Week 4 Games

Mezirow (2000) and Brookfield have both argued for a greater need in adult education to go beyond the normative challenges of helping learners engage in educational learning and one way to encourage this is through the incorporation of newer technologies in the classroom. Game based learning seems to be a large part of the future of educational learning with the facilitation of students who are accustomed to learning from games, either digitally or traditionally (Anderson, Anderson, & Taylor, 2009).  There are more hands-on and practical application-based approached to using games in education that could allow for more personalization of learning, self-directedness and team or group learning (Anderson et. al, 2009).  With the influx of learning on the go and mobile technology, the incorporation of gaming, virtual worlds and simulated learning are changing the way adults can approach the learning environment.

SplitWords

http://braingames1.aarp.org/splitwords.html

The game has various skill levels that help to train the brain in memory, attention, language, executive and visual-spatial functions.  I selected this game because of its ease of use.  In working with struggling readers, this game is beneficial as the purpose it is build words from word parts beginning with 2 word parts, becoming more challenging as the user progresses.  While this is not something that I would incorporate in a regular level college course, it is a game that I would have adult learners use to improve word recognition and vocabulary in a variety of categories.  Adult learners could also use this game on a mobile device during down time, further increasing their knowledge base.

Writing in the Stars

http://braingames1.aarp.org/writing_in_the_stars.html

This challenge word game provides practice with problem solving and using the skills of logic, mental visualization, working and short-term memory.  In the adult learning environment, this game challenges the learners to connect and overlap letters in words.  It provides both those proficient as well as those less proficient with language practice.  For the ESL or struggling language learner, this game is an excellent way  to practice and become more familiar with words.  It is also able to be accessed on mobile devices allowing learners to challenge themselves on the go, making learning barrier free.                                                                                                                                 

As an educator, my primary concern when incorporating multi-media, interactive websites, or gaming technology is the ability of the user to gain access and be able to use/learn from the sites provided.  Additionally, all learners may not have prior experience with experiential learning so as an instructor, one would need to be familiar with each student's knowledge level and experiences in order to introduce games or simulations in a manner thst will reduce the potential fo student discouragement (Conrad & Donaldson, 2011).

References:

Anderson, B., Anderson, M., & Taylor, T. (2009).  New territories in adult education:  Game-based learning for adult learners.  Retrieved from:  http://www.adulterc.org/Proceedings/2009/proceedings/anderson_etal.pdf.

Brookfield, S. (1994). Adult learning: Overview.  The international encyclopedia of education (2nd ed.) Vol. 1,163-168. New York: Pergamon.

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.

Mezirow, J. & Associates. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass.