Een interessant Engels E-journal is “Innovate“:
Innovate is an open access, bimonthly, peer-reviewed online periodical (ISSN 1552-3233) published by the Fischler School of Education and Human Services at Nova Southeastern University. The journal focuses on the creative use of information technology (IT) to enhance educational processes in academic, commercial, and governmental settings. Our basic assumption is that innovative uses of technology in one sector can inform innovative uses of technology in each of the other sectors.
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In het laatste nummer staat een interessant artikel over games in het onderwijs:
De auteur Karl Royle pleit voor een samenwerking tussen commerciële game-ontwikkelaars en het onderwijs. In zijn conclusie zegt hij:
Learning experiences provided by games will need to rely on collaboration between educators and game designers and should become more commonplace both within commercial spaces and in education as digital technologies reshape established approaches to curriculum delivery. For this to occur, educators and policy makers need to understand more fully the habits and affordances created for learners by informal uses of technology—and engage with learners’ digital contexts in a transformational sense of forging “next practice”—rather than adapting these tools to existing educational systems and practices.
Volgens Karl Royle matchen games niet met het onderwijs omdat games in het onderwijs worden ingepast. Onderwijs moet in de games worden ingebouwd:
Because the goals of games and the object of school-based learning are fundamentally mismatched, efforts to integrate games into the curriculum have largely fallen flat despite the best intentions of teachers and the gaming industry. Arguing that educational game designers should be investigating ways to get education into games rather than getting games into education, Karl Royle describes how this might be accomplished. The discussion is contextualized by a brief outline of the shortcomings of video game usage within education. Royle demonstrates a link between the kind of learning that typically occurs in game playing and project-based learning and illustrates how curriculum-related learning material can be integrated into commercial-quality video games.
The problem is that educational game designers have approached the problem backward: Rather than striving to get games into education, educators should be investigating ways to get education into games.
Games zijn teveel gericht op formeel leren, “teacherized”:
Games that come into contact with the educational establishment often become “teacherized” by the need to embed, add, or refer to educational content linked to performance-related outcomes within the curriculum.
Vervolgens noemt hij een aantal criteria waar een goede game aan moet voldoen:
The Game Should Use Authentic Content in a Believable Setting
While real content is a good thing, it should not disrupt gameplay; the content presentation must be believable within the context of the game. If a believable backstory and mission have been established, real content can be inserted seamlessly into the environment. It’s the crucial balance between real content and narrative that works, and the gameplay should drive this.
Puzzles or Obstacles and their Cheats Should Be Linked to Authentic Content
Different Ways of Presenting Information Should Be Used to Maximize Literacy
“Cheating” Should Be Both Intrinsic and Extrinsic to the Game
Opportunities to Promote Storytelling Should Be Maximized in the Game Design
Players Should Be Allowed to Customize their Characters
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Tags: games
Liebherr
Good interpretation, but I think hardly could be apllied to life.
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