If there is one thing I have learned from this assignment, it is that I still have a lot to learn. Every research paper, every book I have read on games and learning fills me with both anticipation and anxiety. On the one hand, I believe whole-heartedly in the educational potential of good video games and the authentic, interactive learning environment games can provide. I have always resided in the 'glass half-full' camp when it comes to video games and learning and believe the skills involved in playing games are increasingly complex, sophisticated, challenging and cerebral. On the other hand, I believe there is still work to be done to prove and promote the efficacy of game-based learning in order for it to become an acceptable learning medium in this increasingly digital environment.
In my role as teacher librarian I make it a priority to engage with the students about what they are reading, watching, and in recent times, playing. The level of enthusiasm with which they discuss their latest 'hi-score' or 'epic win' in their current game du jour speaks volumes for the potential partnership between gaming and education. I would love my students to have a thirst for knowledge and a passion for learning that rivals their quest to conquer the next level in a game. Stephen Heppell, Professor of New Media Environments succinctly states 'People love to learn, people love to play. It should not have taken quite so long to make progress towards putting those two together seamlessly. In the 21st century, the glass is neither half-full nor half-empty; for the first time it is simply overflowing with opportunity'. I strongly believe that adopting a digital pedagogy is essential if our goal is to create 21st century lifelong learners.
I had the opportunity to listen to teacher librarian Judith Way present a paper at the recent SLAQ conference in Brisbane entitled 'Guitar Hero? My hero!' Way and fellow teacher Les Kyle developed the Guitar Hero: World Tour program for an alternative year 11 and 12 class, with the intention of approaching literacy and numeracy in a way that would engage, challenge, and motivate the students. The formation of a class wiki provided the backbone of the project, with students creating blogs for posting assessment tasks which they would then link back to the wiki. Students were required to form a group and then develop an imaginary band, creating avatars to represent their on-stage persona. Each band started a blog and posted about their band and a proposed world tour, with all tasks aligned with the Victorian Certificate of Applied Learning expectations and standards. I love the idea of using gaming and Web2.0 tools in such a creative and innovative way, and can envisage a project like this succeeding through collaboration with like-minded teachers who share my enthusiasm and vision towards a digital pedagogy. The Guitar Hero project lends itself to cross-curricular learning across a number of subject areas as evidenced in a case study conducted through Learning and Teaching Scotland (LTS). The LTS Guitar Hero project included learning outcomes in literacy, science, art and design, design and technology, and drama. As stated on the LTS website:
This project was ambitious in terms of introducing a game that on the surface appears to have little if any educational value. However, the project has shown that with a degree of innovation and creativity but with healthy focus on appropriate learning outcomes and appropriate methodologies, a game such as this can bring learning to life.
I believe the skills acquired whilst playing good video games are essential for 21st century learners. Games are a medium that enables learners to be actively engaged, to experiment and take risks in a safe environment, to solve problems in order to achieve clearly defined goals, and to role-play in an environment that encourages strong identifications and emotional investments (Jenkins, 2007). This said, I am mindful of the diversity of learning styles among my students, and realise that there may not be the same degree of engagement and motivation for students that are not gamers.
My experience with game-based learning belies my enthusiasm and willingness to embrace this form of new media, and integrate it into my pedagogy. I am fortunate to have a school administration that is supportive rather than sceptical of new innovations, and who consider teacher professional development a priority. Teacher librarians are often the curriculum innovators within a school, and I believe we need to grasp the 21st century 'overflowing cup' with both hands, and drink from it!
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