I have enjoyed Module 2. It has put me out of my ‘comfort zone’ by requiring me to ‘become a gamer’ with Ingress to generate my own creative narrative through the immersive experience. It has also given me a greater understanding of our student’s fascination with digital games. It has raised the following elements and issues:
- digital games and narrative/storytelling
- element of play and fun
- collective intelligence
- cross-cultural media and communities
- issues of anxiety, popular culture and media
- aspect of multi-modality and multiliteracies
- game-making and game-playing
- participatory culture
I have commented about play as learning before and how it is acknowledged for the early years of childhood development and education, when it really is a lifelong element – age should not be a criteria. “The ongoing about ‘what is childhood’, when it begins, when it ends and what is an ideal navigable path is variable across nations, societies, groups and cultures…This places society where an increasing amount of time is concerned with play them, and therefore learning by playing”.
- Learning by playing is seen as as positive approach to children’s education.
- Blumberg, 2015: “asserts play has long been seen as a crucial factor in education and that the role of schools is to help prepare children for the future.”.
The Module 2.3 introduced me to Corporeal and hyper real worlds. It was a unit that totally put me out of my ‘comfort zone’ of knowledge and experience. It opened up possibilities of what is coming.
Module 2.4 with augmented reality still seems quite surreal, yet it is already being seen in education with Aurasma and similar tools. This unit allowed me to also reflect on the reliance on technology and its pervasiveness in our daily life. I ponder about the need to balance ‘looking through the lens/screen’ to observing and experiencing with our primary senses, rather than having to rely on technology to do it for us; and for “switching off”.
Source: John Blanding/The Boston Globe via Getty Image
However, the educational benefits of the “Frozen Planet” and bringing experiences to real life and allowing kids to experience this, when they may never have the opportunity to do so. The impact of technology, such as AR, could also affect the physical design of learning spaces, as they are supporting a form of learning which is becoming more social and informal and less structured (Milne, 2006).
As Milne continues:
In contrast to the character of formal lecture halls and classrooms, modern learning space design seeks to provide freedom of access and interaction with peers. From a physical point of view, these places are increasingly conceived as comfortable, flexible spaces in which groups can interact and collaborate. Successful integration of technology and physical design into these kinds of spaces requires an understanding of emerging technology interfaces and new design approaches.
Moreover, the spaces are becoming even more fluid than the above, when learning can take place anywhere and anytime. It is moving out into the physical environment and also the virtual envioronment where AR explores how “Our mind is the only boundary”.
I concur that students willingly engage with the ten core practices defining the Game School (Table 9.2) when playing games at home (or during their recreational time at school). They may not explicitly realize that they are ‘learning through play’ and perhaps that is what schools need to adopt and use. I actually agree with the practices, and cannot think of anything that may have been omitted, as I believe they can be adapted across all play and learning.
Milne, A.J. (2006). Chapter 11. Designing Blended Learning Space to the Student Experience in Learning Spaces. Educause. http://www.educause.edu/research-and-publications/books/learning-spaces/chapter-11-designing-blended-learning-space-student-experience