Mario Barajas University of Barcelona TEACHERS AS GAMES TEACHERS AS GAMES DESIGNERS: TOWARDS DESIGNERS: TOWARDS CREATIVE TEACHING CREATIVE TEACHING
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Mario BarajasUniversity of Barcelona
TEACHERS AS GAMES DESIGNERS: TEACHERS AS GAMES DESIGNERS: TOWARDS CREATIVE TEACHINGTOWARDS CREATIVE TEACHING
CREATIVITY & INNOVATIONCREATIVITY & INNOVATION
European Parliament and the CouncilEuropean Parliament and the Council› “Europe needs innovation, and learning systems which
inspire innovation” › Creativity should be seen “as a driver for innovation and as
a key factor for the development of personal, occupational, entrepreneurial and social competences”
CREATIVITY & INNOVATIONCREATIVITY & INNOVATION
Council conclusions on a strategic framework for European cooperation in education and training (‘ET 2020’)
Strategic objective 4: Strategic objective 4: “Enhancing creativity and innovation, including
entrepreneurship, at all levels of education and training.”
CREATIVITY AT WORKCREATIVITY AT WORK
Ferrán Adrià, head chef of El Bulli, the best restaurant of the world for 5 years
“At the beginning I just copied what others did…to be creative is precisely to not to copy.”
“If you want to be creative you have to work very hard”
CREATIVITY IN ARTCREATIVITY IN ART
CREATIVITY & LEARNINGCREATIVITY & LEARNING“Education has the dual power to cultivate and to stifle creativity” (UNESCO, 1972)
THE CREATIVE TEACHERTHE CREATIVE TEACHER“Using imaginative approaches to make learning more interesting, exciting and effective” (NACCCE, 1999)
GAME-BASED LEARNINGGAME-BASED LEARNING
TEACHING CREATIVELY
“Using imaginative approaches to make learning more interesting, exciting and effective” (NACCCE, 1999)
GAME-BASED LEARNING (GBL) Enhances learners’ motivation Increase players’ immersion, attention span, and learning
outcomes
› Provide challenging experiences that promote intrinsic satisfaction of players
› Risk-free learning environments › Enable learner’s self-evaluation
GAME-BASED LEARNINGGAME-BASED LEARNING
““Players have fun while playing a game—they have to Players have fun while playing a game—they have to learn it” learn it” (Prensky, 2001) (Prensky, 2001)
GAME-BASED LEARNINGGAME-BASED LEARNING
Video games as genuine learning environments, allow Video games as genuine learning environments, allow forfor
› Active Learning› Exploratory Learning› Meta-cognitive skills› Problem-Based Learning
GAME-BASED LEARNINGGAME-BASED LEARNING
Barriers to games in formal learningBarriers to games in formal learning› Teachers' expectations› Integration into the curriculum› Managers’ and parents’ concerns
THE PROACTIVE APPROACHTHE PROACTIVE APPROACH
TEACHERTEACHER
Designs his / her own GBL scenario
Puts the GBL scenario into practice with his / her students
THE PROACTIVE PROJECT THE PROACTIVE PROJECT
KA3 - ICTKA3 - ICTJanuary 2010 – December 2011January 2010 – December 2011
FOSTERING TEACHERS’ CREATIVITY THROUGH GBLFOSTERING TEACHERS’ CREATIVITY THROUGH GBL
Universitat de Barcelona (coordinator) - Spain Sapienza Università di Roma, Roma - Italy CAST Ltd. - UK Università di Napoli - Italy Universidad Complutense de Madrid - Spain Universidad de Bucharest - Romania
THE PROACTIVE PROJECT THE PROACTIVE PROJECT
TEACHERS AS GAME DESIGNERSTEACHERS AS GAME DESIGNERS
Design of GBL scenarios Design of GBL scenarios tailored to specific teaching tailored to specific teaching
contexts and students’ profilescontexts and students’ profiles
Creative GBL teaching and Creative GBL teaching and learning practiceslearning practices
Creative Creative teacherteacher
FIVE METAPHORS FOR LEARNINGFIVE METAPHORS FOR LEARNING
Imitation
Acquisition
Participation
Discovery
Exercising
TEACHER TRAINING AND CO-DESIGNTEACHER TRAINING AND CO-DESIGN
TEACHERS RESEARCHERS
DESIGN OF A GBL SCENARIO› Planning of GBL activities › Development of an educational game using <e-Adventure> and EUTOPIA editors
GBL SCENARIOSGBL SCENARIOS
58 GBL scenarios 58 GBL scenarios › 29 for schools› 15 for vocational training › 14 for universities
A wide range of subjects coveredA wide range of subjects covered› Local history, medical education, physics, negotiation skills, forensic
skills, ICT, etc.
GBL SCENARIOSGBL SCENARIOS
Examples of games created by teachersExamples of games created by teachers
MAIN PROJECT OUTCOMESMAIN PROJECT OUTCOMES Adapted release of EUTOPIA and <e-Adventure> game editorsAdapted release of EUTOPIA and <e-Adventure> game editors
Collection of Templates and librariesCollection of Templates and libraries
MAIN PROJECT OUTCOMESMAIN PROJECT OUTCOMES A repository of 60 GBL scenariosA repository of 60 GBL scenarios
GACET’11 Conference - Games and Creativity in Education and TrainingGACET’11 Conference - Games and Creativity in Education and Training
Conference bookConference book
MAIN PROJECT OUTCOMESMAIN PROJECT OUTCOMES
MAIN PROJECT OUTCOMESMAIN PROJECT OUTCOMES Psycho-pedagogical Framework for Fostering GBL CreativityPsycho-pedagogical Framework for Fostering GBL Creativity
Handbook for the Production of Creative GBL ScenariosHandbook for the Production of Creative GBL Scenarios
Guidelines for Game-Based Learning PracticesGuidelines for Game-Based Learning Practices
IMPLEMENTATION IN THE CLASSROOMIMPLEMENTATION IN THE CLASSROOM
18 GBL scenarios tested18 GBL scenarios tested 9 pilot sites with9 pilot sites with
› More than 120 school students
› Around 100 university students
› Around 100 vocational training students
OPPORTUNITIESOPPORTUNITIES Game design is fun Collaborative game design is richer
than working individually Game design allows for using
different learning metaphors (for mostly participation and discovery)
GBL enriches the role of teacher
OPPORTUNITIESOPPORTUNITIES GBL is a way to get closer to
students GBL stimulates self-regulation and
learning by doing GBL encourages collaboration
among students, and competition, too
GBL helps improve the visibility of the institutions
CHALLENGESCHALLENGES
GBL design requires training and support GBL design requires a big time investment Technical constraints can limit creativity
FINAL REMARKS: Organisational levelFINAL REMARKS: Organisational level
the school system remains content oriented.
Limited support to innovation: time constraints and lack of incentives
FINAL REMARKS: Pedagogical levelFINAL REMARKS: Pedagogical level
GBL allows for using different (combinations of) learning metaphors
GBL breaks the boundaries between formal and informal learning
To innovate teaching practices through GBL at school requires to integrate it in traditional practices
FINAL REMARKS: Professional developmentFINAL REMARKS: Professional development
Technology (GBL) is not enough: promote training that is seen as meaninful, and professionally effective
Promote teachers training that is shared with colleagues, within the school activities
Thanks for you attention.Thanks for you attention.
Mario BarajasMario BarajasUniversity of [email protected]
http://www.proactive-project.euhttp://www.proactive-project.eu
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