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Gaming and Learning Play as a way of learning

Gaming and Learning Play as a way of learning

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Gaming and Learning Play as a way of learning

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  1. Gaming and LearningPlay as a way of learning ESSEC Teaching & Learning Innovation Forum4 June, 2009

  2. About the Presenter Gail Matthews-DeNatale, Ph.D. Associate Director of Academic Technology, Simmons College , Boston, USA For more information, see:

  3. In this Session • Consider the richness and variety of learning that occurs during play • Discuss theoriesof “playful learning” • Explore the role of technology in fostering play-based learning • Link to additional resources on play-based learning

  4. Let’s Play! 4

  5. What do the “Experts” Say? Koster – Fun = Challenge at Edge of Ability Osterweil – Four Freedoms of Play Sutton-Smith – The Ambiguity of Play Nat’l Institute of Play – Seven Patterns Strong Museum – Six Elements of Play Read more at 5

  6. What’s Going on While at Play? Open-ended Emergent collaborationand group process “Convergent” processfor multimedia composition Youth directed, Youth generated Deep engagement and personal investment ImprovisationRisk-taking Bricolage (Tinkering) ImitationFantasy ExperimentationMultiple drafts/iterations

  7. What does it look like in practice?

  8. Example: ARGs • Key components: • Physical and Virtual • Narrative • Immersive and Experiential • Real/Not Real • Complex and Open-Ended • Collaborative • ELI 7 Things You Should Know About ARGs •

  9. Save Bluth • ELI ARG Trailhead

  10. Bluth’s Plea • Dear colleagues, • If you’ve received this message, I’m afraid it’s gotten very bad. And I’m counting on you to uncover the findings that I’ve left you. Before they do. • So here’s what you can do. Find the URL in my video. If you missed it, watch it again at Then head to the site to find the things I’ve left behind. The clues might be obvious, like a link. Or more hidden, like an image behind an image. If anything looks awry, you can bet it’s a clue. (And there are at least 20 hidden pieces to find.) A few tips to get you started: • If you find a clue word, drop it at the end of the main URL to find the hidden content. • Look everywhere – online, in the conference space. I’ve hidden my research well. • Join the Ning network and the ELI Twitter stream to work with colleagues. You’re going to need each other to find it all! • And whatever you do, don’t let them find it. I’m counting on you! RKB

  11. Anticipated Learning Outcomes • The game was intended to: • Create opportunities for social interaction. • Use real scientific data and address a pressing issue. • Employ digital storytelling through narrative, video, audio, and visuals. • Engage players – enticing them into playing and responding. • Be messy (in a good way, a learning challenge).

  12. Bluth’s Research Site •

  13. Clues: Virtual and Physical Podcasts “Missing” signs “Missing” signs Rejection letters QR codes link to URLs and locations Twitter (a way for Bluth to communicate with players)

  14. What Happened • Players built a wiki and contributed 100 edits • They shared resources in Ning and Tweeted to Bluth • In the end, “hidden” pages averaged 28 views; Only three pages were not found

  15. Advice and Questions • Advice: • Play-based learning is complex (but not impossible) to design. • Clarify learning goals and principles up front. • Design purposefully, but avoid being too rigid. • Have fun and take risks. • Guiding questions: • What learning goals would you like to accomplish? • What are your timing and resource constraints? • What resources are available to you (colleagues, spaces, technologies, and support)? • What’s your plan – what steps and tasks are necessary for successful implementation? • What will make the experience playful and engaging? • How will participants know what they’ve learned?

  16. Thank You Gail Matthews-DeNatale For more resources, see