Consolarium

The latest edition of the Consolarium podcast is now available. You can subscribe to the podcast from itunes via this link or listen to it via the embedded player.

Super samba inspired learning in schools!

This edition of the Consolarium podcast is solely dedicated to a project that came to an end just before Christmas 2009. Meldrum PS and Slains PS in Aberdeesnhire had been working with the game Samba de Amigo for the Nintendo Wii. When this game first came out the team at the Consolarium thought that this would have great potential in schools and so it was duly purchased. Here’s what it looks like:

OK, I think that after that clip you may be asking, “How on earth can a game that requires the player to shake out samba rhythms help children learn?” Well it most certainly has. What has been going on?

Samba de Amigo inspires ‘relevant and engaging learning’

The methodology that the Consolarium invariably employs in our approach to game based learning involves the computer game being used as the central ‘contextual hub’ about which learning can be situated. We have used this approach with many of our previous projects and it has proved to be a successful methodology. The teachers involved in this project worked together to create a collaborative story that focused on a rags to riches tale about a favela dwelling samba musician who made it to the big time. Accompanying this came the story of a plane, that was carrying the newly created Samba music superstar, crashing in the Amazon jungle and the associated learning about that. Here is some of the children’s work. Here is a news report of that event:

Some people may still be of the opinion that the idea of game based learning is something that does not sit with what school should be about but we would argue that game based learning, if used appropriately, can excite, challenge and create relevant and appealing contexts for learners. Just look at how writing has been developed here”

• The children created their own samba stars and wrote a biographies about them. Have a read of one these: The life of Angelo de Rimosto (biography)
• The children were inspired to carry out research about the Amazon Rainforest as a result of the “plane crash’ scenario and other ways in which the teachers had created the settings in which intrinsic motivation to explore the topic. Have a read of this piece of writing: The Amazon Rainforest
• The children from both schools used Glow to begin to explore how they could work together on story start project. Here is the beginnings of their efforts: Trible Troubles Chapters 1, 2 and 3 If you would like to find out more about how Glow was used then join their Samba de Amigo Glow group.
• The children also used Crazy Talk to great effect to bring their writing to life. Here we see how writing about an imaginary Amazonian rainforest creature can be enhanced by this simple piece of technology:

If you take the time to listen to the podcast about the Samba de Amigo project then you’ll here us talking to a pupil about his experience. If we could have written a script for a pupil to read out about the benefits of game based learning then what he said (without coaching or prompting we may add) would have been what we would have said. He talks about his learning connecting up, about it being exciting and active and how he will rmember this project. Great stuff from him. Here is a brief clip of some boys  actively involved in the project and warming up for their Samba music creation lesson.

Hopefully the podcast and this brief blogpost will give you a flavour of just how good this GBL project was. A fuller account of what was done and how this GBL context impacted on learning will be released in the near future. In the meantime can we just say thanks to all at Meldrum PS and Slains PS for working with us on this project.

Earlier last week LTS was contacted by BBC Newsround and asked if we’d be able to accommodate a visit by them to a school that has been using Dr Kawashima’s Brain Training. Apparently they had picked up on an article in The Scotsman that was questioning the costs of such a venture and the suggestion that schools were being ‘urged to spend’ on games consoles. At short notice Fraserburgh South Park PS were able to offer a venue for the ‘shoot’ and it was all systems go and up to the Broch everyone headed!

The BBC crew arrive and duly made their way to the P.6 class who were to play the starring role. Fraserburgh South Park was one of the primary schools involved in our extended Kawashima trial that we carried out last summer. The school was, however, one of the control groups and after their go with the consoles and games they decided to allocate some of their own funds to purchase their own set of consoles and some games.

The BBC engagement was interesting. They spent a bit of time interviewing me and asked me to remember that I was speaking to a young audience, Now, I thought I would manage that quite well but it became quite difficult to distil what we have been trying to do into a quick soundbite for children’s TV. I was directed in some way to saying that using the game was fun and better than boring maths but I don’t believe that that’s what it is about. There’s so much more to this than having fun with a computer game. They eventually got something that they were happy with and then made their way to the class.

The eager Newsround stars of P.6 were very excited by the arrival of the BBC Newsround people and it must be said that each and every one of them conducted themselves in a manner that must have delighted their Headteacher. They were polite, friendly and very willing to talk openly about what they thought the use of games in the classroom meant for them. If the story about costs is what the BBC Newsround team were more focused on then I think they really missed the point. If you have a look at the clips on the Newsround website where the children are interviewed you can hear how much they think the intervention has helped them. Each response from the children was better then the previous one with one boy in particular talking about how the game has really helped him with his maths because he now feels much more confident and doesn’t feel that it’s such a struggle any more. Every time I hear comments such as this I smile. I have to ask Newsround a question though and it is was the decision to go on the costs issue the right one in terms of presenting this idea as an issue for debate to their audience? Shouldn’t they have been debating the efficacy of such an undertaking? I can’t help feeling that they may have missed an opportunity here to present the real issue to their audience.

Irrespective of whether the children were asked to look glum by the BBC people as they constructed their piece that talked about moving from old school pencil and paper (look glum please) to new school (games consoles and now smile) or if I was slightly disappointed about the focus of the piece the visit and subsequent coverage turned out to be another positive experience for Scottish children and further positive exposure of the work we are doing.

One last thing, the Campaign for Real Education person they rolled out this time talked about schools having money to burn, this being a crazy idea and that children need to do maths – well have a look at this. On my arrival at the school I was told about a boy who was able to do the x20 game in Dr Kawashima in 9 seconds! Yes 9 seconds!!! I had to see this for myself so they went and brought this ridiculously talented lad to me as I couldn’t believe he had bettered my best time of 10 seconds! Who did he think he was! I watched him do it in 13 seconds but saw his profile and look for yourself…9 seconds:

Brilliant stuff young man! This is why we feel games have a place in school. We believe that our work in this paricular context has helped make it an aspiration for children to be as good as they can possibly be at mental maths,. How can anyone suggest, with such fundamental zeal, that this is a crazy idea?

Thanks to all in Aberdeenshire, Fraserburgh South Park and the BBC for a great day and for showcasing the innovative, yet informed, work with games and learning that we are willing to explore in Scotland.

At SETT ‘06 I saw an application called Crazy Talk at one of the stands. Totally bowled over by this application I bought 25 licences for the Consolarium so that I could share them with my early adopter partners. The reason that I liked it was that it made bringing digital characters to life so easy, particularly in regard to the fact that I had been attempting to teach my students at University of Dundee to use Flash to animate computer goodies and baddies! This application lowered the technology threshold so much that it allowed anyone to achieve great success with the animation process which could then enable/allow the teacher to focus on what the learner had written…

I managed to get some great stuff going on, particularly in Stirling Council where they used it to great effect with a collaborative writing project that was showcased at a seminar at SLF 07.

Whilst at Elrick PS to se the Nintendogs project in P.2 I was asked to pop in to the P.7 class to see their Crazy Talk work. What they have been doing was again incredible in terms of pupil engagemewnt and enriching the learning experience. A visit to Aberdeen Art Gallery was organised and during this visit the children were going to focus on portraits. This focus would look at the style of the painting but also at the social history behind the subject matter/person. The main character they were finding out was an artist called Edward Burne-Jones.

The children had found out so much about so much about him and they were able to tell me all about how he studied under William Morris and that there was a supposed relationship with Queen Victoria. I learned quite a lot about this chap from the children.

It was clear that this application had again encouraged these learners to find out about their subject matter and then write it up so that they could bring their characters to life.

Have a look at the P.6/7 class blog where the children have published their animated Crazy Talk portraits.

What was the name of the first dog in space? You don’t know…well the children in a P.2 class in Aberdeenshire do and they were able to tell me all about him. (Answer at the end of this blogpost!)

A previous blogpost talked of the Nintendogs project that we  initiated in two P.2 classes up in Aberdeenshire. I managed to arrange a visit there in order to capture (video, audio and image)  all the practice that we could for case study presentation. Unsure of what we were going to find, we made our way up to that beautiful part of Scotland full of hope and anticipation that the practice that we would see would be something special.

To say that is what we found would have to be one of the biggest understatements ever. I can’t wait for the case study to be shared with everyone because the learning that we captured, saw, experienced, in both these classes, was incredible.

First of all we went to Elrick P.S. and found ourselves in a class that was bursting with life and learning. The class teacher had used the context of Nintendogs to create a rich mix of cross-curricular activities that had the concept of dogs at its very heart. The main thrust of the game is to look after your puppy and to ensure that it is healthy, happy and well exercised. You can also train your dog and take it to dog competitions, kind of like a virtual Crufts, and win money that you can then spend in the virtual shop on toys, clothes, brushes etc for your dog. What learning has been happening in the class:

• Children making stop motion animations of dogs playing together
• Children role playing in the class Veterinary Surgery. You can imagine the writing and talking activities inherent in such a context: appointments, role playing as a vet, dealing with money etc…
• Exuberant approach to writing stories about the life of their Nintendogs and how they were getting on in the virtual competitions. Children with gleeful and proud faces desperate to show the ‘new adults in the room’ their writing and paintings.
• P.7 children helping P.2 children type up blogposts and scanning in their drawings so that the children’s learning could be shared beyond the classroom. Mum, dads and grannies and other people offering formative and encouraging comment on what they were reading. A great way of developing structures that allow children to become the co-constructors of knowledge.
  • Elrick PS Top Dogs blog
  • Banchory PS Doggytails blog
    
• Who says that children won’t read or become interested in books because they spend too much time playing games? The topic bookshelf was packed full of books about dogs and it was apparently hugely popular.
• A vibrant wall display about Hairy Maclary. Writing and paintings associated with this text
• An informative wall display about Crufts. This became a topic of great interest to the children because of the competitions that you take your dog into in the game. The teacher had made stickers for 1st, 2nd & 3rd places in the virtual competitions and these were worn with pride by the children in the class.
• Some of the children already had Nintendogs and so were pretty skilled in understanding the menus and the narrative of the game. They became the Top Dogs in the class (a name chosen by the children) and with this title came the responsibility to be a peer tutor, someone who could help develop players new to the game so that they too could reach the level of top dog. Tremendous self-esteem being developed here but also an approach that creates an ethos that sees the learner as an active agent in the learning process in the class. Superb idea!!!
• A dog walking service has been initiated, not Nintendogs but real dogs. Parents involved and safety issues all taken into consideration. Children have learned to understand dogs a bit better and some children who were frightened are much less fearful and now more confident around dogs.
• The local dog warden paid a visit to the school and helped the children understand the six rules of keeping and being around dogs. These rules were all acted out to us by the children with gleeful abandon.
  

At the heart of all this was a very good and creative teacher who has approached this project in an imaginative yet thoughtful and structured way. For me a first class exemplification of how to use a good resource to help develop good learning.

We then went to Banchory P.S. where we saw another class of children doing a range of very similar activities. Again here we had an imaginative teacher focusing on the learning that could be developed through the context of this game.

What I couldn’t help notice in some of the talk that was happening was the children’s very impressive ability to recognise place value in to the hundreds and thousands of pounds. Remember, these children are 6/7 yet they were reading out how much money they had accrued in the game with apparent ease. One young lad took great in delight in reading out his bank balance which was£4228.22!!!

We also managed to interview some parents about their attitudes to the idea of games in the class and this turned out to be a great session. We really could not have scripted their responses any better in terms of convincing those who may still be sceptical. Comments made included:

“I wasn’t too happy when I heard about a computer game being used in the class at first. But it’s been great…my son talks about school and what he has learned now.”

” My son has had his confidence boosted because he needs a bit of extra help with his work but because he’s very good at the game he is now in the position of helping others for a change.”

“I’ve heard on the news about other schools in Scotland using computer games and I now think it’s the way to go. I mean, the children are really excited about school and my child tells me all about her day at school now where before she really didn’t.”

We also had Graham Brown-Martin from Handheld Learning as a guest visitor on the day and I think it’s fair to say that he was rather impressed by what was on view in both schools. A full case study of this initiative will appear on the Consolarium’s website in due course but in the meantime some clips can be viewed on Handheld Learning TV.

1. Parents talking about the project
   
2. Learner voice
3. Headteacher comments on the project
4. How to engage teachers
5. The children animate their dog
6. Derek Robertson talks about the project
7. The game as the contextual hub for learning

This for me was an exceptional day. It’s great to be passionate about learning and to use this passion to argue the case for games based learning in the classroom but when you see teachers actually making the learning come to life and such rich, dynamic and varied ways then it only reaffirms what we are trying to do.

Very well done to all associated with this excellent project.

By the way, the first dog in space was Laika.