game 2 work
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gamegame22WORKWORKGames to help those with an
intellectual disabilities become game to work
Greg Carey
University of Canberra 04/12/2006
gamegame22WORKWORK
40% of South Australian students who left school in 2005 were not in full time employment or further study by May
Dusseldorp Skills Forum, 2006Front Page Advertiser 11/11/2006
WORK IS KEY, NOT A DEGREE”Chris Robinson (DECS CEO)
Front page Advertiser 4/11/2006
gamegame22WORKWORKEmerging factors:• skills can be more easily taught in the workplace
• other factors may be much more important in preparing new employees for a successful
transition into the workplace (Black & Langone, 1997; Elksnin, 1993; Kright, 1999; Wehmeyer, Agran, & Hughes, 1998; Worth,
2003)
Non-cognitive factors may be more important than the cognitive aspects traditionally addressed by the education and training system (Cherniss, 2000 Greenspan & Granfield, 1992 ).
gamegame22WORKWORK
HOWEVERthe skills acquired may not be generalised
by the learner, or they may quickly become obsolete and
redundant (Daniel, Schwier, & McCalla, 2003).
Education and training groups have developed social skills
programs to explicitly teach knowledge
and skills
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Social Awareness teaching aims to help learner gain
tacit knowledge drawn from experience
Programs which aims to develop tacit knowledge
are less likely to become obsolete and redundant (Daniel et al., 2003; Dourish & Bellotti, 1992, Solenkemp, 1999)
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Workplace Social Capital (Daniel et al., 2003)
Networks of strong personal relationships that develop:• trust, • cooperation and • collective action (Jacobs, 1965)
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• information exchange,
• knowledge sharing, and
• knowledge construction
(Luke, 2003))
In the workplace this means:
gamegame22WORKWORKWorkplace Social Capital - 3 types of
relationship building :
• Bonding - establishing relationships with people who have similar roles.
• Bridging - establishing relationships with people who are in different roles or situations.
• Linking - establishing relationships with people in power.
(Woolcock, 1998)
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The failure of many existing programs may be due to
• the traditional concentration on explicit social skills training (Daniel et al., 2003)
• rather than the development of tacit social awareness (Sohlenkemp, 1999)
• Linked to this is the difficulty in assessing personal attributes andthe complexity of reporting these skills to employers (Pardy, 2004)
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Knowledge + Skills = Aptitude
Aptitude + Attitude = Ability
Ability + Awareness = Achievement
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Knowledge + Skills = Aptitude
This has been the typical approach by education and training organisations
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Knowledge + Attitude = Ability
Some Education and training authorities have look to this area,
but most programs have relied on outside influences
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Ability + Awareness = Achievement
Education and training authroties have not addressed this aspect.
gamegame22WORKWORKAwareness is the ability to recognise
and mediate a situation using past (“conceptial mediation”)
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The next step in my research:
How can games develop this awareness?
(In particular scenario based computer simulations)
gamegame22WORKWORK
Supporting those with an intellectual disabilities become
game to work
Greg Carey
University of Canberra 04/12/2006
ReferencesReferences• Black, R. S., & Langone, J. (1997). Social awareness and transition to employment for adolescents
with mental retardation. Remedial and Special Education, 18(4), 214.• Carey, G. J. P. (2005). Using Moodle to support the preparation of new workers who have an
intellectual disability. Paper presented at the Moodle Moot 05, Oxford Institute of Legal Practice, Oxford, United Kingdom.
• Cherniss, C. (2000). Emotional Intelligence: What it is and Why it Matters. Paper presented at the Annual Meeting of the Society for Industrial and Organizational Psychology,, New Orleans, LA.
• Daniel, B., Schwier, R. A., & McCalla, G. (2003). Social Capital in Virtual Learning Communities and Distributed Communities of Practice. Canadian Journal of Learning and Technology, 29(3).
• Dourish, P., & Bellotti, V. (1992). Awareness and coordination in shared workspace. Paper presented at the Proceedings of Computer Supported Collaborative Work (CSCW) 1992., Toronto.
• Dusseldorp Skills Forum. (2006). How are young people faring 2006 - Key Indicators. An update about the learning and work situation of young Australians: Dusseldorp Skills Forum.
• Elksnin, L., Elksnin,N.,& Saborinie,E. (1993). Job-related Social Skills Instruction of Adolescents with Mild Mental Retardation. Journal of Vocational Rehabilitation.
• Greenspan, S., & Granfield, J. M. (1992). Reconsidering the construct of mental retardation: Implications of a model of social competence. American Journal on Mental Retardation, 96, 442-453.
• Jacobs, J. (1965). The death and life of great American cities. NJ: Penguin Books.• Kavale, K. A., & Mostert, M. P. (2004). Social Skills Interventions for Individuals with Learning
Disabilities. Learning Disability Quarterly, 27, 31-47.• Kright, K. A., L. (1999). Assessing Job-Readiness Skills- how students, teachers and employers can
work together to eahance on the job training. Teaching Exceptional Children.• Luke, C. (2003). Pedagogy, connectivity, multimodality, and interdisciplinarity. Reading Research
Quarterly, 38(3), 397.• Pardy, J. (2004). Back 2 basics - Employability skills. Training Packages at Work Retrieved July 20,
2004, 2004, from http://www.tpatwork.com/ViewArticle.asp?articleid=1310• Sohlenkemp, M. (1999). Supporting group awareness in multi user environments through
perceptualisation. Berlin: Forschngszentum Informationstechnik - Germany.• Vaughn, S., Bos, C., & Schumm, J. (2007). Teaching students who are exceptional, diverse, and at
risk in the general education classroom (4th ed.). Boston: Pearson Education.• Wehmeyer, M., Agran, M., & Hughes, C. (1998). Teaching self-determination to students with
disabilities: Basic skills for successful transition. MD: Paul Brookes.• Woolcock, M. (1998). Social capital and economic development: Towards a theoretical synthesis
and policy framework. Theory and Society, 27(2), 151-208.• Worth, S. (2003). Adaptability and Self-Management: A New Ethic of Employability for the Young
Unemployed? Journal of Social Policy, 32, 607.
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How does this fit?• Education and training are often seen
as vital aspects of strengthening security.
• This research may provide some directions to consider to ensure effective programs for education and training
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