Chick2Go
GPS enabled East End Walking Tour
Tower Hamlets' Cemetry GPS Workshop
Dockers' Dilemma
A location-based game developed on the mscape platform with a flash interface.
Proprioception. How come we never talk about it when to consider learning? I believe it plays a huge role.
Almost anyone involved involved in Serious Games will have heard the saying (usually attributed to Edgar Dale and his Cone of Experience), that...
"we remember 20 percent of what we read, 30 percent of what we hear, 40 percent of what we see, 50 percent of what we say, 60 percent of what we do, and 90 percent of what we see, hear, say and do".
It's a claim that could probably do with clearing up (as all a bit convenient), but at the same time one that a large number of educators (me including), feel probably has some small element of truth..."
What I'd like is for someone to revisit this model, and when they do, include Proprioception in the mix. How is Proprioception involved in what we "do". How does doing something we do, sitting at our desk, manipulating an avatar differ from doing in "in body"?
© 1994-2007 Proboscis.
A term used to describe a variety of different approaches, but I like the one offered by Proboscis.
"Bodystorming is similar to brainstorming except it involves physical interaction and engagement with the system through a playful acting out of the issues, techniques, interface and interaction possibilities".
Giles explains that "our particular use of it as a technique is as an 'experience' for working with people in communities - giving abstract ideas a physical presence and sense of interaction that are often remote and difficult to grasp"
It is exactly the idea I was searching for in my last post but I would never have come up with such a clear and beautiful explanation. Funnily enough I already knew of Bodystorming, but I'd never have made the connection between this experience and my clumsy ideas about location-based learning and idea generation without google.
thanks to http://depts.washington.edu/dmachine/mschung/thesis/presentation/04-object.html
Reading Corporeal Experience: A Haptic Way of Knowing, felt like hitting the jackpot. Maire Eithne O'Neill pulls together all the threads of Learning Theory, Dance, Georgraphy, Ethnography, Urban planning, Human Cognition, Environmental Psychology and in particular; case studies of ranchers in rural Montana, to explore the importance of embodied experience to our understanding of space and place.
She is primarily trying to establish new pedagogic methods for design, and especially in architecture, however I'd argue the discussion can be extended to any discipline involving spatial or platial cognition.
Her argument is so clear it sounds more like common sense.
Physical work, movement, and intimate contact with the built and natural landscape give people the opportunity to formulate knowledge about places that cannot be gained by singularly visual means.
(...)
Design education in general has failed to establish pedagogic methods for appropriately exploring a range of topistic (place) experiences as tools for design. In formal design learning, we rarely address or explore culturally and individually developed topistic experiences because we do not understand these modes of learning very well, and perhaps because this kind of autonomous knowledge undermines authority.
She introduces (and even invents when there's a gap) a surprising number of terms to describe how we learn and create meaning during location-based experiences.
I'm reminded again that I haven't even scratched the surface when it comes to understanding the value of location-based learning and more specifically, it's place in education.
>Haptic
>Somatic
>Topistic
>Spatial
>Placial
>Corporeal knowledge
>Body-ballet
>Place-ballet
>Kinesthetic
>Pathic
and that's without even mentioning the old faithfuls:
>Experiential
>Action-based
>Embodied
>Situated
Here's the slides from my at IAS workshop three "What do location-based games do best" at Bristol University last Wednesday.
And here's the audio!
with thanks to Freephoto.com
Friluftsliv is a Norwegian word denoting a quality of outdoor education as lived experience in nature.
Almost anyone with an interest in location-based games for learning will also recognise the benefits of outdoor education but the UK as a whole seemed to be moving in the opposite direction...until now!
Farley Nursery School has received glowing Ofsted reports and has a growing following. The nursery holds 90% of its classes outside - rain or shine, winter or summer. Children can go inside whenever they feel like it but rarely do so. Think of your own nursery days....wouldn't this have been an improvement?
More about the benefits of Outdoor Learning can be found at the European Institute for Outdoor Adventure Education and Experiential Learning (EOE).
