The New Literacies• Play — the capacity to experiment with one’s surroundings as a form of problem-solving• Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery• Simulation — the ability to interpret and construct dynamic models of real-world processes• Appropriation — the ability to meaningfully sample and remix media content
The New Literacies• Multitasking — the ability to scan one’s environment and shift focus as needed to salient details.• Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities• Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal• Judgment — the ability to evaluate the reliability and credibility of different information sources
The New Literacies• Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities• Networking — the ability to search for, synthesize, and disseminate information• Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.Source: http://www.digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E %7D/JENKINS_WHITE_PAPER.PDF
Or as Michigan State puts it… Source: http://seriousgames.msu.edu/
Game Genres• Mini games: – Small, easy-to-access game built to be simple and addictive, which often focuses on mastering an action and can provide awareness of more complicated issues.• Interactive metrics: – Simulation in which students typically try to impact critical metrics by allocating resources along competing categories and getting feedback of their decisions through graphs and charts.
Game Genres• Frame games: – Students engage familiar games and puzzles such as Wheel of Fortune®, solitaire, or memory, with important pieces of awareness or task-based content replacing trivia or icons.• Branching story: – Simulation in which students make a series of decisions via a multiple choice interface to progress through and impact an event.
Game Genres• Practice ware: – Real-time, often 3D sims that encourages participants to repeat actions in high fidelity situations until the skills become natural in the real-world counterpart• Virtual product or virtual lab : – A series of challenges/puzzles to be solved using on-screen representations of real-world objects and software.
Before using Games• Determine what your objectives are.• Determine simulation requirements and reasonable computer capacity. – This will determine if students will encounter simulation in class / on campus or off campus
Before using Games• Use the simulation yourself – Student’s will expect that you have done this and can solve any of their problems
Before Games• Develop grading and task rubric – Student’s will want clear goals and objectives • Pre-survey • Actual task • Discussion
Before using Games• Assign task with realistic timeframe – If simulation is too large, cut it down• Request feedback / post survey – Student’s want to know that you are doing this for a reason – Survey’s allow students to vent and point out issues and areas for improvement
Using Games1. Ice breakers – Utilize serious games/ simulations to introduce class to new topics and stimulate discussion2. Projects – Group or individual work – Use to reinforce class concepts and assess mastery
Using Games3. Competitions – Break students into groups and have them compete for prizes / extra credit – Set up a computer lab for real time competition/ tournaments. **** – Show screen on SmartBoard, so teams can share tactics/ learn new methods. *****
Place• On the SmartBoard before class• On the SmartBoard during class• In computer classroom• Computer Commons• Student’s personal Computers