... Blimey.. I've come back to this blog - Ill have to change the title...as it was predominantly about Games Based Learning...
Now I have other fish to fry... I am still very interested in engagement as I cant believe that any kind of learning activity works unless the dissemination is in "attract mode" but 702010 strikes me as being a bit after the event? as surely (am I being naïve here) if we liberally sprinkle bits of good quality 10 amongst the 70 and the 20, then the need for 10 becomes less critical?
Especially as its creator Charles Jennings has suggested that dinning in learning activities can be unsuccessful in terms of absorbing cognisance. As we are all aware without reinforcement and review the value is limited. https://www.youtube.com/watch?v=OOfttrAwPiM
Donald Clark is a fan of Ebbinghaus and his forgetting curve and his solution of Spaced Practise.. but surely the latter is like my geometry lessons with Euclid and his riders? learn the facts in small lumps, repeat, reflect, use, and correct errors... http://donaldclarkplanb.blogspot.co.uk/2014/09/spaced-practice-8-practical-ways-to.html
Now for more practical aspirations...I have to combine my thoughts as to how I can improve the dissemination process with some VILTs...
Tuesday 11 November 2014
Wednesday 1 February 2012
and theres more - divergent approaches to online pedagogy
I had the privelege this week of watching Sir Ken Robinsons "RSA Animate - Changing Education Paradigms" which is essential viewing for sense checking what online education should be aware of RSA Animate - Changing Education Paradigms is essential viewing...
...I attended a rather delightfully radical pitch from Donald Clark whos ideas are very similar to mine - a bit more divergant thinking is what we need.. what with governments inability to think its w3ay out of a wet paper bag currently...
I have a good mind as a free thinking individual to inspire (push) Boris Johnson with his City hat on, towards fighting the rather dull Govites fronm a City & Guilds perspective as to why the incumbency has sent out a meesage that vocational qualifications are less valuable in school, when the other element of governement is trying to rack up a squillion Apprenticeships? seems decidely counter intuitive from my good old fabian point of view... decidedly odd
...I attended a rather delightfully radical pitch from Donald Clark whos ideas are very similar to mine - a bit more divergant thinking is what we need.. what with governments inability to think its w3ay out of a wet paper bag currently...
I have a good mind as a free thinking individual to inspire (push) Boris Johnson with his City hat on, towards fighting the rather dull Govites fronm a City & Guilds perspective as to why the incumbency has sent out a meesage that vocational qualifications are less valuable in school, when the other element of governement is trying to rack up a squillion Apprenticeships? seems decidely counter intuitive from my good old fabian point of view... decidedly odd
James Gee; Semiotic Domains and learning and literacy
I've just started getting to grips with this: I think the Semiotic Domain looks very similar to communities of practise, I wonder which came first, but essentially its the time old nerdy pursuit of all boys together in the motorcycle club, we all like motorbikes so we go to a club house where we can get to know us, the bike better and discuss how to adjust the Norton Comando clutch spring... the learning and literacies are expanded by the community and interest... watch this space I may have got this wrong..
Friday 30 December 2011
Pinpointing key references from my investigation with Game-Based Learning, and brushing with Marshall McLuhan
The two best textbooks I seem to have found within my research are Game-Based learning Discover the pleasure of learning by Maja Pivec and MIchela Moretti, (2008 Pabst Science Publishers ISBN 978-3-89967-521-4) and much to my tutor Dr Nigel Midhurst’s glee Digital Game-Based Learning by Marc Prensky (2001 McGraw Hill, ISBN 0-07-136344-0) as I always considered the digital native versus digital immigrant argument that bit too easy when it comes down to cognitive perception.
However early in both books they quote Marshall McLuhan and his observations that anyone who tries to make a distinction between gaming and education doesn't understand either seems like a good solid bold statement to start with so followed some of his ideas. His books had titles like The Medium Is the Massage (1967 reissued by Gingko Press, 2001 ISBN 1-58423-070-3) and War and Peace in the Global Village (1968 reissued by Gingko Press, 2001 ISBN 1-58423-074-6).
His approach of technological determinism seems very close to the underlying principles of imparting knowledge currently and although he died before the age of the internet his ideas surrounding ideas and learning mirror the speed of take-up, and redundancy associated with the dynamic medium. So whilst Marshall McLuhan's ideas revolve around the transport and delivery and success of a media this can be used in conjunction with my investigation as to how game-based learning can develop and establish.
His posthumous theory (completed by Eric McLuhan) of tetrad might be modified to help the builder of Game-Based learning activities, (I have substituted Marshall McLuhan's "medium" for process in this instance.
- What does the process enhance?
- What does the process make obsolete?
- What does the process retrieve that had been obsolesced earlier?
- What does the process flip into when pushed to extremes
Wednesday 7 December 2011
Qualifying gaming based learning with environments and outcomes
I have started to read many papers on Games Based Learning and I have noticed that the degrees of sophistication seemed to have increased as the technology advances.. My usual reaction is to strip the process back to some basic precepts seems to be opening even more cans of worms….
Tracking precepts down seem to always go back to the conventions that we are slaves to the types of abilities that people have in their approaches to learning; whether they are visual aural or constructivist learners by nature and then whether these learners benefit from cooperation with larger bodies of like minded learners (Wengers communities of practice and enquiry) and then whether the heightened sense of collaboration adds extra cognitive value akin to P2 and Presence pedagogy (Garrison, Bronack et al etc).
So at the current time I am trying to weigh up in my mind which elements I can cherry pick with a mix of instinction and qualitative analysis to embed into a potential learning experience that then can demonstrate that both from an enjoyment and theoretical perspective that any intervention I design ticks the right box..... Ho hum.. rather a tricky utopia I feel.. I think as long as good practice is embedded and if the learning process is gamey/ or fun enough...then the learning and assessment outcomes must surely be satisfactory…? I wonder whether these wonderful learning metaphors that constantly litter current gaming and learning academia are quantitative enough?
As I wander through my games research I note with some interest the sometime banned ( and undoubtedly stereotypical and morally questionable) game "Ghettopoly" http://en.wikipedia.org/wiki/ seems to engender developing ace business studies skills though of a rather dubious and dystopian nature.. The learning outcomes also being a better understanding of the TV to DVD series “The Wire” http://en.wikipedia.org/wiki/The_Wire
Tracking precepts down seem to always go back to the conventions that we are slaves to the types of abilities that people have in their approaches to learning; whether they are visual aural or constructivist learners by nature and then whether these learners benefit from cooperation with larger bodies of like minded learners (Wengers communities of practice and enquiry) and then whether the heightened sense of collaboration adds extra cognitive value akin to P2 and Presence pedagogy (Garrison, Bronack et al etc).
So at the current time I am trying to weigh up in my mind which elements I can cherry pick with a mix of instinction and qualitative analysis to embed into a potential learning experience that then can demonstrate that both from an enjoyment and theoretical perspective that any intervention I design ticks the right box..... Ho hum.. rather a tricky utopia I feel.. I think as long as good practice is embedded and if the learning process is gamey/ or fun enough...then the learning and assessment outcomes must surely be satisfactory…? I wonder whether these wonderful learning metaphors that constantly litter current gaming and learning academia are quantitative enough?
As I wander through my games research I note with some interest the sometime banned ( and undoubtedly stereotypical and morally questionable) game "Ghettopoly" http://en.wikipedia.org/wiki/ seems to engender developing ace business studies skills though of a rather dubious and dystopian nature.. The learning outcomes also being a better understanding of the TV to DVD series “The Wire” http://en.wikipedia.org/wiki/The_Wire
Sunday 30 October 2011
Exasperating experiences with Adobe - or trying to purchase the elearning suite..
I dont know whether any other student has had similar problems..... My Institution (London Metropolitan University) uses a Portal, called Weblearn, and as such my student ID is similarly highish tech in that it uses a bar code rather than proclaim my currency of academic status by having anything as mundane as academic period of study on its surface... Also I can screenshot my current module marks to date... and screen shot my modules that I want to take.. (which I did after about the 7th support chat suggest I do what i had already done) I dont have a receipt of fees.. the receipt is access to the portal and my pass to get me through the college turnstile as far as London Met is concerned.. and with the cuts and staff redundancies I reckon I may get a physical copy by about this time next year...
So I am trying to buy the Adobe elearning suite to aid this gaming module which even with an academic discount is more than the price of the module.. but hey... I thought it might be fun to build a gamification or learning game in a native Adobe application - crikey it may even be used..
Each time they (Adobe) ask for my credentials - as best as I can, I send a screen shot of my current entry pass/enrolement/proof of identity card, and a portal screen shot of my course of study with the new modules in the next semester and a portal screen shot of the previous marks to kind of establish that I am a bone fide student - albeit part-time Master post grad, who works in education when not studying.. This was all from inside the student secure portal with my Name and Module conveneniently displayed to each screen shot..
It is semmingly virtuallly impossible to upload any docs to Adobe, so finally I FTPd in the proscribed manner, and the upshot is apparently they dont like my credentials.. so now I've given up 3 weeks later - I'll use the free Microsoft stuff and open source, its a pity because Ive used Adobe Captivate on the trial and I reckon it could have been fit for purpose..
Oh well.... I thought the principle in these hard pressed times was to:
1. Get professionals and researchers involved with product adoption...
2 ....so that they may take it into an industry strength offering and get squillions of seat licenses out of it...
3. at FOTE 2011 IBM suggested that analytics and research suggested that this was the best form of entre into product adoption....
Ho hum... I may well fill out the survey that Adobe sent electonically with the rejection... though why should I waste any more of my time.. pah...
So I am trying to buy the Adobe elearning suite to aid this gaming module which even with an academic discount is more than the price of the module.. but hey... I thought it might be fun to build a gamification or learning game in a native Adobe application - crikey it may even be used..
Each time they (Adobe) ask for my credentials - as best as I can, I send a screen shot of my current entry pass/enrolement/proof of identity card, and a portal screen shot of my course of study with the new modules in the next semester and a portal screen shot of the previous marks to kind of establish that I am a bone fide student - albeit part-time Master post grad, who works in education when not studying.. This was all from inside the student secure portal with my Name and Module conveneniently displayed to each screen shot..
It is semmingly virtuallly impossible to upload any docs to Adobe, so finally I FTPd in the proscribed manner, and the upshot is apparently they dont like my credentials.. so now I've given up 3 weeks later - I'll use the free Microsoft stuff and open source, its a pity because Ive used Adobe Captivate on the trial and I reckon it could have been fit for purpose..
Oh well.... I thought the principle in these hard pressed times was to:
1. Get professionals and researchers involved with product adoption...
2 ....so that they may take it into an industry strength offering and get squillions of seat licenses out of it...
3. at FOTE 2011 IBM suggested that analytics and research suggested that this was the best form of entre into product adoption....
Ho hum... I may well fill out the survey that Adobe sent electonically with the rejection... though why should I waste any more of my time.. pah...
Thursday 20 October 2011
Introduction to the Blog
I am currently a Masters student undertaking another strand of research within the area of elearning. As I approach the final project I need to look at the theories behind Games Based Learning and the current trend of using gamification with intefaces for more serious apps... Is this a trend or is this here to stay...? does this approach offer persuasive attactive and engaging solutions to the potential learner et etc
The object is to produce a Scholarly paper and proof of concept, hopefully producing something engaging with the Adobe elear4ning suite, coupled with the need to learn C# for my final project I have my work cut out
My areas of interest with any digital solutions have been transition and interface so theres no change here <sic>
Mike Dearing post grad undertaking MSc Digital Solutions eLearning Technologies
The object is to produce a Scholarly paper and proof of concept, hopefully producing something engaging with the Adobe elear4ning suite, coupled with the need to learn C# for my final project I have my work cut out
My areas of interest with any digital solutions have been transition and interface so theres no change here <sic>
Mike Dearing post grad undertaking MSc Digital Solutions eLearning Technologies
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