Computer Games, Curriculum And Educational Policy

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Innlegg på konferansen "Computer Games as Learning" 21.4.08

Transcript of Computer Games, Curriculum And Educational Policy

  • 1. ystein Johannessen Deputy Director GeneralComputer Games as Learning Oslo, 21042008 Computer Games, Curriculum and Educational Policy

2. Issues

  • ICT: Home use rules
  • Games and Learning: The Knowledge Base
  • Games and the Curriculum
  • The Road Ahead: Bumpin or Cruisin?
  • Documentation and references
    • www.slideshare.net/oysteinj
    • http :// Oysteinj.typepad.com

3. Improving our understanding of NML by gathering evidence Cognitive skills development Social values and lifestyles Learning expectations Educational achievement 4. 5. 6. PISA 2006: Q3a -How often do you use a computer at home? 7. Games and Learning: The Knowledge Base

  • Teaching with Games (Futurelab 2006):Structural issues and teachers ability to link curriculum and games.
  • The Byron Review (2008):
    • Potential benefit from games in learning. However, further research is needed
    • Several barriers to integration of games in teaching and learning
  • Games, violence and gender:
    • Games can increase aggressive thoughts, feelings and behaviors
    • People can separate fantasy from reality
    • Gender: Women stereotyped and objectified in some cases (Dill, 2007)

8. PISA 2006: Patterns of use 9. 10. NB: Not adjusted for SES 11. Games and the Curriculum

  • The Byon Review (2008):
    • Games can support learning in subjects such as science, engineering, English and history
    • Games can act as environments for complex problem solving, supporting concentrated attention and for exploring imaginary worlds
  • Norwegian Curriculum (Kunnskapslftet)
    • Digital skills are embedded in all subject curricula
    • Several competence goals enable the use of games

12. Balancing games and curriculum ( Emerging Technologies for Learning II , 2007) Strategy game for problem- solving skills Games with e.g. simulation environment for physic tocreate theme parks etc Mismatch game intention and learning. Games as activity only Games as reward and entertainment 13. The Road Ahead: Cruisin or Bumpin?

  • Need to focus on both learning outcomes as well as on creativity, collaboration and communication issues
  • Strengthen knowledge base through e.g. testbed research and knowledge dissemination
  • Engage teachers through practical examples. Roadmap approach from testbed to practice
  • Dialogue with gaming industry?
  • Increased use of games in learning must not reinforce SES or gender differences.

14. Thank you for listening Lenke til video 15. References

  • TryggBruk-underskelsen2008
  • The NewMillenium LearnersProject(OECD)
    • Expert Meeting on Videogamesand Education
  • Futurelab2006:Teaching withGames
  • The ByronReview
  • Becta :EmergingTechnologies forLearningII(2007)
  • Karen Dill 2007:TheInfluenceof Video Gameson Youth :ImplicationsforLearningintheNew Millennium