Games in School

games based learning in inclusive classroom

About me

Hello everyone, My name Liboria Pantaleo, but everyone knows me by my middle name "Lydia".

I apologize to future readers for my English is not always correct. I hope this is not a big problem for those who read my padlet.

I teach for 20 years in primary school. I take care of the language, history, art and technology. My love of technology was born with my own profession: I immediately discovered that ICT could be excellent allies to build a teaching different and more responsive than the needs of children. In the time I have known and thoroughly different media: web, blogging, radio, animation, photography, journalism. My passion for media education has led me on the path MED association to which I belong and have since also a media educator. My interest in ICT is linked to the promotion of the skills of reading, writing, analysis and critical reflection of the reality that surrounds us. And children must be the first recipients of everything! For years I reflect and study on the scope of media education in everyday teaching and this led me also to resume their studies up to get a degree in "Theory and methods of e-learning and media education" and do research on the relationship media and inclusion. Below the cloud the words which for me are significant in relation to the relationship ICT and inclusive education.

My blogs and website

http://didatticamediale.webnode.it

http://www.piccolialunninelweb.org

http://piccolialunninelweb.blogspot.it

http://fareradioallaprimaria.jimdo.com

http://radiostar5a.blogspot.com

http://www.tartinipadova.it

http://www.ricerchemaestre.it

http://favoledellarcobaleno.blogspot.com

My School

The school where I work is called Arcobaleno (Rainbow); you belong multicultural consumers. It is known in the area for its historic trial of disability mainstreaming in classes since 1979. In it working teachers and health workers who share choices and designs. Teaching is kind of workshop and the choice alternative to textbook allowed, in its more than 35 years of life, to "welcome" the diversity with a focus and build a library of about 9,000 books. The school is full-time and its educational choices of the fund are: - The recognition and appreciation of the different forms of intelligence, diversity, attention to technology; - The lab as a space / time / organization to meet the needs of relationship, autonomy, knowledge, divergence, creativity and the full expression of the potential of each student; - The point to the inclusion of all thanks to a design strongly shared and co-managed between curricular teachers, support teachers and staff Social Health.

Site School

http://scuolaarcobaleno.webnode.it

The European Course
Module 1

M1.1 Projects, Reports and other Resources on the topic of Games in Schools

My experience with the use of video games in education is just beginning. I am doing this course in order to have a better idea about it as it is obvious added value in terms of teaching that can provide the use of video games in education. Searching on the web while you point the epistemological resources of an Italian researcher. The links lead to resources that I submit in Italian and English, but I hope however interesting for shared reflection.

http://www.edutic.ua.es/wp-content/uploads/2012/06/La-practica-educativa_301_313-CAP26.pdf

http://rivista.scuolaiad.it/n06-2012/videogiochi-e-apprendimento-tra-medium-e-messaggio-considerazioni-sull%E2%80%99uso-didattico-dei-videogiochi

http://www.slideshare.net/PROJECT_GREAT/massimandreoletti-videogames-simulation-univ-catlica-de-milo

M1.2 My favority game

M1.3 How do we learn with games?

I think for a long time the use of games in education and I believe can be an excellent resource to create meaningful and stimulating learning situations. The obstacle perhaps greater the number of platforms on which to play: the console games are generally considered the most interesting by the students and the school is unlikely to have more types, indeed!

Perhaps a solution would be in this case the use of the console view BYOD. And I think the next school year without doubt try to make this experience.

Moreover, the use of video games could prove an excellent tool for the inclusion of children with learning difficulties or disabilities: this for me would be a great reason to start a serious testing in this respect.

M1.4.1 PHYSICAL / OUTDOOR GAMES

The game that I propose may seem trivial, actually in teaching might have more purposes than praxic-motor to the logic to that knowledge of the number sequence. For younger children or for pupils with difficulties could be a way to work in a playful manner the numerical progressions away from the abstractness of the figures in the notebook.

M1.4.2 INDOOR/BOARD GAMES

The game of "broom" is a traditional Italian card game. In the past, but even today, many children spend their time playing with it if they can and often do well on digital now. The game in school could be a valuable strategic support in facilitating and promoting the oral calculation and problem solving.

http://www.regoledelgioco.com/giochi-di-carte/scopa/

M 1.4.3 COMPUTER GAMES

Definitely the first with which I enjoyed: PACMAN.

It is a game that works on quick reflexes but also on a fast process of action planning and then problem solving or almost instantaneous. The player must plan and act in a very short amount of time and this requires strategic choices and analysis of alternative routes and relations of cause and effect. Undoubtedly these are all fundamental skills to be promoted at school and this game in its simplicity allows it. Also combined use of Makey Makey gives the possibility of involving the same body in action playful and this could be an excellent tool in optical inclusive.

Module 2

reflections and insights

M2.1 Thematic and Project-Based Learning with games

The story cobweb: on stimulating environments and characters you can create a path of creative writing of the adventure genre. The work could be drafted collaboratively. Each student implements one hand and the various parts build the narrative structure of the game. A story that grows like a spider web: each little story live for himself, but all are linked together.

M2.2  

How to use games for thematic & project based learning: playing Wall-E

Thinking about the movie and the game of Wall E, the first trail that comes to assume is to literature. The game would lend itself well to examine characters, contexts, environments, places and actions typical of science fiction story. The natural opening would lead to the knowledge of other science fiction stories, above all, the stories of Asimov. Study well design narrative of the game, would give a solid foundation to the development of a process language and narrative can stimulate and increase this type of literary study. Parallel stories designed from the game and from the tracks of Asimov more age-appropriate class, could lead to the creation of multimedia setting where you can take advantage of multiple languages: comics (using lego maybe), photography (to simulate situations), animation (to create a story through drawing), the coding (using scratch), the audioracconto (creating radiodrama), .... Another possible route would be to town: create a time line on the evolution of robotics and create simulations and programming through the use of EV 3. Or, going back to the writing, do a job script to back up certain parts of the game to implement the knowledge of narrative mechanisms present in a game.

Interesting and exciting articles on the page linked below:

http://www.fantascienza.com/speciale/iorobot


M. 2.3 How to use games for thematic & project based learning: the Olympics

The use of games in education becomes more and more challenging!

A video game as best shown in the video allows many creative developments and not only curriculum.In the new game Mario and Sonic at Rio in 2016 there will be new characters. These characters together with the two mascots of the Olympics could be an excellent opportunity to exploit creative.

Inspired by the favorite sports and the characteristics of the countries of origin could invent characters very interesting in terms of graphics and narrative potential.

You could then, using Scracht, create games where new fictional characters and the characters of the game, create a parallel play and different at the same time.

In other words: the game played in the game created.

It would be an excellent opportunity for growth as users active and aware of media products but also creative producers.

M. 2.4. How to use games for thematic & project based learning: further resources

Speaking of educational use of video games opens a world of possibilities interesting and very stimulating. I think the hardest part will be to select the right game. But perhaps the best idea might be from a game, maybe the ver played by children, and build from it a unit of meaningful work.They are certainly very useful repositories (as engagelearning), but for those who enter into this new world the enthusiasm could be as such to disorientation.Certainly, as you usually do with books, it is useful to go to a specialist shop and experience firsthand the games suitable to the age of their students and then "trust" them to the gameplay itself, but knowing the plot and the arguments of the game, you can build innovative and stimulating activities in optical inclusive.What you link under article perhaps I dated, but still I find it very interesting to develop a process of reflection on the use of games in education.

http://sheu.org.uk/sites/sheu.org.uk/files/imagepicker/1/eh203mg.pdf

and for dummy like me ;) :P

http://oedb.org/ilibrarian/50-educational-video-games-that-homeschoolers-love/

M. 2.5 Activity: Commercial Games in Education

The biggest obstacle in the introduction of the use of the video game in school is perhaps the prejudice. It is not only or exclusively in these moment you decide to use video games to school for a course of school support, the hardest thing is to find the right approach to communicate to parents the importance and the potential of these tools. Often the addition of the word Serios game immediately calm the waters and can make parents more acceptable and proactive. But the question remai s how often where the idea of the game coincides more with the concept of sport (and physical activity) and less with its original meaning of celebration pastime, then play games can be a source of new ideas, but to distracted by a real commitment to the school. The middle game inevitably brings with it a host of prejudices about it and we forget how the game can be a breeding ground for experiencing emotions, behaviors and reactions in a privileged and protected in the same way of classic fairy tales, where, Bettlheim docet, is you can provide a teaching aid in the sensitive period of growth of the individual. This implies a radical change of perspective not only for the teacher who experiences the use of the video game, but also the parent so that it can find educational value as they generally experienced and regarded as a pastime that gives nothing.

Useful Links (in italian language)

http://rivista.scuolaiad.it/n06-2012/videogiochi-e...

https://amendolachiaraintermedialab.wordpress.com/2014/05/22/lys-luce-2/

Module 3
Learning Games - what games are out there that will help children learn?

M. 3.1 Bad Educational Games

They are still in the exploration phase of the use of video games in education, but I think I can make some comments based on usage that I see do with children with disabilities. Often they are "doomed" to play the exercise sessions with a video game-like graphics also known publishers in the industry. Are pseudo games that are based on a principle of stimulus response, they are not places of creativity, multilinearity or promotion logical skills or problem solving slightest. The result is a look that use that affects the child at first, but soon turns into an exercise stereotyped and not significant: in short, you only work on strengthening and exercise. I can not see these types of games as educational games in that business who "know too much about school" and bore children because they are too similar to schoolwork. Then surely other elements are unbearable:

- Violence;

- The poor quality of the graphics;

- The lack of a meaningful narrative;

- The trivialization of situations (for example, the historical ones);

- The absence of logic in the various steps;

- The exclusive attention to the physical action without a goal to play significant and respectful of the rights of the child;

- The exaggerated attention to the appearance horror.

Module 4
What can we learn from games?

M. 4.1 Learning from Games

The use of video games in education is certainly interesting and challenging from several points of view. Children would see the use of this media a significant approach to their world. A world that we teachers can take advantage of for the benefit of teaching every day.Obviously you will need to make a critical and sensible use, but the important thing is to contextualize a significant route.It will be good to identify and design a teaching unit clearly defined where the game becomes fun and just the outline, but an important element of the course.As you progress in the reflection on the use of video games in education, I'm focusing more and more items and have already started to talk about it with my students in a context of co-design and where each of them was made available to take to school the their game consoles to share with classmates.The way I see it, the important thing is to take a step by step.

M. 4.2 Augmented Reality

Known as augmented reality app Aurasma, ZooBurst, ColarMix, Fetch! Lunch Rush.With the first two are heading a project to create books for our school library increased: flipping pages readers will see the book trailer, listen to samples of songs and reviews made by the students themselves.Aurasma is quite easy to use and allows various operations.ZooBurst in particoare we are experiencing in optical inclusive to create content for children with major disabilities.Its disadvantage is that it is not very friendly use by children.ColarMix is very friendly and love to children, but he paid content.Fetch! app is a very nice and well suited to the use of young children in the acquisition of the first math skills. The disadvantage: everything is already preset and can not be very customize paths.

M. 4.3  Geocaching

La capacità di fare un percorso Geocaching trovo molto interessante: sarebbe un modo diverso di fare geografia e cartografia together.I mai utilizzato fino ad ora, ma il prossimo anno scolastico, la conserverà grave consideration.It è anche una buona attività per essere inclusi in una scia di uso creativo e responsabile di una network.Well sociale che essa strutturato anche il sito ha una guida molto dettagliata e una comunità molto stimolante.

Link utili

https://www.geocaching.com/guide/

http://www.xnoteapp.com/

http://www.podcacher.com/helpful-geocaching-websites/

http://forums.groundspeak.com/GC/index.php?showforum=103

https://www.youtube.com/user/GoGeocaching

https://en.actionbound.com/

M. 4.4 Gamification

By chance I came across experiences of gamification not use them, at least for me. I want to point out how the esprienze interesting to exploit in life everyday.

The first

Goose Green wireless sensors catch on, they 'll pervades every aspect of our lives, and Goose Green is building a microcosm of that eventuality in the form of a role-playing game.

The second

4food sandwiches biological chain that has transformed the shopping experience by introducing the ability to create their own sandwich online, customize it through various combinations and even give it a name. Each sandwich 'owner' ordered by other users pays a few cents of dollars in royalty usable for subsequent orders. Not only that, calling into the store you notice large billboards with the ranking of sandwiches Bestsellers of the week and the name of their creator.

The third

English attack an online platform for students and professors, where you can immerse yourself in the English language like a video game with a lot of avatars, points, rankings, and social community and mini-game within a framework of free exploration of content.

Useful link (in italian language)

http://www.gameifications.com/gamification/10-buoni-esempi-di-gamification/

http://www.zerounoweb.it/osservatori/cmo-cio/i-videogiochi-nella-vita-quotidiana.html

http://elearningindustry.com/top-10-e-learning-statistics-for-2014-you-need-to-know

M. 4.5 Digital Badges

I never used the badge in everyday teaching; I did experience token economy but never used the badge system. Now Ollie listening and looking on the web I came across an infographic / that I enclose below) very interesting that provides a very clear example of how this system of gamification and I share it with you.

In light of the planning of the next school year, I think I will keep well aware of this system of "award" as it could riverlarsi actually an excellent tool for motivation and involvement especially for pupils who have problems of intrinsic motivation and prolonged attention. Very interesting reading the article that you link to follow

http://gaming.psu.edu/gamification/digital-badges/

Use digital badges in education

M. 4.6 How could you gamify your classroom?

This year to increase the motivation to study the language I started a media that has had excellent results. In the case of grammar, I did use various media to build and consolidate the knowledge of the students in this area: here an example https://sites.google.com/site/grammaticamediale/home/verbo

In the case of writing and correct spelling I used some tools like Educaplay http://www.educaplay.com/

and QRcode: here an example

http://piccolilinguistinelweb.blogspot.it/2014/12/lingu-itliana-20.html

I have not yet experienced the use of badges but I am planning to do so starting next school year, and then to verify the functionality and the added value of use.

Useful link

http://inservice.ascd.org/the-difference-between-gamification-and-game-based-learning/

Module 5
Designing Games

M. 5.1 Designing good games

A good game should have:

- Well-constructed story, told in an impeccable manner and twisted to a message that leaves the player a little more it enriches

- Evocative art design clear objectives

- Curated visual style

- Attention control system: provide input primary and secondary (by interaction via touch buttons)

- Quality music

- Cards to represent areas of operation

- Actions and consequences consistent with the context- Simple rules and exciting

- Equilibrium: different paths at different times; ability to toggle actions short complex actions; guarantee to each player can have in a game multiple, the same right to contribute; providing a way for players to recover when left behind;

- Adequate levels of difficulty, but in a perspective of proximal and not necessarily standardized (additional challenges, packages for age, extra levels and blocked access only after passing a certain score or level or goal, ...)

- Ability to provide feedback and rewards- Cross-media elements

Here, however, a very interesting article (in Italian) on the importance of history

http://giochielettronicicompetitivi.it/article.php...

Here is a good review of many aspects of a particular game

http://www.spaziogames.it/recensioni_videogiochi/c...

M. 5.2 Simple Games Design Tools

Use the tools related to the video game, also drawing on resources not born for this purpose, in my subject area (language) would relapse fantastic.Activities could well be part of the non-linear stories that have a creative background very strong, but at the same time, a need to control logic on various stages of development, action and development of the story.

The combined use of Power Point or Keynote and the app Floor (unfortunately still only for iOs) would work on two extremely interesting narrative and logical.Narrative because the attention to story, characters, setting and plot of cause-effect relationships would be very strong.  

Furthermore, the possibility to realize stories nonlinear open to scenarios always different and creative. Logical in terms of playability of the video game, by Floor, as you see now the paths and actions that can be put in place immediately by testing the playability.

M. 5.3 Games Design for Younger Children

Development Platforms games like Minecraft or Scratch or Kodu or ... I have not yet used in the classroom. I have read and listened avidly some information given by those who use them, but I still nonle experienced in class.

This does not signignifica that I have not made an idea of their potential educational and teaching, indeed!I find resources like Minecraft can afford a co-educational building very meaningful for the students, their stories, their imaginations anyway become a place to live, albeit virtual.

Also the use of a language media is an excellent tool for mediation at the relational level, creative, narrative and cooperative. I can not wait to experience the use of video games in education every day and see the effects.

M. 5.4 Advanced Games Design Tools

I have no experience with the development of video games in the classroom, but some are really impressive, certainly including Unreal UDK.Having the chance to work with older students, surely this would be an incredible tool. The boys would be thrilled for the graphical results possible.I find that the point of greatest strength and you awesome is the narrative potential inherent in these software.

Module 6
Why is it important to teach about games?

M. 6.1 Introduction

The use of games in education is important in many respects:

- Making school "without the smell of school"

- Use the cross-media as a teaching tool that brings the school to the real world he lived and experienced by the children out of it

- Is the ground of engagement motivational strong

- Is unusual and appealing approach to content

- Promotion is the logical thought

- Establish a framework for strong narrative hook the knowledge and put them into action

- Creates situations of shared learning very stimulating

- Become a motivational input

- Allows a do that sustains and stimulates motivation to achieve objectives experienced by children as a "real"

- Can be done by integrating background interdisciplinary

- Stimulates participation

- Stimulates the inclusion

- Using language close to the experience of pupils

Useful links (in Italian)

http://www.aesvi.it/cms/view.php?dir_pk=505&cms_pk...

M. 6.2 PEGI and parent controls

I met PEGI in detail last year during the discussion and shared planning of holiday homework, some students have wanted to create a blog where recensivano games online. Among the indicators for the description of the games that have assumed were expected items such as playability, age reference et alii ...

From here started a research on time to all elements of the assessment and description of the games and, together, we We wandered into the world PEGI discovering very interesting elements.

The findings were then communicated to parents via email: many of them do not know!

It was very useful and interesting for all: adults and children.

M. 6.3 Evolution of Games

My experience of the use of video games to school is very limited: it refers almost exclusively to the use of small flash games for individualized interventions with students with disabilities.Looking back on this experience remember some interesting food for thought, I state that I had made use by LIM.

Food for thought:

- immersion

- Emotional and physical

- Medium between content and concept

- Action "real" with abstract concepts (eg. Math)

- motivation

- cheerfulness

- Willingness to go beyond their comfort zone in terms of teaching and that is addressing concepts or knowledge through the traditional ways were "excluded"

- immediacy

- Problem solving

- Help peer- Means of communication and exchange experiences with other

Useful Link (in italian)

http://www.dmi.unict.it/~faro/informatica/dispense/Videogames.pdf

M. 6.4 Talking about Games

Awareness of talk about online security is now fairly widespread, but not so can be said with respect to security than using safe and responsible gaming. Probably the word game to make us less suspicious, but in fact the evolution of these should be taken into due consideration.

Surely a school is even very little or nothing: the little that you often stemporaneo and never well-defined.

In planning for the next school year I would like to consider these aspects and put them in an educational program aimed at children and parents.

Adults, perhaps most children, I'm afraid they are still too inegnui on this topic and you need to be formed in such a way to drive in a responsible and aware of their children and / or students to do so.

My experience in this regard is limited to my role as a mother, but more and more I realize that this is necessary at school.

Very often, the game is no substitute for the TV and provide him with the attitude of the adult is even more detached that if television: the risks are too high to admit or grant proxies in white!
Think about time of use, type of games, features, target age group, ask what the game wants to convey messages, to reason together on content, method, emotional backgrounds and motivations underlying belief can be very useful.

A good practice metacognitive end game session bearing in mind some of these parameters during the course and in a final evaluation process or overall what is feasible and desirable in the field of education and not just school.

Useful link

http://todaysmama.com/2012/02/video-game-safety-for-kid-gaming-online-kids/

http://www.internetsafety101.org/videgameinfo.htm

http://www.pta.org/programs/content.cfm?ItemNumber...

https://www.esrb.org/about/news/downloads/ESRB_PTA...

M. 6.5 Peer review

Peer review is a teaching practice very interesting and functional, even more so if situated in a peer-to-peer or collaborative. Generally the use in conjunction with activities such as writing language and spelling. Children love to do this kind of activity and through these can not only work and work on the mistakes of others, but also the awareness of their own. Often sopo have reviewed the work of a fellow, the student returns to see his or to see if you did the same type of error or if the error found in the work on behalf of another of the suggested changes to be made on own.

The enrichment that you get from this teaching strategy is very significant. Moreover, the correction peer does not create fears due to valuation and everything takes place with great serenity.

Peer reveew is a strategy of dialogue, open and non-self.

The weaknesses of this strategy can be sure:

- Times

- Bias

Strengths:

- The expertise shared

- Responsibility

- Mutual engagement in learning

- The attention to the object and not the subject of evaluation

To take into account its social version!

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