Production 6: Models, Metaphors, Learning Principles
Option 1: Using the key learning principles and ideas from both readings (Malone and Gee) develop (sketch) an inquiry-driven curricular project that incorporates these key principles for learning outside of games. In effect, if Gee is arguing that games provide good models for learning (vis a vis identity and role play, agency and co-design, empathy for complex systems and embodied learning, simulation and modelling, etc) how can you translate these important principles and conditions for deeper learning outside of games?
Win Condition: Your project sketch (that you are designing for learners) should clearly connect dots between the ideas/principles in the reading and what and how people are learning through your curriculum challenges.
Tip: Keep a list of the principles in front of you, and if you get stuck, read through some of the principles to help you consider how to design learning challenges.
Option 2: Design a Game Game
Using the chart/activity from class as a heuristic AND the key ideas in the readings and video (Gee’s learning principles, etc) please sketch an idea for a micro-world or simulation game that integrates features of simulation/modelling (with some use of narrative).
As your develop the game sketch, identify what learning principles are being integrated into your simulation , MUVE, or microworld, and what and how people might be learning within the game world – and form the specific challenges – you are creating for them.
Win Condition: Your final game sketch should clearly connect key dots between the features of the game you design, and the learning principles from the readings.
Tip: Keep a list of the principles in front of you, and if you get stuck, read through some of the principles to help you brainstorm game ideas, challenges.
Tip 2: Mind-map the game first and connect to the readings before you start writing up the essay part.
Due Tuesday Oct 29