Transcript Slide 1
CAIS June 18, 2006 Santa Barbara, CA Marc Prensky [email protected] www.marcprensky.com © © 2006 2006 Marc Marc Prensky Prensky Education Credentials • Master of Arts in Teaching (Yale) • MBA (Harvard) • Taught High School Math (5 yrs) • Ran a Street Academy • Taught Elementary School French • Taught College Music • Still Tutor Math © 2006 Marc Prensky Serious training in a game environment © 2006 2003 Marc Prensky Recent Projects Higher Ed Military • Stability Operations: Winning the Peace • The Battle of the Brains • Financial Literacy • Dinner Party with History K-12 Business • Insurance Game • Pharmaceutical Game • Cell Phone Game • • • • • • • Games In A Flash Chemistry Game (MeCHeM) FL, LA Virtual Schools Courses Algebra Game (The Algebots) Physics Game (Space Junk) Cell Phone Game (Elemental) Reading Teacher Game © 2006 Marc Prensky Recent Projects K-12 • • • • • Games in a Flash FL, LA Virtual Schools Courses Chemistry Game (MeCHeM) Physics Game (Waste of Space) Periodic Table Cell Phone Game (EleMental) • Algebra Game (The Algebots) • Reading Teacher Game © 2006 Marc Prensky I’ll be going at (slides will be available) © 2006 Marc Prensky Sky Takemura-Sora Prensky b. April 26, 2005 © © 2006 2006 Marc Marc Prensky Prensky Helping Our Students Learn and Succeed © 2006 Marc Prensky in a st 21 century world… © 2006 Marc Prensky …BEFORE the end of the st 21 century! © 2006 Marc Prensky What if we don’t? © 2006 Marc Prensky © 2006 Marc Prensky Five Keys To Helping Kids Learn and Succeed In the 21st Century © 2006 Marc Prensky Understanding Generating Dealing With Sharing Achieving © 2006 Marc Prensky Theme #1 Understanding © 2006 Marc Prensky Why are we educators having such problems? © © 2006 2003 Marc Marc Prensky Prensky What’s so DIFFERENT about the st 21 century? © 2006 Marc Prensky Why educators are having problems 1.The world is changing © © 2006 2003 Marc Marc Prensky Prensky Question 1 What percent of the world’s population is under 25? © 2006 Marc Prensky Percentage Under Age 25? A 20 percent B 30 percent C 40 percent D 50 percent © 2006 Marc Prensky % Under 25? 50% © 2006 Marc Prensky Question 2 What percentage of our teachers are under 25? © 2006 Marc Prensky Question 3 What percentage of people in this room are under 25? © 2006 Marc Prensky We have to involve our students in everything we do! © 2006 Marc Prensky Why educators are having problems: 1.The world is changing 2. Students are changing © © 2006 2003 Marc Marc Prensky Prensky Today’s younger learners are NOT the ones our systems (and teachers) were designed and trained to teach! © © 2006 2003 Marc Marc Prensky Prensky Today’s Students are different © 2006 Marc Prensky Why? • • • • • 5-10,000 hours Video Games 250,000 emails and IMs 10,000 hours on cell phones 20,000 hours TV (incl. MTV) 500,000 commercials • < 5,000 hours book reading © 2006 Marc Prensky • 2 billion ring tones per year • 2 billion songs per month • 6 billion text messages per day © 2006 Marc Prensky “Brains like ours alter profoundly to fit the technologies and practices that surround them.” -Andy Clark Director, Cognitive Sciences Program. Indiana University © 2006 Marc Prensky Conventional Speed Step-by-Step Linear Processing Text First Work-Oriented Stand-Alone “Students are not just using technology differently today, but are approaching their life and their daily activities differently because of the technology.” --Net Day “Speak-up Day” Summary © 2006 Marc Prensky The Communicating IM, chat Sharing Blogs, MySpace Buying & Selling ebay, papers Exchanging P2P 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 © 2006 Marc Prensky The Communicating IM, chat Sharing Blogs, MySpace Buying & Selling ebay, papers Exchanging P2P 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 © 2006 Marc Prensky “ [ Technologies are] re-writing the rules of adolescence.” -- a mother © 2006 Marc Prensky © 2006 Marc Prensky We have a “Digital Immigrant Accent” • • • • • • Printing out our e-mails Not Going to the Internet First for info Needing a printed copy for editing Not Using (or liking) IM Thinking “Real Life” happens only off-line Assuming teaching equals learning © 2006 Marc Prensky Teaching = Learning © 2006 Marc Prensky 21st Century Learning is unlikely to be created through PUSH from teachers It has to be “PULL!” © 2006 Marc Prensky i.e. Students have to WANT to do it © 2006 Marc Prensky Theme #2 Generating © 2006 Marc Prensky Engagement (= motivation, passion) © 2006 Marc Prensky “Without motivation there is no learning” – James Paul Gee © 2006 Marc Prensky “If a learner is motivated, there’s no stopping him” – Will Wright © 2006 Marc Prensky “Learning comes from passion, not discipline” – Nicholas Negroponte Why educators are having problems: 1.The world is changing 2. Students are changing 3. Engagement is changing © © 2006 2003 Marc Marc Prensky Prensky “Learning Takes Work” Disagree? Agree? © 2006 Marc Prensky Yes, Learning takes Effort, but © 2006 Marc Prensky Effort for learning can FEEL LIKE WORK OR Effort for learning can FEEL LIKE PLAY © 2006 Marc Prensky Learning feels like play when you have ENGAGEMENT = Motivation, passion © 2006 Marc Prensky Today’s kids UNDERSTAND ENGAGEMENT © 2006 Marc Prensky When I was a kid IT WAS BORING © 2006 Marc Prensky Today’s kids GO ONLINE © 2006 Marc Prensky “I could have nothing to do and I can always find something on the Internet.” – A High School Student © 2006 Marc Prensky “On the Internet you can play games, you can check your mail, you can talk to your friends, you can buy things, and you can look up things that you really like.” – A High School Student Yahoo Born to be Wired Conference © 2006 Marc Prensky The Communicating email, IM, chat Sharing Blogs, MySpace Buying & Selling ebay, papers Exchanging p2p 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 © 2006 Marc Prensky Today’s kids know what engagement feels like © 2006 Marc Prensky They want to feel engaged all the time © 2006 Marc Prensky Especially when they are learning! © 2006 Marc Prensky But much of our education is SO BORING… © 2006 Marc Prensky …that it feels like we’re putting depressants in their food! © 2006 Marc Prensky even WITH technology! © 2006 Marc Prensky “Whenever I go to school I have to ‘power down’” – a high school student © © 2006 2003 Marc Marc Prensky Prensky “You do have to slow down when you’re talking to teachers.” – a Liverpool student © © 2006 2003 Marc Marc Prensky Prensky For today’s students to learn, ENGAGEMENT Is MORE IMPORTANT than Content © 2006 Marc Prensky Why? © 2006 Marc Prensky Content Will Change! © 2006 Marc Prensky Content won’t help students continue to learn throughout their lives, but ENGAGEMENT WILL! © 2006 Marc Prensky Outside of formal learning… © 2006 Marc Prensky Today’s Students are Empowered © 2006 Marc Prensky “I want to do things that conform to my time frame, not someone else's." -- Matthew Kahlil, a senior at U.C.L.A., who goes to the movies less often than he used to. © 2006 Marc Prensky “Kids want to put their own mark on the site.” – Deborah Schwartz, MOMA © 2006 Marc Prensky Today’s Students have Tools © 2006 Marc Prensky What’s different about the new technology is that it is programmable. – Alan Kay © 2006 Marc Prensky Today’s Students are Hands-On © 2006 Marc Prensky “Players are producing as much as they are consuming – perhaps more.” – JC Herz © 2006 Marc Prensky Today’s Students Embrace Complexity © 2006 Marc Prensky “[They are] living in dataspace, begging to handle more simultaneous data streams than their parents ever imagined.” -- Beck and Wade: Got Game © 2006 Marc Prensky Today’s Students want things to be Fun © 2006 Marc Prensky “Fun is the act of mastering a problem mentally.” -- Rafe Kotter: A Theory of Fun © 2006 Marc Prensky Today’s students are NOT “ADD” but rather “EOE” © 2006 Marc Prensky “ENGAGE ME or ENRAGE ME” © 2006 Marc Prensky ©© 2006 2006Marc Marc Prensky Prensky One Place to Go For Engagement © 2006 Marc Prensky Almost EVERY student already has a powerful computer… … in their pocket! © 2006 Marc Prensky We should be USING them! © 2006 Marc Prensky Mobile Phones Are 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! © 2006 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 2006Marc Marc Prensky Prensky Theme #3 Understanding and Dealing With © 2006 Marc Prensky “Email is for old people” – A student © 2006 Marc Prensky CHANGE Our Lives Discontinuity: Digital Technology We are here TIME © 2006 Marc Prensky “Nothing ever wears out” – A teacher © 2006 Marc Prensky Tool switching is already close to instantaneous Yahoo Email Google IM iPod vPod mp3 wma GameBoy DS, PSP © 2006 Marc Prensky CHANGE Our Students’ Lives TIME © 2006 Marc Prensky The change that is THREATENING to the Immigrants… © 2006 Marc Prensky “Most of us prefer to walk backward into the future, a posture which maybe uncomfortable but which at least allows us to keep on looking at familiar things as long as we can.” -- Charles Handy © 2006 Marc Prensky The change that is THREATENING to the immigrants… …is EMPOWERING to the natives! © 2006 Marc Prensky My New Book: © 2006 Marc Prensky © 2006 Marc Prensky IT power is doubling every year © 2006 Marc Prensky Sky Takemura-Sora Prensky b. April 26, 2006 © © 2006 2006 Marc Marc Prensky Prensky Question 4 In 2036, How much more powerful will IT be than it is today? © 2006 Marc Prensky How many times more powerful will IT be? A one million times B ten million times C one hundred million times D one billion times © 2006 Marc Prensky Sky will be working with technology that is 1 billion times more powerful than today! © 2006 Marc Prensky 30 2 = 1,073,741,824 © 2006 Marc Prensky What Does That Mean ????????? © 2006 Marc Prensky st 21 Century+ Inventing new tools to solve problems Pre - 21st Century Solving problems with the tools we have © 2006 Marc Prensky They’d better be learning PROGRAMMING © 2006 Marc Prensky When will all this change END!?? © 2006 Marc Prensky IT WON’T !!! © 2006 Marc Prensky There’s no Destination! (Only the fast train) © 2006 Marc Prensky No One In education gets this yet © 2006 Marc Prensky Except, of course… © 2006 Marc Prensky © 2006 Marc Prensky …their technology changes monthly! e.g. PHONES: text, cameras, videos, motion sensors, diodes, sky tunes © 2006 Marc Prensky From now on, Tools Will COME FAST… • • • • • • • • Blogs Wikis Wikipedia Podcasting Polling Devices Speed Enhancers Cell Phones Games …and GO FAST • Wires © 2006 Marc Prensky In fact, too fast to master! © 2006 Marc Prensky Today’s teachers need to know © 2006 Marc Prensky How to Teach Using Tools That are Unfamiliar, and That We Can’t Fully Master! © 2006 Marc Prensky My answer… © 2006 Marc Prensky It’s important that teachers DON’T WASTE TIME Learning to Use New Tools, © 2006 Marc Prensky Because… © 2006 Marc Prensky The kids can do that! (and they want to) © 2006 Marc Prensky “Don’t try to keep up with the technology -- you can’t” – A 14 year old girl © 2006 Marc Prensky “You’ll only look stupid.” – A 14 year old girl © 2006 Marc Prensky Teachers Need to: © 2006 Marc Prensky UNDERSTAND New Technologies © 2006 Marc Prensky SO THEY CAN HELP KIDS EVALUATE THEM © 2006 Marc Prensky AND SO THEY CAN TEACH KEY LESSONS ABOUT THEM © 2006 Marc Prensky Recent New Tools • • • • • • • • Email Search IM Blogs Wikis Wikipedia Podcasting Polling Devices • • • • • • • • P2P Games Networking Augmented Reality Texting Cameras GPS Speed Enhancers How Teachers Should Use New Tools Assign Wikipedia Design a Wikipedia Entry for… Evaluate Teach • • • • Communication Journalism Use of MM Creativity • • Search vs. Research Fair Use vs. Plagiarism Communication Journalism Use of MM Creativity • Oral vs. Written Communication Podcasts Make a Podcast About… • • • • IM Design a Class using only IM • • • • Usefulness Breadth Depth Originality • Informal vs. Formal Language Take and Photoshop To best Illustrate… • • • • Communication Originality Artistry Technique • • Pictures vs. Words Appropriate vs. Inappropriate Truth vs. Manipulation Phone-based cameras • © 2006 Marc Prensky Theme #4 Achieving © 2006 Marc Prensky Interestingly, vis-à-vis the future, © 2006 Marc Prensky Most Educators DISRESPECT Our students © 2006 Marc Prensky …although few of us would admit it. © 2006 Marc Prensky Still, we say (or think) things like © 2006 Marc Prensky “Stop playing those games and get to useful learning” © 2006 Marc Prensky “Your games are a waste of your time money and brain cells.” – A parent © 2006 Marc Prensky This really disrespects and hurts the students… © 2006 Marc Prensky …who work enormously hard for the results they get © 2006 Marc Prensky “When I heard that, it broke my heart.” – A kid © 2006 Marc Prensky And so, in turn… © 2006 Marc Prensky Students DISRESPECT Educators © 2006 Marc Prensky We teach them almost nothing about the future © 2006 Marc Prensky Which they have to learn about on their own -After school © 2006 Marc Prensky Today’s Education is Bifurcating “School” “After School” (Credentials) (21st century learning) Legacy Stuff Future learning Irrelevant PUSHED ON THEM = Boring Stuff they Know they Need PULLED BY THEM = exciting © 2006 Marc Prensky And since they know technology is the new literacy © 2006 Marc Prensky They see most of their teachers as ILLITERATE © 2006 Marc Prensky And They Don’t Bother Listening © 2006 Marc Prensky A recent Pew study found 1/3 of college students interviewed admitted playing games during class © 2006 Marc Prensky Even Their Parents DISRESPECT Educators © 2006 Marc Prensky “The cookies on my daughter’s computer know more about her interests than her teachers do.” – Henry Kelly, President, FAS © 2006 Marc Prensky I believe… © 2006 Marc Prensky Disrespecting each other is the root of many of our problems © 2006 Marc Prensky To Get students to Listen… They Have To Know Teachers Respect Them! © 2006 Marc Prensky So… © 2006 Marc Prensky How Do We Get RESPECT For each other? © 2006 Marc Prensky 1.We should Foster the Message: We Are All Learners We Are All Teachers © 2006 Marc Prensky 2. We should Give them work That is worth respecting! © 2006 Marc Prensky 3. We should Respect what the kids find valuable… Especially their games! © 2006 Marc Prensky If you only listened to the Press… © 2006 Marc Prensky …you might think Computer and Video games… © 2006 Marc Prensky … were the worst things in the world for kids. © 2006 Marc Prensky But the TRUTH Is that © 2006 Marc Prensky Games produce LEARNING WITH ENGAGEMENT © 2006 Marc Prensky “I love getting level-ups – knowing I’m getting better. I started at level one and now I’m on 40. Now I can do more things. I can keep going and it’s really fun.” – Tyler, Age 10 © 2006 Marc Prensky Kids play games NOT because they are games, but because they’re the most engaging intellectual thing they have © 2006 Marc Prensky Learning is the real reason they play! (Shhh!) © 2006 Marc Prensky and the Game System Reviews Official sites Fan sites games Mags Blogs IM/chat is a big part of the learning process © 2006 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) © 2006 Marc Prensky Dark Age of Camelot Today’s complex Games are more like INTELLECTUAL SPORTS © 2006 Marc Prensky complex What Kids Learn from Games To cooperate, collaborate & work in teams, i.e. to work effectively with others To make effective decisions under stress To take prudent risks in pursuit of objectives To make ethical and moral decisions To employ scientific deduction To quickly master & apply new skills and information To think laterally and strategically To persist and solve difficult problems To understand and deal with foreign environments and cultures To manage business and people © 2006 Marc Prensky And many people in their 20’s attribute their success in Leadership Business Medicine Law Military Roles To their game playing © 2006 Marc Prensky “I remember my parents yelling at me for playing games. They never know I had a 300 person guild to manage.” -- Successful entrepreneur © 2006 Marc Prensky Game Training For Laparoscopic Surgery Dr. James Rosser, Beth Israel Hospital NYC “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 © 2006 Marc Prensky Gamer Attitudes Beck and Wade: Got Game • Don’t be Afraid to Fail – Take risks to get rewards • Winning Matters • Work in Teams • Take Responsibility • Be a Hero • Immerse Yourself in Data • Make the Tough Calls • Take different perspectives • Make Things Better • Add Value • © 2006 2003 Marc Prensky Respecting Games: • Who plays a game that relates to what we are discussing? • Can you think of an example of this in your games? • How would we design a game about this? © 2006 Marc Prensky Respecting Games: Use Complex Games’ Design Principles to create engaging instruction © 2006 Marc Prensky Seven Key Things To Take From Complex Game Design: Goals Engagement Decisions Adaptivity Leveling-up Iteration © 2006 Marc Prensky Seven Key Things To Take From Complex Game Design: (Digital Immigrant Version) 1. Focus on keeping players engaged every second 2. Limit Frills & Eye Candy, Go For Gameplay, i.e 3. Create goals important to the player (Be a Hero) 4. Add continuous, important decisions w/feedback 5. Employ “Leveling up” (to encourage practice) 6. Adapt continually to each individual on-the-fly 7. Forget theory -- try and iterate! © 2006 Marc Prensky Respecting Kids? “Whenever you add an instructional designer, they suck the fun out” – A Game Designer © 2006 Marc Prensky Respecting Kids Means “DON’T suck the fun out” – The Kids © 2006 Marc Prensky Teachers/ Curriculum Designers (Digital Immigrants) are used to Students (Digital Natives) prefer • Content First • Engagement First • Presentation • Gameplay • Few Decisions • Frequent Decisions • One Thing at a Time • Multiple Data Streams • In Person • Online • Once-and-done • Iterative ENGAGEMENT © 2006 Marc Prensky Theme #5 Sharing © 2006 Marc Prensky Today’s Young Learners love to Share © 2006 Marc Prensky Digital Natives “Sharing Is Power” Be the First to Post It Digital Immigrants “Knowledge is Power” Keep Information to yourself © 2006 Marc Prensky Many Teachers and Schools are doing Great Things! © 2006 Marc Prensky and yet… © 2006 Marc Prensky So Much GOES TO WASTE from being used by only One Teacher, In One Classroom © 2006 Marc Prensky If we could just capture, access and re-use work already done, we would be HALFWAY THERE © 2006 Marc Prensky How? © 2006 Marc Prensky Use the most powerful technology tool in the world © 2006 Marc Prensky Google! © 2006 Marc Prensky Put it on the Web !!! © 2006 Marc Prensky Do all teachers have an easy way to put on the Web an HTML page, a Video, a Wiki and a Blog? If not, make it happen now! © 2006 Marc Prensky www.TimRylands.com © 2006 Marc Prensky Bottom Line: What Can I Do? © 2006 Marc Prensky (Just Kidding) © 2006 Marc Prensky Make a REAL effort to © 2006 Marc Prensky Understand © 2006 Marc Prensky The Communicating email, 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 © 2006 Marc Prensky Generate © 2006 Marc Prensky ENGAGEMENT Is MORE IMPORTANT than Content © 2006 Marc Prensky Deal with © 2006 Marc Prensky …In the RIGHT way Assign Wikipedia Design a Wikipedia Entry for… Evaluate Teach • • • • Communication Journalism Use of MM Creativity • • Search vs. Research Fair Use vs. Plagiarism Communication Journalism Use of MM Creativity • Oral vs. Written Communication Podcasts Make a Podcast About… • • • • IM Design a Class using only IM • • • • Usefulness Breadth Depth Originality • Informal vs. Formal Language Take and Photoshop To best Illustrate… • • • • Communication Originality Artistry Technique • • Pictures vs. Words Appropriate vs. Inappropriate Truth vs. Manipulation Phone-based cameras • © 2006 Marc Prensky Achieving © 2006 Marc Prensky We Are All Learners We Are All Teachers © 2006 Marc Prensky © 2006 Marc Prensky Put it on the Web!!! © 2006 Marc Prensky How do I do all that in this era of Standards and Assessments ? © 2006 Marc Prensky YOU DON’T!! © 2006 Marc Prensky You let the kids do it! © 2006 Marc Prensky “The Prensky Challenge” • Let’s prepare a fabulous future curriculum (nanotech, genetics, protomics, robotics, bioethics, etc.) for the second half of the year • Which the kids can have IFF they complete the entire year’s standard curriculum in just half a year, AND • Everybody passes the standard tests (i.e. the faster students bring the slower ones along.) Keep Asking the Key Questions © 2006 Marc Prensky “How much of what I am teaching will my students use in the future?” © 2006 Marc Prensky “Would my students even be here if they didn’t have to?” © 2006 Marc Prensky WE CAN ENGAGE OUR STUDENTS… © 2006 Marc Prensky and HELP THEM LEARN! © 2006 Marc Prensky No one says it’s EASY, © 2006 Marc Prensky But that’s why they’ll Thank Us When we succeed © 2006 Marc Prensky and We’ll Be Happier too! © 2006 Marc Prensky They’re our students © 2006 Marc Prensky We owe them the best! © 2006 Marc Prensky so… © 2006 Marc Prensky © 2006 Marc Prensky email: [email protected] web sites: · www.marcprensky.com www.socialimpactgames.com www.gamesparentsteachers.com www.games2train.com ©© 2003 2006Marc Marc Prensky Prensky CAIS - Day 2 Agenda Marc Prensky 1. Feedback: Opinions, Affirmations, Dissents, Rants, Discussion, etc. • 1 Hour? (with Digital Natives) BREAK 2. What Can/Should we do? Creative thinking based on the five keys • 1 Hour? © 2006 2003 Marc Prensky Take your best shot at Prensky! © 2006 2003 Marc Prensky Understanding Generating Dealing With Sharing Achieving © 2006 Marc Prensky Seven Key Things To Take From Complex Game Design: Goals Engagement Decisions Adaptivity Leveling-up Iteration © 2006 Marc Prensky