Game-dynamics based curriculum
-Paradigm shift to game dynamics. G-D becoming more prevalent socially and in business.
-Education should not wait to catch up. Ed should evolve simultaneously.
- check historical trends in ed. [not ed reform per se]
- what has been the lag time for social and technical influences to become mainstream in ed? (brief timeline to illustrate)
- when has the transformation been nearly simultaneous?
- Perhaps this can be a new kind of change for education: keeping up rather than catching up.
[mention reforms within timeline as a type of change: “A” happened in society in year “X” resulting in “Aa” changing in schools in year “Y” for reason “R”]
- game psychology
- the “need” to “play”
*Current ed paradigms: content: fragmented, methods: coercion
*Conversion: content: multidisciplinary, methods: choice, etc.
- Not game-based education, though this may be a component. (game-based may take many forms, and at many levels of learner or group involvement. casual-focused, indiv-team...virtual environment, etc.)
- Would have to be combination of individual and team, would have to involve both casual and focused involvement, but the greatest difference would have to be the “game layer” on the real world. not a virtual environment, but a “player” perspective on the real world. not fantastic quests but real challenges. real incentives. real psychology.
- Power shift, autonomy, self-determinism. capitalize on “relevance”
- Melding of subject areas...this is reality.
- Engagement, motivation, etc.
- tie in curriculum theory. Pinar, etc. all areas of phenomenology, political theories: general resistance theory, etc. John Dewey - learning in the real world.