Transcript Slide 1

SURF
November 15, 2005
Utrecht, The Netherlands
Marc Prensky
[email protected]
www.marcprensky.com
©
© 2005
2005 Marc
Marc Prensky
Prensky
Reference Slides
Workshop:
Course Modding;
Creating Learning the
Natives Will Love
Marc Prensky
[email protected]
www.marcprensky.com
© 2005 Marc Prensky
Plan for Day
(Subject to You)
Mod 1:
Your Needs
9:30-10:00
Mod 2:
Framework
10:00-10:30
Break
xx
10:30-11:00
Mod 2:
Re-creation
11:00-12:00
Mod 3:
Reports +
Discussion
12:00-12:30
© 2005 Marc Pren
Engagement
(= motivation, passion)
© 2005 Marc Prensky
Content won’t help kids
continue to learn, but
ENGAGEMENT
WILL!
© 2005 Marc Prensky
Conventional Speed
Step-by-Step
Linear Processing
Text First
Work-Oriented
Stand-Alone
The
Communicating
IM, chat
Sharing
Blogs, webcams
Buying & Selling
ebay, papers
Exchanging
music, movies, humor
Creating
sites, avatars, mods
Meeting
3D chat rooms, dating
Collecting
mp3, video, sensor data
e-Life
Coordinating
Searching
Evaluating
Analyzing
Projects, workgroups,
MMORPGs
Reputation systems–
Epinions, Amazon,
Slashdot
Gaming
Solo, 1-on-1, small &
large groups
Learning
About stuff that
interests them
Evolving
Peripheral, emergent
behaviors
Info, connections,
people
SETI, drug molecules
Reporting
Moblogs, photos
Programming
Open systems, mods
search
Socializing
Learning social
behavior, influence
Growing Up
Exploring,
transgressing
© 2005 Marc Prensky
We have a
“Digital Immigrant Accent”
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Printing out our e-mails
No instant messaging
Not Going to the Internet First
Thinking “Real Life” happens only
off-line
• Learning as Work
© 2005 Marc Prensky
“Kids want to put
their own mark on
the site.”
– Deborah Schwartz, MOMA
© 2005 Marc Prensky
“What people put into
the Internet is much
more important to them
than what they take out
of it.”
– Tim Berners-Lee
© 2005 Marc Prensky
What’s different about
the new technology is
that it is
programmable.
– Alan Kay
© 2005 Marc Prensky
“[They are] living in
dataspace, begging to
handle more simultaneous
data streams than their
parents ever imagined.”
-- Beck and Wade: Got Game
© 2005 Marc Prensky
“I don’t want to study
Rome in high school.
Hell, I build Rome every
day in my online game
(Caesar III).”
– Colin, Age 16
© 2005 Marc Prensky
“Players are producing
as much as they are
consuming
– perhaps more.”
– JC Herz
© 2005 Marc Prensky
and the
Game System
Reviews
Official
sites
Fan sites
games
Mags
Blogs
IM/chat
is a big part of the
learning process
© 2005 Marc Prensky
Today’s Games:
Complexity Matters
“Mini”
“Complex”
5 min-2hours
TRIVIAL
8-100 hours
NOT TRIVIAL
Or, at best,
One-Noted
Complex Games take
the same amount of
time as a course (30100 hours)
© 2005 Marc Prensky
GOALS
Be A Hero
You need to overcome and you need your friends
The Entire Span of Human History is in Your Hands
Rise through the ranks to General.
Create, Customize and Control Your World.
Tell Your own stories.
Mix genes from one generation to the next.
Meet your friends and tackle a quest together.
Your accomplishments have a
unique influence on your future. © 2005 Marc Prensky
Reasons Games Engage
Fun
Play
Rules
Goals
Interactive
Outcomes & Feedback
Adaptive
Win states
Conflict, competition
Problem solving
Interaction with people
Representation & Story
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Enjoyment and Pleasure
Intense involvement
Structure
Motivation
Doing
Learning
Flow
Ego Gratification
Adrenaline
Creativity
Social Groups
Emotion
© 2005 Marc Prensky
Reasons Games Engage
Fun
Play
Rules
Goals
Interactive
Outcomes & Feedback
Adaptive
Win states
Conflict, competition
Problem solving
Interaction with people
Representation & Story
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Enjoyment and Pleasure
Intense involvement
Structure
Motivation
Doing
Learning
Flow
Ego Gratification
Adrenaline
Creativity
Social Groups
Emotion
© 2005 Marc Prensky
Reasons kids learn from games
(James Paul Gee: What Video Games Have to Teach Us About Learning and Literacy)
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Doing and reflecting
Appreciating good design
Seeing interrelationships
Mastering game language
Relating the game world to other worlds
Taking risks with reduced consequences
Putting out effort because they care
Combining multiple identities
Watching their own behavior
Getting more out than what they put in
Being rewarded for achievement
Being encouraged to practice
Having to master new skills at each level
Tasks being neither too easy nor too hard.
Doing, thinking and strategizing
Getting to do things their own way
Discovering meaning
Reading in context
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Relating information
Meshing information from multiple media
Understanding how knowledge is stored
Thinking intuitively
Practicing in a simplified setting
Being led from easy problems to harder ones
Mastering upfront things needed later
Repeating basic skills in many games
Receiving information just when it is needed
Trying rather than following instructions
Applying learning from problems to later ones
Thinking about the game and the real world
Thinking about the game and how they learn
Thinking about the games and their culture
Finding meaning in all parts of the game
Sharing with other players
Being part of the gaming world
Helping others and modifying games,
in addition to just playing.
Reasons kids learn from games
(James Paul Gee: What Video Games Have to Teach Us About Learning and Literacy)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
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16.
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18.
Doing and reflecting
Appreciating good design
Seeing interrelationships
Mastering game language
Relating the game world to other worlds
Taking risks with reduced consequences
Putting out effort because they care
Combining multiple identities
Watching their own behavior
Getting more out than what they put in
Being rewarded for achievement
Being encouraged to practice
Having to master new skills at each level
Tasks being neither too easy nor too hard.
Doing, thinking and strategizing
Getting to do things their own way
Discovering meaning
Reading in context
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
Relating information
Meshing information from multiple media
Understanding how knowledge is stored
Thinking intuitively
Practicing in a simplified setting
Being led from easy problems to harder ones
Mastering upfront things needed later
Repeating basic skills in many games
Receiving information just when it is needed
Trying rather than following instructions
Applying learning from problems to later ones
Thinking about the game and the real world
Thinking about the game and how they learn
Thinking about the games and their culture
Finding meaning in all parts of the game
Sharing with other players
Being part of the gaming world
Helping others and modifying games,
in addition to just playing.
What Do They Learn?
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How (to do things)
What (Rules)
Why (Strategy)
Where (Environment)
Whether (Ethics)
© 2005 Marc Prensky
What Do They Learn?
Areas various researchers claim are improved
by Playing Video Games
visual selective attention
multiple task processing
rule understanding
strategy
morality
ethics
identity
flow
traditional literacy
digital literacy
new media literacy
concentration
social skills
stress relief
scientific thinking
intellectual development
affective development
social development
transfer
comprehension skills
academic skills
strategies & procedures
use of symbols
problem solving
sequence learning
deductive reasoning
© 2005 Marc Prensky
What Do They Learn?
Areas various researchers claim are improved
by Playing Video Games
visual selective attention
multiple task processing
rule understanding
strategy
morality
ethics
identity
flow
traditional literacy
digital literacy
new media literacy
concentration
social skills
stress relief
scientific thinking
intellectual development
affective development
social development
transfer
comprehension skills
academic skills
strategies & procedures
use of symbols
problem solving
sequence learning
deductive reasoning
© 2005 Marc Prensky
“Things like strategy, multi-task
processing, problem-solving,
symbols & map-reading, and
media literacy are skills that I
will use no matter what
profession I elect.”
- a high school student
© 2005 Marc Prensky
“I’ve learned to think
really fast, and to take
risks.”
– 4th grader, Age 10
© 2005 Marc Prensky
“Gamers have amassed
thousands of hours of rapidly
analyzing new situations,
interacting with characters
they don’t really know, and
solving problems quickly and
independently.”
-- Beck and Wade, Got Game
© 2005 Marc Prensky
Gamer Attitudes
Beck and Wade: Got Game
• Don’t be Afraid to Fail –
Take risks to get rewards
• Winning Matters
• Immerse Yourself in Data
• Be a Hero
• Work in Teams
• Make the Tough Calls
• Take Responsibility
• Take different perspectives
• Add Value
• Make Things Better
•
© 2005
2003 Marc Prensky
Questions!
• Who plays a game that relates
to what we are discussing?
• Can you think of an example
of this in your games?
• Who wants to write a game report
(or review) for credit?
Including “ethical issues and how I dealt with them”
value this stuff!
© 2005 Marc Prensky
Complex Game Design:
1.
Focuses on the user’s engagement
2.
Involves frequent, important decisions
3.
“Levels up” toward clear, important goals
4.
Adapts to each player individually
5.
Is done by iteration and playing, not theory
6.
Emphasizes Gameplay, not Eye Candy!
© 2005 Marc Prensky
includes
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Continuous decision making
Level Ups
Good pacing
Complexity
Important choices
Immediate feedback
Adapting to the player’s skills
© 2005 Marc Prensky
Teachers
(Digital Immigrants)
are used to
Students
(Digital Natives)
prefer
• Presentation
• Gameplay
• Linear Stories
• Random Access &
Branching Options
• One Thing at a Time
• Multiple Data Streams
• In Person
• Online
ENGAGEMENT
© 2005 Marc Prensky
Curriculum
Design
Game
Design
Focus
• Content
• Engagement
Mode
• Presentation
• Gameplay
• Relatively
Rare
• Frequent and
important
Decisions
ENGAGEMENT
© 2005 Marc Prensky
“Whenever you
add an
instructional
designer, they
suck the fun out”
– A Game Designer
© 2005 Marc Prensky
“Fun is the act of
mastering a
problem
mentally.”
-- Rafe Kotter: A Theory of Fun
© 2005 Marc Prensky
Mobile Phones:
Powerful Computers
Inexpensive
Always in their pocket
Optimized for Communication
Full of Useful Add-ons
e.g. Cameras, GPS, internet
Easy to download to
Attachable to External input/output
Missing? Imagination!
© 2005 Marc Prensky
We Can Use Mobile Phones for Learning:
Skills.
Languages.
Poetry.
Literature.
Public Speaking.
Writing.
Storytelling.
History.
Surveys.
Polls.
Match-ups.
Testing.
Communication.
Memory aids.
Blogging.
…and even
assessment
©© 2003
2005Marc
Marc Prensky
Prensky
Challenges:
1.
Focus on the user’s engagement
2.
Have frequent, important decisions
3.
“Level up” toward clear, important goals
4.
Adapt to each player individually
5.
Include iteration
6.
Emphasize Gameplay, not Eye Candy or Text
© 2005 Marc Prensky
Ways To Make Your Courses More Engaging:
1. Engagement. Let the learners be responsible for the content. You focus on
the context. Minimize Text.
2. Focus on Gameplay above Content (Gameplay = continuous decision
making, level ups, good pacing, complexity, important choices, immediate
feedback, adapting to each players skills)
3. Goals: Always provide short (lesson), medium (module) and long-term
(course) goals that are very clear to the students and that the students want
to reach. State your goals in terms of behavior (i.e. do something,
overcome, be a hero, get to a destination), rather than knowledge.
4. Make your course a series of important decisions for every learner.
5. Breakup your course skills into mini-levels. Make it clear to the learners
where they stand, and how they can “level up.” Offer special things that are
restricted to the higher levels.
6. Continually search for and use ways of adapting your course to each kid’s
skill level and progress.
Making Courses More Engaging
Create Media clips
Competitions/Contests
Ongoing projects
Outside content
Student Led Discussions
Choice / Different order
Rating comments
Ethics/Gray Areas
©© 2003
2005Marc
Marc Prensky
Prensky
Making Courses More Engaging
Find a picture
Web Quests
Send a letter
Balloon/caption Contensts
Write directions
Teach someone
©© 2003
2005Marc
Marc Prensky
Prensky
Making Courses More Engaging
Guest Speakers
Game Templates
Create Good Questions
Self-formed teams
Post and Rank
Decisions
Comparisons
©© 2003
2005Marc
Marc Prensky
Prensky
Making Courses More Engaging
Competition
Puzzlers
Call Ins
Interation
Student content
COTS Games
©© 2003
2005Marc
Marc Prensky
Prensky
• Language
• Politics
• Art
• Management
• Science/Engineering