1 La ensañanza virtual de las competencias profesionales a través de juegos serios Hans Hummel
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4 Fostering Effective, Efficient, Enjoyable Learning (FEEEL) Technology-enhanced Environments for Teaching and Learning (TELI) Teaching and Teacher Professionalisation (T2) Master of Learning Sciences PhD Programme
5 Fostering Effective, Efficient, Enjoyable Learning (FEEEL) Technology-enhanced Environments for Teaching and Learning (TELI) Teaching and Teacher Professionalisation (T2) Master of Learning Sciences PhD Programme Virtualización en educación, p.e. juegos serios
6 Expansión del ambiente de aprendizaje (blended learning) Propiciar procesos de enseñanza y aprendizaje apoyados con la tecnología multimedial e hipermedial, como herramienta integradora en el proceso educativo, para avanzar en el conocimiento y en la practica profesional, y para promover relaciones innovadoras entre estudiantes y estudiante- profesor. Aula de Clase (presencial) AVA (virtual) Trabajo Autónomo
7 ‘Mediamix’: criterios
8 unillanos / 16-10-2012 Equipos multi-diciplinarios Profesor Diseñador gráfico Ingeniero Coordinador Evaluador Estudiante Pedagogo
9 Una transformación: problemas iniciales (Im) posibilidades tecnologías Profesionalización equipos (Re) diseño –> Escenarios didácticos Conocimiento Competencia Sustitución –> Inovación –>Transformación TIC’s: meta herramienta
10 Tipología TICs Compartir datos (Document sharing, Dropbox, Basecamp, Google docs, Picassa, Youtube, Slideshare) Compartir opiniones personales (Blogs, Elgg, Wordpress) Communicación asincrónica (Forum, Podcast, Msn, Facebook, Twitter, Whatsapp) Comunicación sincrónica (Live chat, videoconf, Elluminate, Skype, Google hangouts, VoxoPop) Colaboración (Wikipedia, Wetpaint, Wikispaces, Dokuwiki, Google sites, Moodle) Aprendizaje interactivo / activo / experenciál (virtualización, simulaciones, juegos serios, mundos virtuales)
11 Juegos serios “Tell me and I will forget, Show me and I may remember, Involve me and I will understand...“ (Confucius) ”Games are the most elevated form of investigation” (Einstein)
12 Juegos serios ¿ Porque ? Practicar en ambientes seguros Profesores no tienen que repetir tanto Conectar la teoría con la práctica Retro-alimentación natural en narrativas Adapción según preferencia, estilo, progreso,.. Coneción social Motivación para lograr (control, significativo) Potenciales y expectativas
13 Basados en problemas y situaciones reales, en donde estudiantes participan como actores, y constantemente se enfrentan con las de consecuencias de sus acciones cuando aplican conocimiento y habilidades para encontrar soluciones. Juegos serios: competencias profesionales
14 Ill-defined problems, dilemmas, perspectives Real-world relevance Complex tasks, often time consuming Opportunity / need to collaborate Opportunity / need to reflect Beyond domain-specific outcomes Real-world assessment Competing solutions, diversity of outcomes Tareas auténticas (Herrington, Oliver & Reeves, 2003)
15 http://emergo.ou.nl/emergo/community/ EN/emergo.htm Trailer Trailer (3’18”)
16 Hace 30 años … Wasmeer (NW, ‘86) Zomerweelde (RW, ’92) Paradise Parks (MW, ’94) Mentale belasting (PW, ’97) Psychodiagnostiek (PW, ‘02)
17 unillanos / 16-10-2012
18 with Flash (the great flue) with Pulse!!! with EMERGO EMERGO games Water management (NW, ’09 ) Omgevingsbeleid (NW, ’07) Galema case (SPL, ’12) Seksuologie (PW, ’13) Speeltuingame (Chermug, ’14)
19 with Flash flue) with EMERGO Ejemplo: Sexología
20 with Flash (the great flue) with Pulse!!! with EMERGO
21 with Flash (the great flue) with Pulse!!! with EMERGO
22 with Flash (the great flue) with Pulse!!! with EMERGO
23 with Flash (the great flue) with Pulse!!! with EMERGO
24 with Flash (the great flue) with Pulse!!! with EMERGO
25 with Flash (the great flue) with Pulse!!! with EMERGO
26 with Flash (the great flue) with Pulse!!! with EMERGO
27 with Flash (the great flue) with Pulse!!! with EMERGO
28 with Flash (the great flue) with Pulse!!! with EMERGO
29 with Flash (the great flue) with Pulse!!! with EMERGO
30 with Flash (the great flue) with Pulse!!! with EMERGO
31 with Flash (the great flue) with Pulse!!! with EMERGO
32 with Flash (the great flue) with Pulse!!! with EMERGO
33 with Flash (the great flue) with Pulse!!! with EMERGO
34 with Flash (the great flue) with Pulse!!! with EMERGO
35 with Flash (the great flue) with Pulse!!! with EMERGO
36 with Flash (the great flue) with Pulse!!! with EMERGO
37 with Flash (the great flue) with Pulse!!! with EMERGO
38 with Flash (the great flue) with Pulse!!! with EMERGO
39 ¿ Inquietudes ?
40 Dank u voor uw aandacht … Referencias Aldrich, C. (2005). Learning by doing: the essential guide to simulations, computer games, and pedagogy e- learning and other educational experiences. San Francisco, CA: John Wiley & Sons. Connolly, T. C., Boyle, E. A., Hainey, T., McArthur, E. & Boyle, J. M. (2012). A Systematic Literature Review of Empirical Evidence on Computer Games and Serious Games. Computers & Education, 59, 661 – 686. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper Perennial. Herrington, J., Oliver, R., & Reeves, T.C. (2003). Patterns of engagement in authentic on line learning environments. Australian Journal of Educational Technology, 19(1), 59-71. Kapp, K.M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Wiley. Koster, R. (2005). A theory of fun for game design. Scottsdale, AZ: Paraglyph Press. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. Shute, V.J. & Ke, F. (2012). Games, Learning, and Assessment. In D. Ifenthaler, D. Eseryel, & X. Gee (Eds.), Assessment in Game-Based Learning: Foundations, innovations and perspectives (pp. 43-58). New York: Springer. Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
41 [email protected] www.emergo.cc http://portal.ou.nl/web/leren/emergo www.seriousgamessociety.org