Games in the Classroom: How They CAN Work Laz Allen Product Manager

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Games in the Classroom How They CAN WorkLaz
AllenProduct Manager Operations Director,
TPLDMassively Multi-Learner 2007
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Agenda

• Introductions
• Challenge
• Solution
• Example

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TPLD

• World-leading technology capability
• Software platform, tools and management system
  for Games-Based Learning solutions
• Products are the GBL solutions (serious games)
  built on the platform with the tools
• Capability of platform, management system and
  tools is showcased by products

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What TPLD Deliver

• GBL products and services
• Software Developers Kit (SDK) which includes a
  set of software tools, libraries and
  documentation
• Enables the rapid development of bespoke GBL
  applications.
• Dedicated system that manages the complete
  lifecycle of the GBL learning program
• Real-time facilitation by non technical
  facilitators
• Capability to assess individuals and teams

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Product Portfolio
Released March 22nd 2007
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EduteamsTM

• Eduteams is an immersive team-based software
  package, built to ensure effective development of
  core and enterprise skills for young people
• Supports a range of national initiatives
• Curriculum Online
• Scottish National Priorities and Curriculum for
  Excellence
• Attainment
• Inclusion
• Citizenship
• Learning for Life
• CPD
• Community Scotland Priorities
• Back to work
• NEET Initiative

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Infiniteams - Soft Skills

• Infiniteams can be used for
• Team Building
• Team/Individual Assessment
• Leadership training
• Dysfunctional Teams
• Learning areas
• Problem Solving
• Communications
• Collaboration
• Logical Thinking
• Decision Making
• Trust
• Leadership

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The Challenge
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A Matter of Wiring
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Familiarity

• Teachers
• Strangers in a child's world
• Digital Immigrants
• The Consumers
• Not Happy
• Disengaged
• Many leaving school without qualifications
• Performance is lacking
• especially for boys.

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Teachers Role

• What is my role?
• Sage on Stage or Guide on the side
• Approach
• Crowd control or free exploration
• More interaction with the pupils
• BUT they still have the same pressures as always!

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Past Failures of Learning Technology

• Lack of real fun dancing bananas
• Technical issues bugs/high specs etc
• COTS - No learning framework use this game and
  learning will be fun and kids will learn more!
• Take too long before you learn anything past the
  game play, LearningTime Ratio
• Just not practical

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The limitations

• The classroom is not a natural gaming
  environment, but the people in the classroom are
  gamers
• Lack of PCs and technology
• Attitude of the system games do not belong in
  this environment
• Time and curriculum restraints
• Tech Savvy pupils and Digital Immigrants

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Needs

• The needs of learners
• Decisions
• Autonomy and Responsibility and confidence
• Information not patronised
• Learn in a way that is good for them (as opposed
  to easy for the teacher)

• The needs of School
• Get results more funding
• Meet the curriculum
• Satisfy Stakeholders
• Produce effective learners
• Good contributors to society

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Summary

• The challenge is
• Familiarity
• Changing Role of the Teacher
• The Environment
• The Many Limitations
• The Contradicting, but valid, Needs

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The Solution(the TPLD solution anyway!)
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What is an appropriate Framework?

• Easy to pick up and play
• Fits with the curriculum
• Fits into lesson time
• Comes pre-packaged with a learning framework
• Coupled with assessment

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Design

• It has to appeal to the user group
• It doesnt have to match up to the commercial
  games, bad 3d graphics are more likely to turn
  players off than good 2d graphics.
• Has to fit within the constraints of the
  classroom
• Compliment and work with other mediums in use
• Learning has to be integral to the design they
  should not be separate elements

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The Design Balance
Learning Theory
You enjoy playing the game but remember
non-relevant information
Well Structured e-learning
Subject Matter
Gameplay
Poorly Structured e-Learning
A Game
Bad GBL / Edutainment
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Methodology Approach

• Activities around the game reflection debrief
• Structured lessons
• Good Training for the teacher
• Basic understanding of the game
• Differences between these games and commercial
  games disperse the fear
• How to use the surround materials
• What support is available to them
• Context for learning
• Expand the experience past the game
• Use video cameras, other web2 technologies,
  presentations, posters etc
• Work Experience

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Assessment

• Logging
• Interpretation
• Skills set identification
• Used by a teacher
• Used by other pupils peer assessment

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Summary of Solution

• Framework
• Design
• Implementation
• Assessment

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The First Example
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Intro to Eduteams

• Play Video

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What does Eduteams mean to

• Teachers
• Motivated and engaged learners
• Auditable chat log
• Personal and Team Assessment
• Highlights issues within the classroom bullying,
  depression, stress
• Pupils
• Find learning fun and motivated
• Reduce social boundaries
• Increase Idea production
• Parents
• Pupils will learn vital skills that will help
  them gain skills for life

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Students - What I Liked Best

• Playing games and working as a team
• A good alternative to other methods
• Being in groups with my friends and it was a
  challenge
• That we all had to work together to complete the
  games
• I enjoyed concentrating!

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Students - What Would/Should I Do Differently

• Make sure we all listen to each other and use the
  best strategy
• Listen to the people I am playing with
• Encourage my team mates more
• Communicate better to help my team mates
• Be more considerate and listen to my friends
  suggestions

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The Second Example
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Infiniteams
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UAD Case Study

• Induction
• Mix them up
• Real World
• Personal Discovery
• Courses Computing, Web Design, Social and Health
  Science

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Feedback from UAD

• Communication Skills Improved
• Planning/Problem Solving Skills
• Exiting the Comfort Zone
• Relevant to the Students
• Gave the students a basic intro to Teambuilding
• Better than the previous years content!

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Commercial Break

• University Packages
• RD Package
• 500 per year
• RD First Year Cohort Integration Package
• 750 per year

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Conclusion
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Summary

• The problem can be solved by considering each of
  the solutions
• The Design (How you make the game)
• The Assessment (what playersand stakeholders get
  out of the game)
• The Implementation (how will the teacher use the
  game)

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Understand The Barriers

• Teacher/Tutor Acceptance
• Controversy - subsiding
• Student Acceptance
• Real Results are required (whether we like it or
  not)
• Funding development and sales
• Understanding the power of games, as tools and
  contexts

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Lessons Learned

• Not a baby sitter its not all about the game
• Good design grounded in thorough research
• Teacher/Tutor buy in
• Couple with Traditional Techniques and Other
  Mediums
• Tie in closely with curriculum Must have and
  show a value
• Must be fun and suit the audience
• Interaction reflection, grounding in real life

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• Thank You, Questions?
• laz_at_tpld.net
• www.eduteams.com
• www.tpld.net