Activity 4.1: Comparing resources

Take the perspective of a learner

• What elements of these do you think are appealing to different kinds of learners?
• What kinds of learners, if any, would they be inappropriate for and why?
• How do each of these resources differ from that of the resources we’re using in ocTEL?
• What ways can you see to improve the effectiveness or potential reach of these resources?

I chose to view and compare  iEthics V ElearningExamples.

The iEthics resource is really good for the activities presented. It provides the learner with a realistic scenario, clear information and can be self paced so the learner can view and review the materials. Visually very nice, clear audio.
Visual, Auditory and Kinaesthetic learners. Relevant to people in the health field.
It is produced for a specific purpose, audience and use it is a relevant technology for professional development.
Include an interactive element (asynchronous discussion tool) so the learner can reflect on each part of the content and opt to reflect with other learner's who are also engaging with the resources.
Links to the resources identified in each section so the learner can read up, e.g M.M.S.E. tool.


Elearning Example, I used Gauging Your Distraction

This is a fun game for a serious subject. It will appeal to those who enjoy keyboard games and want to be challenged to multi task on the screen. Reading and responding and also moving around the screen with keys and mouse simultaneously. Initial I ignored the text message and just focussed on the control keys, as soon as I looked at the text screen I crashed. I couldn't actually do both!

Again it is visually pleasing, worked well and was fun. This will suit a Visual/ Kinaesthetic learner but also one who reads the instructions before use.

We have been introduced to games for education in the course so we are engaging with them in ocTEL but the ocTEL course has made use of existing resources rather than seeking to create it's own stand alone resources. The iEthics resource would be quite costly to produce and may need the resources within it to be updated.The Distraction game is probably lower cost production and maintenance,

Both are specific for the intended audience, however the Distraction may also appeal as a concentration game as well as a powerful safety message.

Activity 3.2: Active play

Game-based learning has grown as a form of TEL.

1. What do you think you could learn playing this game?
2. What (if anything) did you find engaging?
3. What (if anything) did you find demotivational?

Adventure: Lost in the City

1. Could learn observational skills working against the clock, mouse dexterity.
2. The story was intriguing, being set challenges and completing them in a given time frame.
3. The music was awful, I had to turn it off, the scree was difficult to resize in order to view in a size large enough for me to see the items. 

I used to enjoy the Lara Croft Tomb raider games on XBox when they first came out, I did the observation and thinking bit and my friend controlled the joy-pad. 

Not to be defeated I then tried.

Puzzle: Notpron

I managed to get to level 4 and then thought, why am I doing this? The information about the puzzle and hints were puzzles in themselves. If this were a course with those completion/success rates it would soon be axed.

1. Resilience, observation skills, not really sure as I didn't really
2. umm
3. The gambling adverts, Frustration out-weights the potential pleasure and feel good factor in solving the puzzle. My life is too short for this one.

Role play: Runescape

1. hand eye coordination, spacial orientation, following instructions, 
2. I have heard about Runescape and it is visually appealing and you can create the story and explore the virtual realm.
3. As a free game you have to subscribe :-(  I didn't want to create an account so I stopped there. Combat games don't really appeal to me so that would also be a demotivator.

Strategy: Westward

1. Follow instructions, hand eye coordination, turn taking, 
2. I quite liked the idea of journeying around the wild west, the graphics were al-right  the screen layout was logical, the prompts and instructions really helpful.
3. Once again the sounds, event muted were irritating. 

I do however value Simulation software, this is especially valuable in nursing where we need to replicate clinical scenarios for the students to rehearse and practise their response safely and educational games to develop knowledge and skills in a subject.

• Nursing educational games
• Game-based assessment of first aid and resuscitation skills
• Enjoyable learning: The role of humour, games, and fun activities in nursing and midwifery education
• A Digital Revolution: Games, Simulations, and Virtual Worlds in Nursing Education