This weeks topic considered Digital Blurring which refers to how informal digital use in our private life may cross over to benefit our formal learning and educational outcomes. For example, at home students and teachers may use instant messaging web 2.0 tools to communicate therefore, implementing an in-class instant messaging program on an interactive whiteboard may be an engaging methodolgy to communicate and collaborate authentically, productively and reflectively. Howell (2012) suggests that teaching strategies that come with a predisposition in its users have great potential in teaching and learning outcomes. Students are engaged when learning is fun, social, meaningful and provides options, therefore instant messaging may be a key motivation for providing meaningful communication and collaboration within the classroom.
This weeks’ creative task involved Sploder; a fun free arcade themed web 2.0 gaming program that anyone can use to create games online and share globally. Sploder was found to be very user friendly as users of all ages are able to design games whilst applying creative and critical thinking skills; from the artistic design of themes and graphics to the analytical side of creating an interesting and challenging game that others can solve (Sploder, 2014). As a result of this experience, a teacher could implement game creation into the classroom to engage learners in a creative process that calls upon higher-order skills, collaboration, active participation and most importantly, fun and effective learning aligned with their private lives and learning outcomes.
“When we play a game, we tackle tough challenges with more creativity, more determination, more optimism, and we’re more likely to reach out to others for help” (Jane McGonigal, 2010).
See Jane McGonigal’s (2010) TedTalk below for more insight on benefits of gaming in the digital age.