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COTS as the contextual hub for learning. What value?

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Author Topic: COTS as the contextual hub for learning. What value?  (Read 2762 times)
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« on: March 23, 2008, 11:33:20 PM »

Up in Scotland we are managing a number of games based learning initiatives in nursery, primary and secondary schools. Learning and Teaching Scotland via its Consoalrium project is responsible for the range and scope of projects that are currently happening.

Last Monday we went to two schools in Aberdeenshire to capture (for video case study on our Consoalrium site) the work that has been happening in two P.2 classes (children aged 6/7) where we have put Nintendogs for the Nintendo DS.

A blogpost that includes a rationale for this project and a summary of what has been happening can be accessesd via this link:


Graham Brown Martin came along on the day to find out about the project and some of the videos he shot can be accessed from the Handheld Learning TV section of this site:


The recent for this post to the forum is to really look for feedback from colleagues interested in how we can enhance teaching and learning. I am completely convinced, from a theoretical and practical perspective,  that this approach that sees the informed, structured and thoughtful application of commercial off the shelf games can have a positive impact on teaching and learning. Am I alone in thinking that many of these commercially available games can provide treachers with rich, challenging and dynamic learning environments that resonate with learners and that can open doors to traditonal learning in such a way that children gleefully and willingly throw their hearts and souls into the learning that comes out of such projects.

Look at the videos that Graham has uploaded and also at the summary of what the children have been doing. It's also interesting to hear what the parents have to say about the project:


The reason that I ask this is that another of our projects made National TV, radio and the press last week. We are putting Dr Kawashima's Brain Training into 16 classes in Scotland to see if it can impact on mental maths attainment. But when I was on the BBC there were two gentleman who were very concerned about what we are doing.


Are we as they suggest pandering to children, undermining the teacher, handing learning over to computers or causing a crisis of confidence in the learning relationship? I struggle to recognise any of these concerns and can only talk about how the projects that we are initiating are having such an impact on teaching and learning in many of our classrooms although I am open to both sides of the debate.

I'd really like to hear what colleagues think about what we are doing and I'd like to hear of any concerns or suggestions that you may have.
« Last Edit: March 24, 2008, 03:43:58 PM by drobertson » Logged
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