#learningpractices

[expandingfrontiers]

After 9 minutes of video (interesting) there are 7 minutes of reflection on the subject GAMES AS TEACHING METHODS.

This type of games are the "antimatter" of our teaching system: They are not governed by the rules of the real world and that is why they can achieve things that are very difficult to do in class, such as connecting complex information in a story, generating significant moments that help you remember facts or give you an immediate motivation to learn, and have fun.

He says that the game has anthropological utility. It means that by playing we rehearse adult life (learning that there are rules, there is competition, collaboration, rewards, dangers) in a safe environment, where we can fail and make mistakes.

They are developing games that look like "virtual museums" and are interactive. Whose content is decided with teachers and pedagogues so that they can incorporate it in class. It is a step towards the incorporation of this tool as an educational mode.

It concludes by comparing the linearity of the manuals used in the current school against the open structure of a game, more similar to the flexibility of real life.

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Después de 9 minutos de video (interesante) siguen 7 minutos de reflexión sobre el tema JUEGOS COMO MÉTODOS DE ENSEÑANZA.

Este tipo de juegos son la “antimateria” de nuestro sistema de enseñanza: No se rigen por las reglas del mundo real y por eso pueden hacer cosas muy difíciles de hacer en una clase, como conectar en una historia información compleja, generar momentos significativos que te ayuden a recordar o darte una motivación inmediata para aprender, pasarla bien.

Dice que el juego tiene utilidad antropológica. Quiere decir que jugando ensayamos la vida adulta (aprendiendo que hay reglas, hay competición, colaboración, premios, peligros) en un entorno seguro, donde podemos fallar y equivocarnos.

Están desarrollando juegos que parecen “museos virtuales” e interactivos. Cuyo contenido es trabajado con profesores y pedagogos para que puedan incorporarlo en clase. Es un paso hacia la incorporación de esta herramienta como modo educativo.

Concluye comparando la linealidad de los manuales que se utilizan en la escuela actual contra la estructura abierta de un juego, más parecida con la flexibilidad de la vida real.

[expandingfrontiers]

Barbara Oakley

There are two different neuro networks we access when we are perceiving things. The “task positive networks” are useful when you need to focus. The “default mode network” become active when you disconnect from the task; while you are making something else, in the background your brain is neuroprocessing, and when you come back to the task your brain understands better.

So, learning often involves going back and forth between these two different neural modes: the “focused mode” and the “diffuse mode”, that involves resting states. You can only be in one mode at the same time.

This is a related idea: When you are learning something new you want to create a well-practiced neural pattern that you can easily grab to mind when you need it. This is called “Neural chunk”. The more solid expertise you have in one field, the more neural chunks you have. When you have sufficiently practiced these chunks, you can do the action automatically.