Dear teachers,
We'll need your feedback about the first class.
1) How do you usually teach the topic 'Development'?
2) Personal response: How was the overall gaming experience for you? Which part did you enjoy the most? Which part of the game was difficult? Any suggestions on how the game could be improved?
3) From the teacher's view point: Do you see this game as a potential teaching tool for the topic 'Development'? Would you use it? Why/Why not? What is your role like in a classroom where this game is used for teaching? If this game can be used for 'teaching Development' - what concepts or content do you can be grasped by the students?
4) For training purposes: For training workshops - what critical components you think must be included for another teacher to use this game for teaching? What could be some potential challenges that prevents teachers from using this game?
5) Any other comments / feedback you'd like to share?
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26 comments:
Interesting and fun. Students should be able to learn independently.
Karen Thia
1) Using videos from You-tube, photographs and the case studies from Jeffrey Sach "End of Poverty".
2) Got to understand the interlinking relationship between the various roles.
3)Certainly a useful teaching tool. Students will be able to do what they are most interested in and it is a meaningful game to learn about the roles of the various stakeholders in determining the level of development of a country.
4) Probably teaching teachers on the nature of online gaming.
1. Show you-tube of different countries, look at UN indicators.
Class discussion
2. A bit confusing at first. As a government, building infrastructure was interesting. When we are stuck do not know what to do. Maybe the steps can be simplified.
3. Yes. I will use it after teaching the topic or as a start to the lesson.
My role will be that of a facilitator. Concepts will be impact of development such as pollution, shortage of resources, role of govt.
Kaihing
1)I would use powerpoint or video. Recently going to try to use a game called "Electrocity".
2)The game is very interactive but the requirement for 4 players to start a game can be a constraint sometimes.
3)Yes, there is a potential in the game's usefulness. I would use it but the school computer hardware system may not be able to support the game. The dependence on resources for industry to expand
4)We need certain guideline so that some of us can follow the instruction.
Reflection from Huei Juin (Hai Sing Catholic)
Ecocity allows students to see the interrelationship in the development process.
1) I usually used videos, picture and case study of DC and LDCs to teach development. Using these tools help students to see beyond Singapore and what country does in the process of development.
THe game is interesting and help the students to see multiple level in development. Just like me, i face some difficulties in the process of development and this help students to understand the factors that caused even devt.
3) I would like to try this game in my next lesson with the class for them to gain a deeper understanding what is development, factors that affects it and the problems with devt.
4) Trainer (Ling See) demonstrated the logistic set up of the game which is important to prepare me for my next lesson. thanks
Ng Siew Ching
1)Usually teach the topics by showing photographs and statistics of places of different level of development.
2)It was fun. When we are able to proceed to the next stage. Need to coordinate better among members so need to communicate alot.
3)Yes, probably towards the end of the lesson. The different indicators of development.
4)Teachers need to be able to explain what went wrong when a particular city failed or assist the pupils in retracing their steps.
Mee Fong (Zhonghua Sec)
1.Have got prepared ppt slides.
2.Quite confused at first. Retailer - to buy things from manufacturer & farmer, hence must I wait for production to come out first?
3.Game is definitely useful but can forsee students may be confused too at first. Is there a manual that we can read?
4.How much can the teacher reveal to the students about the game?
Anyway, thanks for everything. Definitely a refreshing change to the usual chalk & talk. Game is good as a wrap up.
Mrs Wong Check Siew Zhonghua sec
1. Usually use data or stimulus materials to teach development
2.Took a while to get the hang of what to do. However when we progressed from one level to the next, it was encouraging and exiciting.
3.Yes I would consider using the game and probably the students were appreciate the interdependence for each other and the need to communicate.
Name: Dil
School: Changkat Changi Sec Sch
1) I've only taught it once this year. It's been mainly didactic. However, videos and even music videos have been used as well.
2) Interesting and entertaining experience overall. But there is a problem of simply trying to fulfil the requirements of the game rather than seriously thinking about the strategy in achieving higher levels of development.
3) Probably not as an actual teaching lesson but most likely as a summary/trigger intro. Students will likely note the interdependency of the different roles and how they need to interact with one another. The teacher still needs to be actively bringing the students back to the concepts of how health, availability of food, pollution levels etc can contribute to the success or lack of success in the development of a city.
4) Critical, not really. But suggestions... perhaps a set of questions or ideas for the teachers who wish to conduct a lesson based on this game.
5) Nil. Thanks!
1) Use textbook! Use Slum Dog Millionaire to prove my point! Find pictures of DCs and LDCs to evoke their senses! Use Blood Diamond to show exploitation of national resources and good leadership. But development is a really complex thing to teach the kids, especially the part on strategies to manage!
2) Fun :D I'm a digital native afterall! I enjoyed the interaction between F, M, R and G! The starting was slightly difficult because we were not sure what to do. Perhaps Government needs to be given to more IT savvy person as he plays a v impt role!
3) It is definitely engaging for students, but my students are weak and they still need to MEMORISE key concepts. but I think this game can help them understand the inter-dependence between the sectors! I will use it! To help my 5Ns in their revision since they have finished the syllabus and they have lots of time to revise. Sec 4 no time to play!
4) Fear of technology, if you are not very IT savvy it is really daunting to try.
5) Can you put Venue in TRAISI next time? I could have signed up for a course nearer my place T_T
Nurhirwana - Hai Sing Catholic School
1. I've only taught development once during my practicum and I made use of videos and photographs to teach that topic. On top of the usual PowerPoint slides.
2. I really enjoyed the experience. However it got a bit frustrating when we lacked certain resources and neither of the other group members could supply us with that particular resource. We were stuck! Perhaps, having a guide to avoiding that sort of situation would help?
3. I think this would be quite an effective way to teach development as it is interesting and it requires the students to communicate and discuss their plans with each other. Our roles in this game would be to provide guidance and clues to our students. Students can learn the concept of negative effects associated with pollution, for e.g.
4. We would need to have the relationship of components in the game, hence better control of our resources. But then again, it would be good for our students to try out on their own and find out where they've gone wrong on their own.
1. Using pictures and videos.
2. The collaboration between the roles played. Interesting and fun for students and teachers to learn.
3. Yes potential tools for teaching. Could be used after the topic has been taught. Students would then be in a better position to play and appreciate the game.
4. Teachers must be familiar with online gaming and the software itself.
5. No further comments.
Mdm Tan Poh Neo Christina
East Spring secondary School
1. Using PP slides and making reference to real life examples
2. It was an eye opener 'cos never played games on the computer before. Good tool to help students to understnad certain geog concepts.
The different roles that we take
Games was well done
3.Yes good tool to remove the monotony of the topic
Would use it for only the better classes or else there would be chaos for the weaker classes.
Facilitator in the classroom.
Concept: types of industries that would help in the development of a country - interrelationship between the different sectors of the country to help in the development. Environment must also be taken as a factor in order to develop the country
4.teacher must have good class management. Not good for challenging classes - can predict the chaos in the lab for the more challenging classes. Time management could be another issue
5. I really enjoyed this session. Am glad that I have signed up for this course
Siew Eng (VS)
1)Devt is taught by way of the subheadings. There's a great gapminder link for the teaching of indicators.
2) The gaming experience was total engagement. The difficulty is getting started and knowing the game. After that, the toughest part is negotiating and getting everyone to do their part.
3) Definitely, the students will like this very much. I think it will be difficult to ferret them out of their seats! May be it will be necessary to switch off totally to get class reflection going. Teacher's role is facilitation mostly and in encouraging some competition among the groups.
Concepts of hindrances to devt and the idea of the controversy of development (with its negative environmental impacts) get through quite easily. the students know how to explain the concepts after discussion.
4) Identify the key aspects that can be drawn from the game. The types of questions that can be asked to generate discussion in the right manner. Maybe to get the group to discuss how to handle their roles first. And strategise. The followthrough is important so as to avoid it becoming just a game.
5)Whoopie! Thanks for the great work done!!
1) can't remember. taught some time back.
2)The game engages students. I started off not knowing what exactly to do.Students would enjoy winning the game when they are making profits, production is high etc.Indeed it is quite addictive and we just want to keep going on and ignores the teacher.
However, the game can be improved by getting legends so that students can be familiar with the icons. There were a lot of icons not explained in the game that we had to ask the instructors. It would be helpful if there is a help button.
3) It is a potential but after the students has grasped the terms or definitions in development. Students can still get by trying out at pressing and making sure they produce every icon without understanding very much the content or the concepts. They will need practice to do better in the game.
4/ Help buttons, legends to help the user? And the overall picture of what each of the roles need to do so that we can get the big picture and help each other in the city itself.
5) Good job. Maybe cppd can produce more games for teachers and games that cover more concepts?like micro topics like population, settlements, etc?
Actually I was hoping we would be picking up on tips on how to design games.Hehee.
Esther Tay
Dunman Secondary
1) I usually use the chalk-and-talk method for teaching 'Development'. I would also use groupwork for the pupils to discuss the topic itself.
2) The game was enjoyable. I would need to apply the various concepts under development when assuming the roles of the different characters. The most enjoyable part of the game is trying to improve the standard of living of the city by trying to do what is best for that particular character that I am assuming. There needs to be constant interaction between the members of the group for the city to do well. As a suggestion for improvement, perhaps all members of the group can view how the city is faring and then deciding if the group would want to upgrade the city.
3) The game has potential as a teaching tool for the topic of 'Development'. However, given the time constraints of the curriculum, it may not be feasible to be carried out frequently. Moreover, there is the problem of technical glitches which often surface during IT lessons. I see that this game is more suitable for the more capable pupils who are able to see the concepts of development behind the game. For some pupils, it may be a game of clicking and having fun. This game can be used to teach the diffeent types of industries as the city progresses and also what are the factors of production for a city to do better(capital intensive vs labour intensive).
4) The teacher who is first exposed to the game may require some time to familiarise himself/herself to the game. The game requires quite a bit of explanation and so time may be lost during curriculum time doing so. As a result, teachers may not be so wiling to use the game for teaching.
5) The game is well-thought out and the graphics are rather attractive so it may entice the pupils to want to take part in the game. However, a lesson or two may be needed to explain the game to the pupils and that may not be attractive to teachers to use the game.
Kelvin(JYSS)
Kong Pei Ling
Pioneer Sec
1)Lecture, groupwork,news articles
2)The most difficult part was the start. I didn't know what the objective was. The interesting part is to discover the inter-relationships among the sectors for example. Along the way one also needs to balance the need for development as well as the need to sustain the environment and production of different inputs for production.Suggestions: Words should appear at the icons that measures development e.g. literacy rate, population...
3)Yes. It is engaging. Concepts learned: uneven development, the need for different indicators--HDI, sustainability, different employment sectors. However, I feel that we need some development criteria and expansion of content or concepts and assessment after the games.
4)Prior foundation work, if any to prepare the students. OR how to facilitate and how to tap on the game session to develop the lesson.
5)Reading article at the start is little too long. Would be better if it is more condensed.
Chew Suit Mei
Pioneer sec School
1. Lecture, groupwork and worksheets.
2. Interesting and engaging. Just explore to learn on the way. The part when you have to relate your functions with the other players. Interdependent makes it challenging.
3. Got potential but after the game , the students may not know what they have learnt. Must have level of response before going to next level. Or must have certain development criteria before proceeding.... must have pause.... go the criteria not satisfied... player will get back to same stage.
4. The setup must be done by TA and the speed of the computer must be fast. One hour period may not be enough. so must have save game function to continue play in the next session
Liyan (NJC)
1) For the A Level syllabus, "development" is parked under Globalisation and Urbanisation. Usually there is a mix of drill and practice, Ppt slides and some games and videos.
2) The overall experience was great. I learnt quite a bit from the game itself and after personal sharing by Ling See, I understood how it was possible to extract teachable moments from different scenarios that were encountered by different groups.
I personally prefer this game to Sim City where you build your own town/city. In this game, teachers will be able to easily point out certain things, as compared to SimCity where it is really "free-range".
3) Definitely, this game has potential as a teaching tool for students and I foresee them having a really fun time playing it. However, I have reservations in using this as firstly, curriculum time for Geography is limited and secondly, if I were to explore the possibility of letting students play at their own time, the IT resources are of restricted use.
The role I foresee in the use of this game is that of a facilitator.
The concepts that are highlighted in this game is that of:
- interrelationships and interdependence among actors and agency.
- role of state in determining economic development (eg. interventionist govt)
4) The critical component was that of hands-on experience. I personally liked this workshop as it was a good balance of theory and practice.
The potential challenges would arise when groups hit a rut and are unable to progress from there. May be frustrating for some.
5) Nil.
Ria Banerjee.I teach in Victoria School.I am a Geography teacher in lower sec and social studies teacher in upper sec.
It was an interesting game and have links with the subject.I feel like playing the game again but on a different role.
Lynette Li
1. videos, reserach
2. Interesting, interactive. Having to work with 4 other people to achieve something in the game. difficult == hard when one person does not balance the resources well. Do pop-up screen for messages.
3. Yes. Link development to real life
4. Need to ensure that all the students work together. Can be used for character development -- teamwork
Mas, ADSS
1) Use textbook and PPF slides. For inductions or triggers, mediums such as videos, news articles or pictures are used where time is given for some buzzing and class discussion. Prior to teaching the topic, students divided into groups and assigned a country to conduct a study of its development progress.
2)A very engaging session. I had the role of the government. The difficulty surfaced when a member left and there was a drop in one the production sector. Communication had to be kept open so that all the processes run smoothly.
3)Very useful in getting students to understand mechanics behind how a city is run and gives them a better overview of the factors they have learnt in affecting development. Foremost of course ground rules are very importatnt in conductiing such lessons in the computer lab. I would be the facilitator and the more responsible and reliable students who can grasp and ashere to instuctions better, and thus bettr guide the other members would be the government.
Concepts-wise: factors that affect productivity such as literacy, healthcare, natural resources etc and subsequently the development progress of a country.
4) It would be good if the titles/ brief info on each of the icon is displayed whenever the cursor moves on it, throughout the game. Potential challenges: The EXP and NA students learn at different pace. Teachers have to look into feasability of conducting this to reinforce teaching duing lesson time or perhaps as post-exam activity. (time constraint)
Jim Teo
East Spring Secondary
1) How do you usually teach the topic 'Development'?
I only teach lower sec Geography.
2) Personal response: How was the overall gaming experience for you? Which part did you enjoy the most? Which part of the game was difficult? Any suggestions on how the game could be improved?
I find that the game is interesting, engaging and involve working closely with the other team members. The starting part was a bit confusing but as we progress with the game, I find it easier to play.
3) From the teacher's view point: Do you see this game as a potential teaching tool for the topic 'Development'? Would you use it? Why/Why not? What is your role like in a classroom where this game is used for teaching? If this game can be used for 'teaching Development' - what concepts or content do you can be grasped by the students?
I have not taught "Development" before, but I think this game is useful as it involve different roles and students could learn to apply some of the knowledge and skill they acquired in class while playing the game.
5) Any other comments / feedback you'd like to share?
Nil. Thanks.
1) Using photos and videos as hook activity
2) The 2nd round was more enjoyable than the first because we were more familiar with the objectives, the icons, the roles and responsibility we have. The most enjoyable part wld be earning more money and advancing to the higher levels. The game still have a few areas for improvement.
Firstly, the objectives of the game were not clear enough. This is evident by the helpless and lost state of the teachers. Many thought the more buildings they have/can be seen on the play area, the better and faster they wld win. Secondly, the icons were too small and not very clear. Many did not realise that they had to keep the city indicators high and healthy in order to win. The naming of the toolbars were slightly misalligned or so they looked...definitely needs improvement. Most importantly, NO SOUND EFFECTS?
3) Perhaps as a hook activity or a summative tool. Though the game is able to engage the students at a rather high level, the transfer of content knowledge is doubtful. Of course, this game could be used in classroom to break the monotony of traditional teaching/learning. However, the output at the end of 4/5 years is still the pen and paper exams. Answering skills and content knowledge still matter.
The game can be used to teach Devt concept like: sustainable management, indicators of devt.
4) Clear objectives and instructions are vital to minimise confusion and maximise enjoyment. Challenges that prevent teachers fromusing the game wld be time-constraint and ICT support (comp labs, hi-speed comps)
Kavi, NJC
1) Various aspects of development are covered under the bigger topics of globalisation, population as well some aspects of urban geography for 'A' levels.
--> Hence, we usually look through charts, graphs and do a sectoral breakdown of data to understand development across countries (DC vs LDCs), videos on countries and their level of development and role playing.
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2) It was fun and very engaging. Yes, the game has a lot of potential for my younger kids, especially from the IP side. Yes, I would use it, but I think I need a few more practices of trying the variables out and from a variety of roles.
3)The communciation between my group members; also trying to figure out the variables at the same time, so I ended up trying to juggle many things. Improvements include some briefing on what is expected of each role to contribute to the development of the city as a whole. But of course, if the idea is to get students to try it out and figure the concept of interdependency themselves, then the game is an excellent way to help them find it out.
3) Definitely. It helps students play around with the various roles, identify what is expected of them to be able to contribute to the city and understand how the city works at the micro and /or macro scale. My role would be to control the master computer where I could help the governments raise their bars on certain indicators and facilitate learning through debriefs and consolidation of concepts learnt through the game. But I feel this has to done in a structured manner, at the right points with appropriate interventions when needed, depending on the ability of the students in handling the game. Concepts include: inter-dependency, primary, secondary and tertiary sector, skilled vs unskilled labour, production chains and lines, sustainable development, literacy levels and infrastructural development.
4) Instructional objectives for teachers to identify before the game and challenges would be assessment methods after playing this game or whilst playing this game?
5) Enjoyed the game, going to try this in school with the kids. :)p
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