an understanding of how video games, like MinecraftEdu,
can be used to support and leverage student learning. As this was my first
attempt at playing Minecraft, I had to develop and understanding of the
principles, strategies and educational relevance of the game. Also, I was required
to create an evaluation
tool/rubric to critique a world that I found in the “World Library” for
MinecraftEdu. In addition, I was able to develop an understanding of some of
the advantages and disadvantages of using MinecraftEdu vs. the generic
Minecraft environment.
My role as an online educator is to provide students with opportunities
to create their own unique path based on the choices and actions they make. Video
games can be used and leveraged in the classroom because learning becomes
self-directed. Students can chose games
they want to play, they make their own decisions within the game and they
accept the outcome or consequences of their decisions (Socol, 2009). The more
engaged students are in their learning, the more successful they will be. Additionally,
video games should be used and leveraged in the classroom because the speed or
the pace of learning never becomes an issue (Socol, 2009). Too often, in a
one-size-fits-all learning environment, students are pushed ahead through the
curriculum whether they have mastered it or not. With Game Based Learning, students are ready to
progress to the next level when they have learned all the appropriate skills
required to solve the end of level challenges (Gee, 2013).
References:
Gee , J. P. (2013, November 13). 13 Principles of Game Based
Learning [Web Video]. Retrieved from https://www.youtube.com/watch?v=4aQAgAjToz
Socol, I. (2009, April 117). [Web log message]. Retrieved from http://speedchange.blogspot.ca/2009/04/learning-video-games-and-cost-of.html
Evidence: Game Evaluation Rubric/Measurement Tool
OLTD Outcome Addressed: Critically assess and evaluate resources for best
practice in gaming environments.
The specific evidence that I have chosen was Assignment #5: Evaluation
of “serious games”/”educational games” for use in the classroom. This
assignment was intended for our group to develop a rubric/measurement tool that
evaluates/assesses the games that we chose. This activity enabled us to
demonstrate our understanding of different criteria that should be considered
by educators when considering using video games with their students. In
addition, our group needed to select three games in total and use the
rubric/measurement tool that we created to assess the three games.
By creating this rubric with a group of OLTD members, I learned that importance of selecting criteria for evaluating serious and educational games for education. This rubric was designed to provide educators with defined criteria to evaluate and choose digital games or simulations so they can integrate the technology with curriculum (Kronenberg, 2010). Educators will find this rubric useful in determining whether or not a video game is appropriate for use in the classroom. Additionally, this rubric makes it possible for educators to determine the effectiveness of the game and the quality of the game. This rubric has seven different criteria. Educators can use the rubric to assign a score to each criterion using the specified categories. After assigning point values based on the criteria, the total score for all the categories can be compared to a rating scale listed below the rubric (Gunter, 2009).
As an educator, I need to find ways to integrate video gaames into my classroom. After investigating how and why video games can be used in education, I strongly believe that video games can play a major role in increasing motivation and engagement with learning, and in supporting the development of collaboration, communication, thinking and ICT skills (Sandford, Ulicsak, Facer & Rudd, 2006). My role as a teacher is to give students the tools to construct knowledge. Students are able to integrate the real world with the virtual world that video games create. According to Kurt Squire, “good games are possibility spaces in which we get good at doing new kinds of things and becoming new kinds of people” and they allow us to “step inside of them and explore” (2013). Additionally, it is important for me as an online educator to use a rubric/measurement tool for video games that can support student learning. Because of my experiences in OLTD 508, I have the background knowledge required to select appropriate video games that will support student learning.
By creating this rubric with a group of OLTD members, I learned that importance of selecting criteria for evaluating serious and educational games for education. This rubric was designed to provide educators with defined criteria to evaluate and choose digital games or simulations so they can integrate the technology with curriculum (Kronenberg, 2010). Educators will find this rubric useful in determining whether or not a video game is appropriate for use in the classroom. Additionally, this rubric makes it possible for educators to determine the effectiveness of the game and the quality of the game. This rubric has seven different criteria. Educators can use the rubric to assign a score to each criterion using the specified categories. After assigning point values based on the criteria, the total score for all the categories can be compared to a rating scale listed below the rubric (Gunter, 2009).
As an educator, I need to find ways to integrate video gaames into my classroom. After investigating how and why video games can be used in education, I strongly believe that video games can play a major role in increasing motivation and engagement with learning, and in supporting the development of collaboration, communication, thinking and ICT skills (Sandford, Ulicsak, Facer & Rudd, 2006). My role as a teacher is to give students the tools to construct knowledge. Students are able to integrate the real world with the virtual world that video games create. According to Kurt Squire, “good games are possibility spaces in which we get good at doing new kinds of things and becoming new kinds of people” and they allow us to “step inside of them and explore” (2013). Additionally, it is important for me as an online educator to use a rubric/measurement tool for video games that can support student learning. Because of my experiences in OLTD 508, I have the background knowledge required to select appropriate video games that will support student learning.
References:
Gunter, Eric (2009) Educational Game Evaluation Rubric. Retrieved from: http://arcmit01.uncw.edu/erg1602/Game_Evaluation_Rubric.pdf
Kronenberg, Arnulf Felix. (2010) Selection Criteria for Commercial Off-the-Shelf (COTS) Video Games for Language Learning. Vol. 42. Iss. 2. Rhodes College. Retrieved from http://www.iallt.org/iallt_journal/selection_criteria_for_commercial_off_the_shelf_cots_video_games_for_language_learning
Sandford, R., Ulicsak, M., Facer, K., & Rudd, T. (2006). Teaching with games: Using commercial off-the-shelf computer games in formal education. Bristol, United Kingdom: Futurelabs. Retrieved from http://www2.futurelab.org.uk/resources/documents/project_reports/teaching_with_games/TWG_report.pdf
Squire, K. (Performer) (2013, October 27). Video games & learning: week 1. video 2/8. YouTube. [Video podcast]. Retrieved from https://www.youtube.com/watch?v=vzfY1N4FxsQ
Gunter, Eric (2009) Educational Game Evaluation Rubric. Retrieved from: http://arcmit01.uncw.edu/erg1602/Game_Evaluation_Rubric.pdf
Kronenberg, Arnulf Felix. (2010) Selection Criteria for Commercial Off-the-Shelf (COTS) Video Games for Language Learning. Vol. 42. Iss. 2. Rhodes College. Retrieved from http://www.iallt.org/iallt_journal/selection_criteria_for_commercial_off_the_shelf_cots_video_games_for_language_learning
Sandford, R., Ulicsak, M., Facer, K., & Rudd, T. (2006). Teaching with games: Using commercial off-the-shelf computer games in formal education. Bristol, United Kingdom: Futurelabs. Retrieved from http://www2.futurelab.org.uk/resources/documents/project_reports/teaching_with_games/TWG_report.pdf
Squire, K. (Performer) (2013, October 27). Video games & learning: week 1. video 2/8. YouTube. [Video podcast]. Retrieved from https://www.youtube.com/watch?v=vzfY1N4FxsQ