Games-based Learning @ University of DundeeOn May 27th 2009, Scott Colfer (TDA), Gareth Honeyford (University of Northampton) and myself attended a lecture at the University of Dundee, delivered by Derek Robertson (Learning & Teaching Scotland). Derek is a noted expert on the effective integration of computer games into the curriculum and has led a number of highly innovative projects in Scottish primary and secondary schools. He has also set up a ‘consolarium’, based in Dundee, where teachers can access a range of gaming devices and discuss their educational potential. His lecture was aimed at final year B.Ed primary students as part of a programme of additional teaching sessions at the end of their course.Although the session centred on experiences in using specific hardware and games in mainly primary school settings, Derek’s message strongly emphasised the learning potential and pedagogical implications of games-based learning, not a concern with platforms and technicalities. Most of the projects used games as stimuli and starting points, with children spending relatively little time hands-on with gaming platforms and devices. Instead, Derek outlined ways in which enthusiastic teachers had used games to spark a range of highly creative activities, from writing with a purpose to music composition to developing narrative with stop-motion animation. Through imaginative applications and extension activities - many child-initiated and led - the games had clearly shown the transformational impact of ICT on learning from P2 to P7 (Y1-6) and into secondary schools (although Derek conceded that the structure of the curriculum in secondary schools was less conducive to games-based projects). A particularly interesting case study involved the use of Nintendo DS handheld devices and ‘Brain Training’ software with a class of P6 children. Daily use of the mental maths games by the children over a period of weeks led to a dramatic increase in the speed and accuracy of children’s calculation skills. The software had the effect of flattening hierarchies of achievement in the class and enhanced group cohesion. Derek used this example (and others) to link games-based learning to theories of semiotic domains – he suggested that games had a strong motivational and cognitive effect because they provided a link between the ‘School Domain’, where the teacher is in control, and a ‘Games Domain’ where the children feel more in-control and self-directed. In his presentation, other examples of games-based projects included:
To conclude the visit, Scott, Gareth, Derek and I met later in the day to discuss what we had seen and heard, as well as identify next steps and ways forward. We concluded that Derek’s work deserves wider exposure south of the border. Possible regional events were discussed. At a more parochial level, Gareth and I indicated that we would try to include games-based approaches in our work in our respective institutions, beginning probably with ICT in PGCE programmes. Although support from TDA in terms of hardware would be appreciated, the development of a supporting cross-border network for games-based learning would also be valuable. On a personal note, Derek was able to identify teachers in Scotland who have used ‘Easilearn: The Island’ (for which I was consultant) and there appears to be some potential for research/evaluation in connection with this games-based project. Links: www.ltscotland.org.uk/ictineducation/gamesbasedlearning www.ltsblogs.org.uk/consolarium www.hotmilkydrink.typepad.com Pictures from the day can be found here. Tony Pickford, Faculty of Education & Children’s Services, University of Chester. a.pickford@chester.ac.uk |