planning for effective learning experiences · planning for effective learning experiences dr...
TRANSCRIPT
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Planning for Effective Learning Experiences
Dr Christine Redman@sciencematters IGN - Maxanixis
Joanne Blannin@joblannin IGN – Skyla232
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Purpose of this session
• Review Positioning theory (Harré & van Langenhove) as a methodology.
• To understand a game – IngressResearching • Why/how ‘effective teaching for learning’
roles occur within the game, in ways that would work well in classrooms.
• How these ‘teaching’ roles have been created – adopted and adapted.
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Rights and Duties
Speech ActsDo & Say
Storylines
‘Game’ has a duty to - Be stable- Be consistent- Hold up the rules- Reward as promised
Players – Rights in the game- To be stable- Work consistently- Rules to be applied- Rewarded as expected
Players – storylines through identities as
- Newbie- Experienced- Leader
Players enact a duty to each other
• Encouraging each other• ‘Paying’ it forward’• Replicates
This ‘do and say’ leads to improved play for individuals and subsequently then the
team.
Positions
Re -Positioning
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Ingress• Ingress, like Pokémon Go, = augmented
reality massive multi-player on-line game.• ‘Pokemon Go Reaches $600 Million, Faster
Than Any Mobile Game in History’ – (Oct 21, 2016).
• Pokémon Go as a phenomenon dissipated, lost >15mill daily users, since this time last month.
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Research program
Better understand key drivers - motivation /engagement / learning, leadership in IngressInforming and refining contemporary- learning theories, - pedagogical strategies, - to offer recommendations multi-disciplinary
areas like STEM ed.- understand ‘learning communities’ as evolve
and arise in Ingress … internationally.
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Research Methodology
• Positioning Theory effective inunderstanding people’s relationships to objects, events and experiences in research (Harré & van Langenhove).
• Positioning Theory - actively making sense of the relationships that motivate people to persist in game play, facing up to challenges and seeking to enable others.
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Game Designers
• Created an engaging game requiringplayers to breach the on-line world (OLW) and move into the real world (RW).
• RW play is a must - can cover plenty of kms.
• Game provides challenges that grow exponentially…
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Game Data provides
• Constant & instant feedback• A explict 'reward' system - complex and
multi-faceted, numerous rewards.
Players can always be aware of their1) progress2) next most imminent reward - to target 3) actions related to progress 4) actions needed to progress
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Core/language glossary
• Portals - 8 resonators needed for a completed portal
• Links - length varies - Meters to Kms - joinsportals
• Fields - 3 links form triangles• Forming fields - huge or creative - strategic.• 2 teams - act with faux hostility• Green - Enlightened• Blue - Resistance
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Adopting Roles- Mentor/Coach
• Mentors/Coaches invite people - esp. newbies - to share knowledge and skills.
• Position themselves, moving fluidly between their roles as Leader, Coach, Motivators.
• Communities of Learners - share strategies and skills.
• * Point of interest to us - re-positioning from being a fellow player to enablers of others.
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Game players experience challenges
As Players/Learners – they have• clear intentions• explicit success criteria• constant feedback on progressAre keen to improve…• always know where they are and can predict
strategies to progress• we are learning from players – with self
allocated roles as Coaches...
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21st century skillsHave and or develop skills in• Communication• Collaboration• Creativity• Critical reasoning• Teamwork
INGRESS rewards strategic thinking, problem solving, memory, spatial awareness,
teamwork, communication and leadership skills.
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The The game provides
for a sense of achievement – via
fields and team work
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The Game provides for experiences that are bigger than yourself.Carried out by teams
in different places.
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Players’ Interview Qs
• Relationship to the challenges?• Place and value of the strategic thinking?• Preference - play alone or with others,
mixed?• Significance of achieving ‘something bigger
than themselves’?• Value of real world interactions, and sense of
team?• NB - Women lead, organise and instigate.
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Implications for Education• Badge system - ensures players work across
many elements ~ simultaneously.• Challenges increase exponentially.• Walking badges earnt at 10km, next at
100km, then 300, 1000, then 2500km.• Skills improve – as more is achieved, more
can be achieved, and skills improve …• How are these challenges and learning
explicit to classroom learners?
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ImplicationsLearners - are constantly alert to, aware of, and sensing their progress and mentored.- Affective and cognitive demands seem to be
required, combined and correlated to productive behaviours.
- Cognitive challenges exist (Darling-Hammond, 2014)
- Active participation in the game, often as learner, sometimes as teacher.
- Roles are fluid …
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© Copyright The University of Melbourne 2011