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Christina Stokes

Small Assignment #1 - 25 views

The text analysis tools selected are Voyant and AntConc. These tools were mentioned on Shawn Graham's website "The Historian's Macroscope of Big Digital History." Initially I wanted to conduct a te...

started by Devin Hartley on 03 Feb 14 6 follow-ups, last by Christina Stokes on 06 Feb 14
Chris Milando

Highlights for Morris': The Future of the Civil War through Gaming: Morgan's Raid Video... - 2 views

www.playthepast.org/?p=3546

history data education play digh5000 civil war gaming video games

shared by Chris Milando on 11 Mar 14 - No Cached
  • Because elementary teachers have limited amounts of time for social studies, if they teach it at all, they need powerful direct experiences that allow them to introduce a topic and provide some context for it, a game or activity that helps the students learn a concept
  • All of this must occur in a block of about thirty minutes or the teacher will determine that it takes too much time
  • Since games are best at helping the player to understand processes, the historian has an important role on the design team in identifying the process to be explored through the game
  • ...11 more annotations...
  • Fact checking is, of course, a historian’s greatest role to insure that the design team gets the story correct
  • The rest of the team brings talents from art, computer, education, music, and telecommunication backgrounds, but they may not share the understanding of the historical events or the commitment to getting details accurate.
  • Historians contribute to the process of designing a gaming experience by providing three important aspects of the design sequence: fact checking, process identification, and curriculum collaboration.
  • Visitors to museums and historic sites and school students can engage in interactive history-themed games to learn historical, geographic, economic, or civic processes
  • A virtual experience like a game or video never takes the place of a direct experience, but it does allow a greater audience to become attracted to the site.
  • When teachers select educational games for the classroom, the games must be keyed into academic standards, and they must have measurable knowledge outcomes in subjects such as history, geography, economics, or civics.
  • Narrative-driven solutions are not appropriate for games
  • Video is very narrative-driven and allows the flexibility of looking at multiple perspectives from a single phone by referring to multiple quotations from primary sources and examining different characters present on a battlefield at the same time
  • A more interactive approach for classroom students would be for them to gather evidence from the battlefield to provide evidence of their construction of knowledge
  • As a marketing tool these games can help a historical site establish followers who become interested in the content prior to making a pilgrimage to the site
  • A good game never tells a story even if it is a simple adventure story; a good game always examines a process and engages the player in decision making.
  • Chris Milando on 11 Mar 14
     
    Quick Summary: Morris argues that video games can provide accurate historical information - as long as they are not presented as narratives. He argues that video games can (and should) be used for educational purposes, and can be effective tools in teaching history in a quick, engaging and fun way. He also advocates for the role of the historian and a general sense of collaboration in creating educational video games.
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