Please see DocuShare Asignment #3.
It was great working with you all; enjoy the rest of your summer.
Denise Harris
Friday, August 12, 2011
Friday, August 5, 2011
Mod 5 Reflection: Can Computer and Video Game Design Inform Instructional Design?
Michele D. Dickey (2005) investigates the possibility of using current modern media (computer game technology) to inform and/or enhance instructional design. Although this study was presented in 2005, I dare say that the market for computer games and video games has most definitely increased. This study was pre-ipad and pre-mobile apps. She writes that game design is at the forefront of cultivating innovative techniques for interactive design. This past year, the mention of 'The Cloud' has entered into our discussions of technology.
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Cloud computing logical diagramCloud computing is a model for enabling ubiquitous, convenient, on-demand network access to a shared pool of configurable computing resources (e.g., networks, servers, storage, applications, and services) that can be rapidly provisioned and released with minimal management effort or service provider interaction.[1]
Most kids in school today have a cell phone, blackberry, phone with web access, etc., and they are not afraid to pull them out of their pockets and use them at any time...much to the dismay of educators. This world of computer resources and applications has changed so quickly that the school handbook cannot even begin to keep up with re-writing the 'rules'. My past principal has even gone so far as to say, "Why can't students access their phones in between classes?" "Why can't a teacher post a mass text message to all her/his students updating them on an assignment change or tomorrow's class challenge?"
Today's students are quite comfortable with current technology. Toddlers are comfortable with interactive games on ipods and laptops. It does seem only logical and reasonable to incorporate "gameplay" into curriculua instruction via computer and video engagement design strategies. I have used and still use "Brainpop" which is a cartoon instruction of content followed up by a 10 question multiple-choice assessment. It's effective, but the kids, looking a little glassy-eyed, seem to be needing more. Prezi (presentations with much more variety and effectiveness than power point) and Gizmos (animation learning and "what if" scenarios with question back-up) web accounts are presently used in the content instruction; but this is not what this study is about.
Prensky (2001) states that electronic games require active engagement in environments, which support discovery, observation, trial and error, and problem solving -- all cognitive traits that are consistent with children raised with technology. Game designers should team up with content specialists to design games that might inform instructional design by looking at methods, strategies, and devices that are supported in entertainment gameplay. Students already play computer and video games that support both multiple and first-person experiences (POV), three-dimensional problem solving, choice, and decision-making as they move through the graphical environment (Riddle).
If instructional design were to include computer and video design, narratives would need to be compelling to support multiple learning activities in complex, multifaceted environments, and to sustain interest over time (Dickey, 2005). Dickey (2005) writes that game designers are at the forefront in developing interacitve design; but I will add that they need experts in educational content to advise them in what content and understandings need to be mastered in the gameplay. This young generation called the i-generation - is completely wired to technology. Technology is so much a part of them that I feel we have little choice but to use it for better instruction.
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Cloud computing:
From Wikipedia, the free encyclopedia
Most kids in school today have a cell phone, blackberry, phone with web access, etc., and they are not afraid to pull them out of their pockets and use them at any time...much to the dismay of educators. This world of computer resources and applications has changed so quickly that the school handbook cannot even begin to keep up with re-writing the 'rules'. My past principal has even gone so far as to say, "Why can't students access their phones in between classes?" "Why can't a teacher post a mass text message to all her/his students updating them on an assignment change or tomorrow's class challenge?"
Today's students are quite comfortable with current technology. Toddlers are comfortable with interactive games on ipods and laptops. It does seem only logical and reasonable to incorporate "gameplay" into curriculua instruction via computer and video engagement design strategies. I have used and still use "Brainpop" which is a cartoon instruction of content followed up by a 10 question multiple-choice assessment. It's effective, but the kids, looking a little glassy-eyed, seem to be needing more. Prezi (presentations with much more variety and effectiveness than power point) and Gizmos (animation learning and "what if" scenarios with question back-up) web accounts are presently used in the content instruction; but this is not what this study is about.
Prensky (2001) states that electronic games require active engagement in environments, which support discovery, observation, trial and error, and problem solving -- all cognitive traits that are consistent with children raised with technology. Game designers should team up with content specialists to design games that might inform instructional design by looking at methods, strategies, and devices that are supported in entertainment gameplay. Students already play computer and video games that support both multiple and first-person experiences (POV), three-dimensional problem solving, choice, and decision-making as they move through the graphical environment (Riddle).
If instructional design were to include computer and video design, narratives would need to be compelling to support multiple learning activities in complex, multifaceted environments, and to sustain interest over time (Dickey, 2005). Dickey (2005) writes that game designers are at the forefront in developing interacitve design; but I will add that they need experts in educational content to advise them in what content and understandings need to be mastered in the gameplay. This young generation called the i-generation - is completely wired to technology. Technology is so much a part of them that I feel we have little choice but to use it for better instruction.
Motivational Strategies and My Current Practice - IDE736 Assign. #2
Please go to http://supadoc.syr.edu/docushare/dsweb/View/Collection-7987
and click on Assignment 2 file, log in and click: DeniseHarris.IDE736.Assignment#2.Summer.doc
and click on Assignment 2 file, log in and click: DeniseHarris.IDE736.Assignment#2.Summer.doc
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