“Minecraft is not a game, it’s a toy.”
– Bron Stuckey
My alarm went off at 5.30am Tuesday morning, and I rolled out of bed, ready for the ninety minute train ride back down to the Australian Technology Park in Sydney. The structure of day two was slightly different. Session one was the same, with two presentations followed by a morning tea break. The session between morning tea and lunch, however, would consist of all the conference streams coming out from their conferences and taking part in a series of roundtables. Delegates had seventeen different roundtables to choose from, across three different thirty minutes slots. The round tables were followed by the lunch break, which led into session three consisting of two more presentations, the afternoon tea break, and then the final presentation of the conference.
After a welcome back for day from chairperson Sue Waters, the day began with the keynote presentation by Bron Stuckey titled Game Inspired Learning – how it offers us a chance to change the paradigm. Game inspired learning is a concept that I have heard discussed, under the banner of ‘gamification’ and I was curious to hear what it was all about, in more depth and from someone who has put the concept into practice.
Bron was very quick to break Game Infusions Learning down into three areas; game design, game-based and game inspired learning and to discuss the subtle difference between the three areas. Bron listed two distinct points for each of the types of game infusion learning.
Game design is about engagement through design, wherein students are involved in designing games as part of the curriculum. Game based learning is about engagement through game play, where games are brought into the curriculum. Game inspired learning, often termed gamification is about engagement that is guided by elements of, or as Bron termed them, ‘atoms’ of gaming being brought into the learning structures, where a gameful approach to the curriculum is mapped out.
Bron provided some examples of applying ‘game atoms’ (game-inspired learning) to non-game situations, which you can see below.
Bron also provided some examples of Game based learning, where game attributes are brought into the curriculum. Two of the examples Bron mentioned were Murder Under the Microscope and Atlantis Remixed, both of which feature a variety of game attributes (including narratives, avatars, levelling, economy, cascading information, feedback, prizes/badges/points, virtual goods, friending) and are game inspired ways of learning curriculum concepts and skills.
There were a number of other game inspired platforms mentioned, including Duolingo, Race to the White House, Undergrad Life run by the Rochester Institute of Technology, and a degree that has been structured using game-inspired principles run by Concordia university, as well as a game-inspired professional development platform and 3D GameLab. Bron also stressed that being game-inspired is not necessarily synonymous with being digital. If game attributes are applied to a learning context, then it does not matter whether it is being done in the digital environment, or in the real environment.
Bron then moved onto the question that I suspect most people were wanting the answer, or at least some insight, to; how to get started. Bron listed four signals types that may indicate a benefit from utilising a game infusion approach, which you can see below.
If any of those four signals are present, then utilising game-design, game-inspired or game-based learning may be a viable and productive option. There are, of course, some potential pitfalls to be aware of. At the end of the day, you arenot building an actual game, you are creating a learning environment with some atoms or attributes of gaming, so it does not need to look and feel like a game necessarily. A few strategies that Bron has noticed increase the chances of successfully implementing game-inspired learning being a gamer yourself (I have that box ticked), leveraging your students current knowledge as to what they like in a game, and utilising platforms such as 3D GameLab to help build the learning structure.
My key learning from hearing Bron speak was that game inspired learning as not as daunting is it sounded or felt, and that in many ways, many of us are likely already utilising some elements of gaming in much of our pedagogical techniques.
“You don’t start the creation of a new amazing building with a tool. You start with a design. So why on earth would you start the creation of an amazing learning experience with an app?”
Following on from Bron, was Paul Hamilton, with a presentation titled Augmented Reality in Education. I had had no experience at all with AR prior to hearing Paul talk, but what he showed me left me somewhat curious. I think that AR holds some potential, but that you would need a significant amount of professional development to effectively implement it.
Paul was quick to differentiate AR and VR from each other. Where VR is immersion in a different, a virtual world, AR is augmenting what we see, by adding an additional layer over the top. Paul showed us an example of what this can look like, via a video, which I have found on youtube and you can see below.
Afterwards, Paul discussed his first efforts to utilise AR, and that it was a complete flop. It had no impact because the lesson had been designed around the tool – the iPad and AR, rather than around the learning goal, and that Paul indicated that was something of a Eureka moment for him. Paul believes that we, as teachers, are creators and designers of learning and that when we design a learning experience around an app, that we negate all of our training.
Paul indicated that he also utilises QR codes as part of the AR process as these are easier for students to utilise than hyperlinks written on a board, but that anecdotal evidence indicates greater learning retention and application from utilising the AR as opposed to the QR codes. Paul also listed some of the apps that he recommends using for AR planning and programming, including Aurasma, Daqri, Layar and Blippar, as well as plugged his book, Augmented Reality in Education, which is available, free, in the iBookstore.
The biggest key to success, according to Paul, was having a strong and genuine connection between the object of learning and the trigger. Paul believes that this is critical to a successful implementation of AR in education, and it does make sense. We say that learning must be genuine and authentic and significant to learners, and it is logical to apply this same thinking to the utilisation of any technologies in an educational setting.
The next article will cover the Breakout and Round table sessions, which went until lunch, and maybe some observations from the expo itself. Thank you for reading, and as always, please leave a comment. I’d particularly love to hear if anyone has any experience with AR and/or Minecraft in the classroom.
See here for the list of articles in this series.