1. LEARNING THRU PLAY E A Games’ Next Generation of Games By Q&A Consulting Gigi Ramadan

2. Myst Online Contructivist Approach offers best learning and entertainment: Myst Online as a model for argument www.youtube.com/watch?v=odlpo-Uzvnw

3. Img source: mystjourney.com

4. LEARNER EXPERIENCE AND GAME PLAY Myst Online URU live is an open source massively multiplayer online adventure game Players interact with others to solve puzzles and advance the story. “…not pre-specified, information from many sources is essential. Performance is related to the process of construction.” (Ertmer, p58) Img source: mystjourney.com Img source: downloads.info

5. Learner choice Learner creation Learner constructs own reality LEARNING METHODS negotiated Instructional goals and objectives are negotiated, not imposed.” (Jonassen, p11) real world problems Focus on realistic approaches to real world problems rather than utilize predetermined instructional sequences.” (Jonassen, p11) Img source: mystjourney.com Img source: mmorpg.com

6. LEARNING METHODS communicate with others Players communicate with others using a "Ki", an artifact which provides a special interface Uncover clues and solve puzzles together Img source: mystjourney.com

7. LEARNING VARIABLES “Learning occurs through our interactions with the environment” (Jonassen, p6) persistently changes A world that persistently changes depending on player actions “an environment in which students can explore the ideas being learned” (Jonassen, 1996, p238) “constrained problem spaces that resemble existing problems in the real world” (Jonassen, 1996, p237) Img source: mystonline.com

8. INSTRUCTIONAL STRATEGIES fans access tools to create new content Gameplay created by the community “ “providing learners with the observation and manipulation tools necessary for exploring and testing objects in that part of the world” (Jonassen, 1996, p.239) Img source: mystjourney.com

9. LEARNING OUTCOME The ultimate goal was a continuation of the storyline and new content “And the world changed. Pulled through darkness My ears ring with emptiness Until a place enfolds me Like none I have seen. I smell the tang of ocean A gull wheels above me Water slaps wood piles Birds cry unseen…”by a player Learning allowed to form own vision of reality based on their mental processes, interpretations, experiences (Jonassen, p.9) Img source: mystjourney.com

10. LEARNING OUTCOME  To cooperate, collaborate and work in teams  To make effective and ethical decisions under stress  To take prudent risks in pursuit of objectives  To employ scientific deduction  To quickly master and apply new skills and information  To think laterally and strategically  To persist and solve difficult problems

11. TRANSFER METHODS Involvement of authentic tasks anchored in meaningful contexts and engagement of the learner in the actual use of the tools in real-world situations. (E&N) Img source: huffingtonpost.com Img source: downloads.info

12. ASSESSMENT METHODS – REFLECTION Journals for Reflection Forums for debate sharing and critique by peers Img source: mystomline.com “Assessment is embedded/integrated in the activity not distinct from it. (Jonassen, p12)

13. FEEDBACK METHODS  Immediate  Chat with team members  Comments on Blogs Img source: mystonlinecom

14.  Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 6(4), 50-72.  Jonassen, D. H. (1991). Objectivism versus Constructivism: Do We Need a New Philosophical Paradigm? Educational Technology Research and Development, 39(3), 5-14.  Jonassen, D.H. (1996). Microworld Learning Environments: Immersion in Action. In Computers in the Classroom- Mindtools for Critical Thinking (pp.237-253). Englewood Cliffs, New Jersey: Merrill, Prentice Hall.  Duffy, T., & Cunningham, D. (1996). Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (pp.170-198). New York: Simon and Schuster Macmillan. REFERENCES