games technologies for learning

8/3/2019 Games Technologies for Learning

1/5

Incorporating technology into learning at Hartpury College

An analysis of opportunities

Will Marcombe


2/5

Introduction

Since the start of this decade, the use of technology in all aspects of life has

increased exponentially. An understanding of and confidence in the use of

technology is now important in many aspects of everyday life and employment. In his

book on the Minimum Core for ICT, Alan Clarke identifies a number of reasons as to

why ICT is important:

ICT is now vital to all types of organisation including commercial companies,

parliament, education and government. Many employers have already identified the

need for employees to have higher level skills.(Clarke, A. 2009. p.21)

Mobile learning uses these expanding technologies to enhance learner experiences.

The booklet Games technologies for learning defines mobile learning as:

The exploitation of ubiquitous handheld technologies, together with wireless andmobile phone networks, to facilitate, support, enhance and extend the reach of

teaching and learning.(Attwell, J. et al. 2010).

Examples of these handheld technologies may include platforms such as:

Nintendo DS / DS Lite / DSi

Sony PSP

Smartphones Blackberry, Nokia, Google Nexus, iPhone

iPods

Netbooks Handheld GPS

The Mobile Learning Network (MoLeNET) is a unique collaborative approach to

encouraging, supporting, expanding and promoting mobile learning, primarily in

English post 14 education and training, via supported shared cost mobile learning

projects. Collaboration at national level involves participating institutions and the

Learning and Skills Council (LSC) sharing the cost of projects introducing or

expanding mobile learning and the LSN providing a support and evaluation

programme. The LSC and institutions are investing over 16 million in MoLeNET.

The MoLeNET support and evaluation programme includes technical and pedagogic

advice and support, materials development, continuing professional development,

mentoring, facilitation of peer-to-peer support, networking and resource sharing,

research and evaluation.(Attwell, J. et al. 2010).
http://www.molenet.org.uk/search/resource-27438.aspxhttp://www.molenet.org.uk/search/resource-27445.aspxhttp://www.molenet.org.uk/search/resource-27445.aspxhttp://www.molenet.org.uk/search/resource-27438.aspx


3/5

The importance of technology in learning at Hartpury College

As a vocational institution, Hartpury College offer significant opportunities to

incorporate mobile learning into cross curricular programme delivery, enhancing the

overall learner experience. Furthermore, the use of mobile devices in unit delivery is

the ideal method of embedding functional ICT skills into teaching.

Identified below are a number of areas where technology aided learning

opportunities are present. All of the opportunities arising from this funding stream

can be used as a bolt-on to enhance cross curricular learning.

Work-based learning programmes

Devices with photographic / video capabilities (PSP, iPhone 3GS etc) can be utilised

as platforms for evidencing work. Such technologies may make portfolio evidencing

more accessible to dyslexic learners etc.

Geocaching

The utilisation of geocaching technologies and applications can be developed in a

number of curricular areas including agriculture, countryside and A-levels.

Geocaching can be used to direct participants to specific areas such as habitats or

designated areas. Technologies could include GPS handsets or iPods / iPhones withgeocaching applications.

Example Learners have been tasked with identifying woodlands of interest in

a specific area. In their theoretical role as Council Officer, they are required to

produce an informative annotated map for local ramblers. The map should

include co-ordinates of points-of-interest.

Example In order to effectively manage the estate woodlands, it is necessary

to find out where each veteran English Oak is located. Using geocaching

technologies, learners are tasked with plotting the co-ordinates of every Oakwith a chest-high girth of over 350cm. Each tree should be plotted on software

loaded onto the netbook. Learners should also create a video log (vlog) on

their PSP, of the process that they followed. This vlog will then be uploaded

onto the relevant section of the College website so that people can see

examples of learner good practice.


4/5

Mapping

Once co-ordinates have been identified using geocaching software, locations can be

mapped in the field using netbooks or tablet style PCs. Furthermore, a number of

curricular areas require maps for specific tasks. Traditionally, these have been drawn

by hand. The use of digital mapping software has increased significantly over the last

ten years and it is the responsibility of educational establishments such as Hartpury

College to ensure that learners are furnished with the skills to be able to utilise such

software. The emergence of easily transportable netbooks means that habitats etc,

can be mapped in the field.

Example Learners undertake Phase 1 and 2 habitat surveys and plot findings

on maps using netbooks and appropriate software.

Web Cameras, Web logs and Video logs

Using technology to track learner progress can be used as an additional method of

checking and assessing learning. In addition to this, the same technologies can be

used to create web logs (blogs) and video logs (vlogs). Netbooks can be used to

create as it happens blogs and video cameras on PSPs, iPods etc can record

video diaries. Once created, these blogs and vlogs can be uploaded to the VLE and

external website and used for a number of purposes Evaluation, assessment and

course promotion.

Web Cameras (webcams) are technologies that are used to stream visual images

over the internet. Such technologies have a vast range of uses in education. The

advantage that webcams have over PSPs etc, is that images can be streamed live

online.

Example Parents are considering sending their daughter to Hartpury College

to study a particular course. They have read the prospectus, but are interested

in finding out about the learner experience. They have now been directed to

the College Life section of the website. In this section, they find a number of

regularly updated blogs and vlogs, identifying everyday learning activities andexperiences.

Example Learners are tasked with creating a feeding station for wild birds.

This feeding station will be used as an educational aid across a number of

courses at the college Schools, A-levels etc. Remote webcams track birds

and nesting and stream images onto the college website. Recorded movies are

also uploaded to YouTube / Facebook by learners A similar project has been

set up at the Lost gardens of Helligan in Cornwall.


5/5

Website support / Applications

Many current technologies require the use of the internet / websites in order for them

to gain their full potential. For example, iPhones are designed to download a wide

variety of applications for specific requirements. The use of these websites should be

promoted alongside the use of the hardware itself. Learners can be supported in to

accessing websites such as itunes to select the best iphone applications to aid

particular learning activities. Not only does this promote a holistic learning

experience, but it also further embeds ICT functional skills into the learning.

Specific iPhone applications such as identification apps, GPG apps etc, can be used

to aid learning

Example Learners are tasked with getting GPS co-ordinates for a mapping

task. In order to do this, their lecturer has directed them to the iTunes

application store, so that they can choose a GPS application for the iPods /iPhones they will be using for the task.

Example Learners are looking to correctly identify the birds at the college

feeding station. Identification applications are downloaded to iPods / iPhones

for learners to utilise in the bird hide.

Others

VGA leads can be used to connect ipods / iphones / PSPs to SmartBoards to view

photographs, video etc. These can then be used in timetabled sessions to support

learning.

Course representatives can film group tutorials to create a learner feedback video

for course representative meetings.

References

Clarke, A. (2009 ) The Minimum Core for Information and Communication

Technology Knowledge, Understanding and Personal Skills. Learning Matters,

Exeter.

Attwell, J. et al. (2010) Games technologies for learning More than just toys. LSN,

London.

games technologies for learning

Documents