[Year 12 SofDev] 2009 programming languages / VITTA Keynote -gaming

[forster at ozonline.com.au]

>Derek's way of using games is not just for the
> kids to learn by playing the game (although that happens eg in Dr.
> Kawashima) but also that a whole unit can be created based around the
> idea the game presents - eg students can learn about the creatures etc
> within the Endless Ocean game, but then this can be extended to
> activities which involve the theme of the Ocean. 

This idea is expanded further in Williamson Shaffer, D. (2006). How Computer Games Help Children Learn. New York: Palgrave Macmillan.

Schaffer believes that learning should be based on the kind of tasks professionals go about in their working lives. He includes the concepts of relevelence and authenticity but takes it a little further in that relevant and authentic learning should be modelled as closely as possible on the kinds of thinking professionals use in their work.

In each of the chapters he introduces a "game" that could be played in a different learning domain. In some chapters, computer games exist which can fill the role of an "epistemic game" in other chapters he talks of classroom activities which enlightened teachers are already using which would lend themselves to a computer game. Chapter by chapter he considers:

Chapter 1 Debating, the Spanish/American war
Chapter 2 Physics, designing with Soda Constructor
Chapter 3 Mathematics, Geometers sketchpad
Chapter 4 Negotiation, bioethics
Chapter 5 Journalism
Chapter 6 Urban Science (God games), Sim City, Zoo Tycoon

http://tonyforster.blogspot.com/2008/01/how-computer-games-help-children-learn.html