Having read the book and now watched the TED talk I’m hooked. I really do believe that games offer us an infinite number of possibilities. The use of epistemic games is obviously a way forward if we want to utilise the self motivation and productivity that online games engender in gamers.
Well firstly I’m really excited because while I’ve been in the Philippines I’ve got quite a few more hits on this blog. Not sure who reads it or if anyone finds it useful but it makes me feel positive when I see the hits counter increase. I’m hardly a blogging superstar but nearly 2000 isn’t to be sniffed at.
So to the assignment. Well plenty of research done and words written. Too much in fact. I think I’ve wandered from the plan and will need to rearrange the info and the slides but I think I’m almost there. I’ve particularly enjoyed learning about this as I knew nothing before and i have to say I was a nay sayer. My son can’t believe that I now think games have some value and that some should be utilised within the classroom.
Just read a great article by Waelchli Playing with process: video game choice as a model of behavior. A really interesting read, especially as it relates to librarians and the research cycle. In essence he is saying that librarians should use games with learners and then demonstrate how gaming and research are similar. This would enable our learners to make connects and frame research skills and information literacy in a positive light. Watch this great video by Paul Walchli. A brief summary from my notes is as follows…
Our digital citizens are required to be able to plan their inquiries, locate and analyse information and evaluate information. (ISTE 2007) Waelchli (2010. p. 380 ) argues that games require players to search out information, organise it, evaluate its usefulness and make decisions based on it’s value. This imitates the research cycle we expect our students to follow.
When gamers are actively engaged they need to make decision based on the information available. These decisions, or choices, are where information literacy skills are used. To be successful, players must be able to collect, evaluate, organise and apply information within the context of the game. These skills alone are enough to provide justification for using games with our learners. (Waelchli, 2010. p. 383) Even when playing action games, which are renown for their fighting and shooting, the most successful players need to assess the situation, consider resources and tools and make a plan of action, just as successful researchers do. (Waelchli ,2010. p. 386) As with the other ISTE standards, games are used not for their educational content but for the educational processes players use when engaged in the game.
Persistence is also a virtue that needs to be developed within our learners. Learners who look for a quick way through the research cycle will not be rewarded with rich and deep understandings; this is mirrored by players who will be unsuccessful with only one single game play. Research, like gaming, is not a one hit wonder, many engagements are necessary in order to gain a more focused end product or a higher ranking. (Waelchli, 2010. p. 385)
I’m not sure any of my research is going to really help with my assignment for Judy but I was quite excited when my blog came number 1 in the search for digital citizenship and gamification. That tells me that not many people seem to be writing/blogging about this area yet. I’ve also found it challenging to find anything that points to an obvious link between gaming and digital citizenship in the research.
However I did find a few more interesting links out there. Adventures in Educational Blogging pointed me in the direction of Reality is Broken by Jane McGonigal.I haven’t read it yet but I’m hoping it will shed more light on the games/ digital citizenship arena.
Further posts worthy of exploring are The Dangers of Gamification in Education. and the reply by Kathy Sierra.
It appears that gamification and gaming are very different. Games work because people enjoy playing them but gamification seem to imply that we need to create a points system so learners will be motivated and engaged. However research by Pink has demonstrated that points/ rewards work on manual tasks but anything cognitive is actually damaged by the reward system. So first point I need to be very careful about the terminology I use. Games NOT gamification.
Off to the Philippines tomorrow for some R and R. I have more to read than I can possibly cope with and I’m hoping to come back with a large chunk of this assignment in place. Hopefully the family will disappear off diving and then I can get down to some serious study. Hope the internet connection is not too wobbly!
So first draft in and I knew it would be rubbish as I’d really not done the reading. However Judy has been really helpful. What I had written was far too generic and really didn’t hit my interests. I’ve decided I’m really interested in games, gamification and the culture of change. I know I’ve not made my life easy but I just can’t bring myself at this point to work for hours on copyright or plagiarism. (Yes I know it’s important but I just can’t do it, or even spell it!)
I’m taking on the game pattern.I want to seek novelty, think creatively, challenge myself and I, sometimes, like to do things the hard way. It also means I need to network, so I’m hoping that someone will read this and help or at least post some ideas. If not poor Judy will just have to be my network buddy.
Most importantly I need to consider how gaming is different to other types of learning and how that connects back to Digital Citizenship. At this point I’m still reading around and thinking but I do feel really motivated so hopefully I’ll get an ‘ah ha’ moment where I begin to see those connection. My son, a WOW gamer, has already shown some interest in my work and pointed me in the direct of this TED talk. I’m sure there’s lots to work on here and plenty of references to follow up.
I love the whole group value thing he talks about and how games enable access to a global world. Generation G use games to train their minds, to engage thinking and to solve problems. All this through collaborative play… sounds too good to be true.
A new book delivered today, A New Culture of Change; Cultivating the Imagination for a World of Constant Change by Douglas Thomas and John Seely Brown
A very interesting read about learning and the invisible learning happening outside of schools and universities.
They argue that we need a new culture of learning in which we harness the power of the collective and our desire for play. They illustrate how imaginations can be empowered and learning become life long, and engaging, through the use of new technologies that enable us to connect and collaborate. They believe that if we are driven by a passion, use our connections and play, then we are able to extend our ability to think, innovate and discover.
They see inquiry as vastly important in this as it helps us to stockpile experiences. They encourage us to ask the ‘where’ questions rather than the ‘what’ stating that the questions are more important than the answers. Inquiry then becomes a tool for harnessing the passions of our learners and enables the stockpiling of tacit knowledge ( knowledge gained from experience) to be developed.
An easy read that raises lots of questions. I was quite interested in the arguments about the positive aspects of online games, in particular World of Warcraft. I agreed but wondered how I could harness this in my primary library and classes. It makes me consider whether I should look at games for assignment 1 as the Horizon report indicated that games were 2 to 3 years away from being adopted in the classroom. I’m not sure whether it fits under the digital citizenship umbrella but I can see how it would raise issues in this domain.
If you get a chance read it, it will engage you and make you think.