Game Based Learning .:: Video Games, Social Media & Learning ::.

Boundary objects and brokers.

Suggestions for making it happen

There are several ways that brokerage can be developed through training and mentoring, the suggested use of so called champions etc. but this is perhaps the domain of the continuing professional development (CPD) specialists and the Training and Development Agency for Schools (TDA). I would rather focus on the boundary objects, which are more attainable. This paper, I suppose, is a boundary object of sorts but I suspect a non too powerful one.

Boundary objects

I would like to do more and offer boundary object(s) that cause debate and connect people together in practice. I propose the following object. A star matrix that rates the learning in games in terms of thinking skills development, literacy skills and problem solving, (see appendix 1 to this document for a starter for 10). This would allow games to be rated by both gamers and teachers.

Although an extreme example, the end product might result in this: -

With a simple star matrix parents would also be better informed about the games that their children play and this boundary object would go a long way towards challenging the negative perceptions of gaming that persist. I would envisage that this matrix would be available online and games would be reviewed for their learning potential (rather like Amazon) against the matrix. This might get teachers to attune themselves to the potential of gaming and also allow gamers to recognise the skills that they are developing. I would also see this sitting alongside testimony from teachers and learning stories from gamers about how they are currently using games for learning purposes and how they have modified their pedagogy to suit.

Conclusions.

We are past the point of questioning whether or not games are good for learning. This is less important than their status as a pervasive cultural phenomenon. The inclusion of computer games within formal learning is a necessity and should be commonplace. It is really an issue of curriculum and teaching methodology rather than a technological issue. Technological moderating factors can be overcome, what is more important is that teachers are able to align the use of computer games with their existing notions of pedagogy and their approaches to learning. To do this the negative perceptions of games playing needs to be challenged, teachers who do understand the potential of games need to work with those who don’t and the use of games in learning needs to be legitimized by dialogue with organizations and parents.

Risk and experimentation need to be encouraged but more importantly, games need to be recognized as a cultural resource that make up a large part of learners’ digital habits. For teachers to ‘tap’ into the culture of learners is nothing new or radical and they are really rather good at it. Imagine the effects on literacy for underachieving boys of using the Fifa 09 football game as a lesson theme, reading and writing about profiles of players, looking at different countries, commentating on matches and videoing mock interviews and role plays, carrying out financial management and goal setting, the possibilities are endless.

We just need to recognize that it’s ok to do this and see games as a normal part of life. Teachers may need to recognize that games promote interactivity and problem solving skills and adjust their pedagogies accordingly but more than anything it is the ‘social status of games that needs to be recognized within the formal environment alongside the skills that learners can accrue from playing those games. Schools and teachers need to adjust their pedagogical approaches rather than looking at wholesale curriculum redesign and look for areas of transfer that can be planned into lessons to maximize the learning potential available to them, not only of computer games but also of other ubiquitous technologies that can aid learning and break the boundaries between 21st century bedroom and 20th century classroom.

A final note is that teachers’ current notions of education and pedagogical approaches are bound up within and limited by the received notion of effective schooling. If games and games derived approaches to learning are to be developed then notions of effective schooling will have to be aligned with what constitutes a worthwhile education in the 21st century. This is a debate that is emerging but that still needs to be formulated by the system stakeholders. Meanwhile, teachers may find that they can have it all by changing their pedagogy within the existing regimen of ‘effective schooling’. The curriculum goal posts may not be moveable and the standards referee may not be bribed but the coach can certainly change the way the team plays from banging a high ball down the middle to win a match, to playing the beautiful game together to win the champions league.

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Karl Royle, Centre for Development and Applied Research in Education, University of Wolverhampton, UK, k.royle (at) wlv.ac.uk

Karl Royle is Principal Lecturer for Curriculum Innovation and Knowledge Transfer at the Centre for Development and Research in Education (CDaRE), University of Wolverhampton where he works as a research project director. Karl has considerable experience of project management and materials development for both screen and print-based media and has a background in teacher education, professional development and education management. A former teacher in inner city schooling and manager in post-16 education, Karl is a teacher educator and advocate of immersive and collaborative learning. Karl specialises in integrating active and project-based learning, literacy and language development into vocational subjects and latterly video games and digital spaces. His current interests are around the development of thinking skills in game based learning and the skills habits and affordances of ubiquitous technology and its transfer to educational contexts.

His latest publication Game based learning: An Alternative Approach is at http://innovateonline.info/index.php?view=article&id=433&action=login

The DoomED science learning game produced with Desq Ltd is at www.desq.co.uk/doomed

Recent research projects where he acted as project leader/manager include:

• Impact evaluation of ICT in Initial Teacher Training for The Training and Development Agency for Schools. TDA
• An Investigation into the Labour Market and Skills Demands of the Games and Serious Games Industries.
• A Review of learndirect pedagogy and practice.
• Research investigation into Creative, Arts and Media (CAM) provision in the Learning and Skills sector, delivery methods and engagement with digital learning.

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