Archive for the ‘Serious Games’ Category

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Konference om digitalisering af læremidler med fokus på læringsspil

May 1, 2011

Konference om digitalisering af læremidler med fokus på læringsspil


16. maj 2011 mødes forskere, politikere, undervisere og repræsentanter fra erhvervslivet til en konference om “Digitalisering af læremidler med fokus på læringsspil”. Det sker på DPU, Aarhus Universitet, i Emdrup.


Konferencen markerer afslutningen på forskningsprojektet “Serious Games on a Global Market Place“, som i 2007 blev støttet af Det Strategiske Forskningsråd med 13 millioner kr.

Projektets forskere præsenterer forskningsprojektets kvantitative og kvalitative forskningsresultater og sætter forskningsresultaterne i et nationalt, og globalt perspektiv. 

Paneldebat
Konferencen afsluttes med en paneldebat i tidsrummet kl. 15.10-16.20, hvor politikere, interessenter fra dansk erhvervsliv, undervisningssektoren og forskningsinstitutioner er inviteret til at drøfte spørgsmålet ”Hvad skal der til, for at digitale læremidler og læringsspil bliver brugt i undervisningen?”

Konferencen henvender sig til forskere, undervisere, skoleledere, branche- og interesseorganisationer, beslutningstagere – alle som beskræftiger sig med it og medier i et læringsperspektiv.

Tid: 16. maj 2011 kl. 12.30-17.30
Sted: Festsalen, lokale A220, på DPU, Aarhus Universitet, Tuborgvej 164, 2400 København NV

Program for dagen

Pris: 130 DKK

Tilmelding senest 12. maj 2011

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Temanummer om It 2.0 – didaktiske og pædagogiske udfordringer

November 20, 2010

Dansk pædagogisk Tidsskrift, Institut for Pædagogik og Forskningsprogrammet Medier og IT i Læringsperspektiv, DPU inviterer til et debatmøde med forfatterne til temaet i nr. 4/2010 om

IT 2.0 – didaktiske og pædagogiske udfordringer

Temaet foldes ud ved oplæg af

  • Mie Buhl: 2.0’erne – den sociale uddannelsespraksis. Om
    web 2.0, digitale artefakter og didaktik
  • Jeppe Bundsgaard: Faglighed og digitale læremidler i undervisningen
  • Thorkild Hanghøj, Mikala Hansbøl, Birgitte Holm Sørensen & Bente Meyer: Læringsspil, lærerroller og didaktisk design
  • Tine Jensen: Interaktive tavler i skolen: Kontrol og kontroltab
  • Morten Misfeldt: ’Forestillet læringsvej’ i IT-baserede pædagogiske udviklingsprojekter
  • Thomas Duus Henriksen: Fra web 2.0 til læringsspil 2.0

Forfatterne præsenterer deres bidrag og diskuterer emnet med hinanden og med deltagerne i en bestræbelse på at levendegøre temaet og videreudvikle det.

Debatmødet finder sted onsdag den 5. januar 2011 kl. 16,30-19 i Festsalen, lokale A 222 på Danmarks Pædagogiske Universitetsskole, Tuborgvej 164, 2400 København NV

Der er fri adgang for alle interesserede

Yderligere oplysning om DpT på www.dpt.dk

Invitation (som meget gerne må distribueres): IT 2 0_poster

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Videos from ECGBL 2010

November 16, 2010

Download presentations and watch videos from ECGBL 2010:

European conference on Games Based Learning

21. – 22. October 2010, the fourth European conference on ‘Games Based Learning’ and a PhD Master Class on ‘The Educational Potential of Computer Games’,  was held at the Danisch Scool of Education, Aarhus University.

Video streaming from the conference:

Download presentation from PhD Master Class:

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Poster and positioning paper from ECGBL 2010

November 13, 2010

I presented my Mingoville research at the 4th European Conference on Games-Based Learning on October 21-22 2010.

I have linked to my poster here: ECGBL_2010_poster_MH_240810. The poster was supplemented and further elaborated in a positioning paper to be found in Proceedings of the 4th European Conference on Games-Based Learning, pages 499-503.

Paper title: “Alternatives and Passages: English Teaching, Learning, and Mingoville”.

Abstract: While much research into serious games focus on following teaching and/or learning activities, and particularly the human and institutional actors involved in these, the central actors of game based learning research (i.e. the games) seldom get much attention (unless the focus is so-called “technological”). This brief positioning paper takes point of departure in an ongoing postdoc project following circulations and establishments of http://www.mingoville.com/, which is a virtual universe with game based elements developed for beginning English teaching and learning.  The paper presents a Science and Technology Studies (STS) and Actor-Network-Theory (ANT) inspired approach to researching emerging passages between beginning English teaching and learning and Mingoville.

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Summing up: ECGBL 2010

October 22, 2010

Summations from this years ECGBL 2010… Good weekend to you all :-).

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Keynote: Reversing the order of play

October 22, 2010

Yesterday Suzanne de Castell did her keynote “Reversing the order of play: gender and games research as educational in<ter>vention”. It was in many ways an interesting speech.

First of all she suggested that we must develop research  more generally with contexts other than the immediate in mind.

De Castell argued that in everyday life we (generally speaking) take gender for granted. Also, she claimed, there exist a particular story about the need to get more women engaged in games. There exist a lot of gender-gap stories. They come in what de Castell called “same character with many different hats”. Historically speaking, there seems to exist a familiar gender status that does not go away: “It just changes houses from time to time”.

I must admit that at this point in Suzanne’s speech (which I enjoyed), I was thinking that there has been done research that illustrates that gender-gaps are neither general matters nor necessarily that clear cut. E.g. Catrine Hasse from our university has done some interesting studies into the cultured context of science studies and among other with a focus on gendered engagements in different countries. And as it turns out, girls in some countries are much more interested in science studies than has up until recently been the case in for example Denmark. Furthermore, we know that the so-called gender-gap with relation to ICT use in Denmark (and other countries) has become almost invisible in many ways, but at the same time, there is an increasing acknowledgement of still engagements in ICTs are both personal and gendered matters.

However, de Castell raised the (to me) very interesting and general challenge, that ‘we’ as researchers must always include ourselves as being part of the problem. De Castell had found out that it was not allways enough to simply try to understand things. She felt that her research should also try to engage with new solutions. Much research on gender, she said, begins with revictimizations of e.g. girls. She stated that when researchers have studied girls and women they tend to confuse facts about gender with facts about novice play, because girls and women do not get access to participation and engagement. On the grounds of this observation de Castell has been involved in several projects that have actively tried to intervene and study interventions into girls’ and boys’ engagements with games. 

One of the conclusions presented by de Castell was that “play as observation preferences are a moving target. They change with context and skill level”. This led her to suggest that ‘we’ need to design time into our studies. I fully agree on this! Time is a central and often overlooked matter in game based learning research.

Furthermore, de Castell mentioned, that it is exactly this lack of focus on time, that keeps us from acknowledging that also technological competence is a developing matter. Of course discourses about digital natives and the tech-savvy  that still in many ways overfloats this research area entirely obscures this matter of time.

Another important matter mentioned by de Castell was that also researchers and their engagements in games matter. She referred to a research assistant in one of their projects who had taught the children completely different things, because of her own engagements in games.

Without much elaboration, de Castell mentioned that her work was ANT inspired. One of her examples of how gendered roles can change with the shifts in game hardware such as controllers was particularly illustrative. She claimed that hardware change in controllers in recent years had brought about changes and complete turn-around opportunities to study boys as novelists. It was an interesting and illustrative (when seeing the pictures) example, however, I think that this is more a matter of research becoming aware of this. Of course changes in hard- and software bring about multiple shifts in engagements for children, adolescents, adults, elder etc. 

De Castell’s advices for future research (what I picked up):

– look more into the in<ter>ventions of research

– better situated practices

– innovative methodologies

– avoid telling the same stories

– provide space for surprises

– look at the networks involved

– longitudinal studies

– innovative theory

Keep in mind: Girls are not born …. they often learn things reluctantly or out of force.

Further reading: “A micro-analysis of gendered play” to be (?) published in the Journal of Canadian Game Studies Association

The Canadian Game Studies Association

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ECGBL keynote: Gaming, Schooling and Knowing

October 22, 2010

Today, my colleague, Thorkild Hanghøj, held his keynote “Gaming, Schooling and Knowing”. At the Game Based Teaching NING I have tried to do my best to report on some of the many interesting points that Thorkild raised.