I have not been posting on G&L for some time now and this is because I have been working on a research and development project. OceanQuest is a mini piece of game-based learning focused on creating engaging learning from relatively dry learning content. OceanQuest targets bearings in Key Stage 3 Mathematics, Ma3 (shape, space and measures). The game includes three different missions with varied tasks involving target practice, navigating between objects, giving bearings of objects, clearing sea mines and delivering supplies to islands. Below are screenshots of the missions:

I have compiled a 2 page teachers’ information pdf which contains more detail on learning objectives and the game itself. If you would like a copy please contact me. The game is password protected so please email me or comment on this post if you would like to play the game. The only requirement for the game is Flash Player 9. I have finished the first stage of development and am looking for constructive feedback or evaluations from people who work in related industries. If you are a teacher/other educator/developer or have experience with elearning and game-based learning, any feedback on the game will be very much appreciated. Educators, feel free to have students (KS3) play the game as feedback from the target audience will be extremely beneficial to the project.

I have had only positive feedback so far with people commenting on how fun and engaging it is and also on the potential they see in using the game with their students.

My email address: alex@gamingandlearning.co.uk

Ruth Reynard discusses emergent skill sets for teachers, looking at different ways to engage digital native students and make teaching more effective:

“while we do not know enough about long-term affects on thinking and perception, we can make sure of the technical capabilities and work hard to develop in ourselves the instructional skills we need to meet students where they are in terms of expectations and familiarity. We can also become more critical ourselves in how we perceive our own disciplines and more mobile in how we distribute content and intentional in how we stimulate student response. While mobile technology is coming at us via communication demands, we can monopolize these technological advances and think through how we can use them for instructional benefit and effectiveness.”

Author: Ruth Reynard, T.H.E. Journal, 27th April 2008

Full article available here.

‘A Modest Proposal’, IGDA’s Culture Clash column for April 2008, Matt Sakey writes on game-based learning and education from a culture-orientated perspective. He discusses the potential of game-based learning and highlights the need for the education system to be redesigned to focus on experiential learning. However, he also states that games fit into the experiential design and that they could teach all aspects of learning.

“Experts say that games can’t completely replace other forms of pedagogy. Maybe not, if you simply take games and try to stuff them up the current model for education, a model based mostly on rote memorization through lecture, and less on interpretation and application. You’re told that Animal Farm is a commentary on Socialism, told where Bhutan is. Games don’t work that way; they are experiential. Players draw their own conclusions from the context, which is why games couldn’t totally replace the system as it exists today. Redesign the model to focus on experiential learning, though, and games would be a perfect fit. Of course, the games would have to be very well-designed.”

Even if the games were very well-designed I believe there is a need for a teacher figure to guide discussions on the learning content with the class as a whole. Reflection and discussion is an important part of learning and understanding. In ‘A Grand Proposal’, Daniel Livingstone also comments on this article stressing the need for reflection and discussion.

“In fact, numerous reports on game based learning (several I’ve mentioned before on this blog, apologies for not linking to them just now - I may return and add the links later) emphasize the need for teachers to facilitate reflection when games are used in class. Why? Because in most cases playing the game alone is not enough to make students think things through.”

Zaid Ali Alsagoff posted a great list of free learning tools. Zaid has suggestions for almost every learning issue and below are some of them:

• Microblogging tool? Twitter
  
• Directory of edubloggers from around the world? International Edubloggers Directory
• Wiki tool? PBwiki
• Encyclopedia, which I can add to or edit? Wikipedia
• Audio recording tool? Audacity
• Tool to host my audio recordings? Odeo
• Tool to transform media into collaborative spaces with video, voice and text commenting? VoiceThread
• Tool to tell a story? Here are 50!
• Screencasting (recording) tool? Wink
• Hosted screencasting tool? Jing
• Mindmapping tool? FreeMind
• Tool to make screenshots from different browsers with one click? Browsershots
• Easy-to-learn 3D authoring software tool? Google SketchUp

See the full article here.

FutureLab has posted up another Education & Technology event:

“19 May 2008
Redbridge Teachers Centre, Ilford

Mark Oehlert, who owns and write the e-Clipping Blog, commented on a post today by Paul McNamara which has caused some heated debate “I wonder if maybe we should continue the debate about whether or not games are good for learning or maybe, here is an alternative…just shut up, accept the data and start really figuring out how to do it write and for PETE”S SAKE understand that design principles, ESPECIALLY design principles (except they aren’t really design principles are they Adriana? ;-))…are not crafted in stone and can and should change and that BY ALL THAT’S GOOD AND PURE the classrooms and instructor-led training were probably NEVER studied RE their effectiveness as learning environments but rather as production environments. I’m sure that the Romans thought their empire wold stand for all time as well and look what happened to them.”

The original post can viewed here and be sure to read the comments which currently run onto a second page. There are comments from people of varying ages and opinions and it is all well worth a read!

“The students were in a UW classroom laboratory using life-size — and fairly lifelike — computerized simulators, the latest technology trend used by universities to train students about real-world emergencies before setting foot in a hospital room.

The human patient simulators — SimMan, SimBaby and Noelle, a pregnant simulator for labor and delivery — each cost about $30,000. They can talk, breathe and can be programmed to simulate a host of illnesses, disorders or symptoms (or genders, for that matter — Mrs. Jones was actually SimMan), and can change symptoms in real time in reaction to a student’s interaction with them. “

Author: Cherie Black, Seattlepi.com, 12th April 2008

Full article available here.

Digital dissection software to replace physical dissection in science classes:

“There is also a new technology called “digital dissection”. There are various computer dissection programs such as Drylab Dissections and Catworks that take students through an actual dissection using realistic graphics, as well as a full-motion video. Programs exist for many commonly used dissection specimens, including frogs, rats, earthworms, fetal pigs, and even cats.

Other programs, such as Digital Frog 2 and Visifrog, use high-quality computer animation to simulate an actual animal dissection. Animal rights organizations such as the National Anti-Vivisection Society (NAVS) applaud this new technology and have started free-of-charge loan programs through which schools can try out software.”

Author: Heather Clark, 11th April 2008

Full article available here.

Dave Warlick provides advice for organising social networking for conferences:

“I would love to see more education technology conferences adopt this sort of out-reach. Conferences have never been an integral part of the job for most classroom teachers — and with budget cuts already starting to snip their way across the fabric of our education institutions, fewer educators will likely be packing up and driving or flying to the city convention hotel for three days of shared learning and energy-generating friction.

It’s all the more reason why education conferences need to shine more, to radiate ideas rather than rattle them in a box.”

Author: Dave Warlick, 2cent Worth Blog, 20th April 2008

Full article available here.

Dave Nagel on Project Tomorrow Speak Up survey findings:

“Teachers were apparently even more enthusiastic about gaming, as 65 percent indicated that they thought educational gaming would be an effective tool for students with different learning styles and would help engage students in coursework. More than half said they’d like to learn more about educational gaming, and some 46 percent said they would “like to receive specific professional development on how to effectively integrate gaming technologies into curriculum,” according to the survey.”

Author: Dave Nagel, T.H.E. Journal, 19th April 2008

Full article available here.

See also Project Tomorrow website.