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David Williams

Training Specialist , Arvato

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Can gaming characteristics be used a a means of reaching a broader range of students in a class

As a facilitator of education or learning the hardest part is to assure to can communicate your message effectively to an entire class or group, yet a video game like Call of Duty can reach a target audience of 13.93 million who can pick up its intricacies with minimal instruction and self education to compete on a global level.

Are we as facilitators missing out, in that our audience has progressed to a new approach to understanding and should we as such not create a more versatile curriculum based around the involving and intuitive approaches to gaming to better reach our audiences.

sound, graphics, background and setting, duration of game, rate of play, advancement rate, use of humor, control options, game dynamics, winning and losing features, character development, brand assurance, and multi-player features, etc.

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    May 10 2013: David, I am replying to your reply to me below. I am always surprised when I read how schools across the world still emphasize memorization and rote learning. It is very much not what I am familiar with in the many schools I have observed in my State or in the core standards I have seen of any state.

    I don't understand how, with widespread acceptance at an administrative and policy level that critical thinking and problem solving are the most important outcomes of schools, that a regime of rote and memorization could survive. From what you write I can only hypothesize either that these priorities have not yet taken hold at the administrative and policy level in Ireland or that there is a notion that cultivating those skills is important only for masters level students who benefit from lots of rote first. The latter view- that rote should come first- is not consistent with what is known with a high degree of confidence about how children learn.

    It's funny, because in the large District where I did all my k12 teaching, it is much more common for schools to want to hold to inquiry-based pedagogies which very much de-emphasize rote learning and for parents to push for more algorithmic sorts of learning to be pushed earlier.
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      May 10 2013: A big issue we have is that historically are schools where run by christian brothers who even up until the 80's still sometimes used the get the answer right or get the belt approach. After that the state took it over but kept all the traditional ideals.

      Now teachers are civil servant and it is not mandatory for them to be up skilled. The system itself doesn't even allow for it. Your university and college application come down to 1 final exam over 6 subjects given to you at the end of 12 years of school. No abstract views or practical experience, just 6 exams and an cumulative score across all subjects. This means is you are not good at language you may not get enough points to go learn engineering or art for example. And these curricula are not heavily or regularly updated.

      Until this approach can be changed we are kind of at a wall that restricts truly maximising the potential of future generations.

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