![]() Examples of these educational games include those designed for language learning, mathematics, history, literacy or even specific skills such as coding. While commercial games are primarily designed for entertainment, such as Mario and Sonic at the Olympic Games, many other games have been designed specifically to educate or train players in engaging ways. Many more examples were outlined in the module and can be accessed on the EUN academy website. The fact that the children had created and collected the data themselves made the lesson highly engaging. the final score obtained by each pupil or the length of the game play) and then used this data at the start of a mathematics lesson. The teacher recorded the information generated from the game (i.e. At the occasion of the Vancouver 2010 Olympics, a teacher asked the pupils to play a very simple game after break time, which was a two-minute-long mini-game in Mario and Sonic at the Olympic Games. The course presenter also outlined that such a game could even be used for less obvious subjects. Using the theme of a game such as Mario and Sonic at the Olympic Games can, for example, help teachers interest their students in the history of the Olympic Games and in sports in general, as well as introducing a geography element via the countries represented by the in-game characters. You can see more maker education resources and follow our Maker Board on pinterest here.The second module of the course provides concrete examples of how games can be used in the classroom as part of a project or a lesson. If they can better understand the fundamental ‘tinker spirit,’ the other elements of maker learning–from design and collaboration to communication and craftsmanship–all are more accessible to the student. Put another way, if they can’t make it past the ‘try-fail-try again’ pattern–if they can’t truly buy-in to this model for learning–the rest of the bits and pieces don’t really matter. In addition the reflective questions for maker education, you can also use the same principle as a basic game to help students better understand the ethos and process of maker learning–or rather, what it takes to truly succeed in the maker approach to education. Failing, then trying again.Ĭombine the two and add a little gamification and you’ve got this game from Jackie Gerstein, Maker advocate, college professor, and TeachThought Professional Development workshop facilitator. Maker Learning is an approach to learning based on-well, based on making things. (Actually, that’s a good idea for a separate post.) Reflecting can also come in many forms-daydreaming, recalling a past experience alone, having a conversation, journaling, and countless other activities. Reflection is a crucial part of any formal or informal learning experience. The purpose of these tools is to increase the possible learning and insights that learners extract from their maker projects. In line with reflecting on experiences, I developed a list of questions and a board game (I love using board games in my classrooms of all ages from elementary to graduate level!) to help with reflecting on the maker process following the completion of maker projects. Reflection builds one’s confidence in the ability to achieve a goal (i.e., self-efficacy), which in turn translates into higher rates of learning ( source). ![]() Reflecting on what has been learned makes experience more productive. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |