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?
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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29 comments:
1) A couple of 'diary entries' and a short debate on development indicators.
2) Quite fun once we get a hang of it.
3) Yes. But of course teacher must prepare in advance the teaching points for class debrief. Also, time might be tight.
Personally I will use it as a summary of the topic or post-exam activity.
4) Teachers who are not IT savvy to begin with will find this a big challenge. Teacher must be very sure about how the game is played.
1) How do you usually teach the topic 'Development'?
It is mostly through the viewing of videos, photographs and teacher talk.
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?
It was definitely a very enjoyable and engaging experience. I had definitely enjoyed the part whereby I realized that whatever I was producing was needed by the other team members. Also, seeing the money rise when they bought it was definitely an enjoyable experience.
I guess the difficulty part would be to constantly communicate with the other team members to produce the items that we need for example, technology, machinery or energy.
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?
Yes, it definitely would be a potential teaching tool for the teaching of development. However from the way I see it, the students need to be taught some aspects of the topic before they can embark on the game.
Otherwise, the game can also be a platform for us to introduce the various terms and even factors that can affect development prior to formally teaching the topic itself.
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?
The bugs in the game (something that my group encountered) could be a potential challenge when using this game as a teaching tool. Students might feel frustrated if they couldn't continue with the game due to this.
As for the critical teaching component, I realized that the tutorial that were included in the software are actually adequate. However, tips on how to follow up with the lesson could also be useful.
5) Any other comments / feedback you'd like to share?
Nil.
1) Development is taught via PPT, newspaper articles to show the current affairs situation especially of the countries they are studying, case studies.
2) Ok. The need to cooperate to ensure sustainability was interesting. Just shows to the student how important sustainable dvmt is. The bug was an irritant!
3) Maybe. But very little connection to the topic itself e.g. reasons for variation of development. Much of this is applicable only in a small part of development.
Concepts: sustainable development, GDP? healthcare facilities=standard of living?
4) The bug could be a challenge. It will interrupt the students' concentration and their building interest in the game and the topic. Reflections cards/worksheets for students to take a break and start thinking about the game and relate it to the topic of development that they have already learn.
Steff Chan (Kent Ridge Sec)
1) Role play; Class discussion & exposition;
2) It was entertaining & engaging. The entire game was interesting. The starting of the game and the disconnection faced at times was disruptive.
3) Yes, definately a good teaching, rather, a good student-centered learning tool. Yes. I'd like to use this tool, if possible, to get students involved in learning.
Concepts can include: Inter-dependency, literacy rate, growth rate, etc
4) More IT-savvy teachers wouldn't have much problems. Some potential challenges may surface if audiences are not as IT-savvy.
5) interesting game and good guidance and tips from coordinators helped to infuse the learning points into the game.
I teach the topic using newspaper articles, role play, simulation and videos.
Not a very interesting game. I did not enjoy the game at all. Do not think I will use it for lesson.Students will find it too basic. As they are more used to higher level games that requires more skill. There is also no element of excitement and suspense.
Soochoo
CCHMS
Chee Siew Yan
Chung Cheng High (Main)
1) eh... I have not had a chance to teach development.
2)perhaps it will be easier if there are some pop up instructions during the game so that we can understand the interface better.
The fun part was that it is a group game and encourages interaction, collaboration & teamwork.
3)yes but i may not use it.
4)i think the debrief is important and how it can link with the curriculum. If the link is weak, teachers will not use it. They may rather just teach content.
(1) I've not taught the topic yet.
(2) Graphic looks good. But gameplay is quite tough as we need to closely monitor every aspect (e.g. how many types of resources we have, and need to purchase). I think that there could be a bug as although the screen showed that we have sufficient 'energy', it reflected to us that there was not any left. As a result, we could not continue with our production. I enjoyed the part when we can 'upgrade' our city, as it gives us a different kind of challenge (e.g. more land).
(3)I think that topics such as 'pollution' can be taught using this game.The teacher can act as a facilitator by teaching students the definitions of certain key phrases before starting this game. I think that this game could be quite difficult to comprehend among students who are less IT/Game savvy (as they may give up exploring).
(4)Perhaps a short briefing to share the relationships between the shareholders before the class, as we do not know which resource we are responsible for in the beginning of the game.
(5) None =)
1) This is the first year I'm teaching development.
2) It was an exciting experience. The most enjoyable part of the game is that I'm able to track the country's progress and seeing the figures fluctuating and figuring out solutions to upkeep the progress. The most difficult part of the game was communication. As everyone is busy trying to earn profits for themselves, this may disadvantage another party.
3) This game can be used as a trigger when teaching indicators for development.
4) Make the roles clearer.
Hi!
1)I've just completed teahing development for a 4NA class (for the first time). Unfortunately, due to the complexities of the topic, I find that I have little choice but to deliver contents in a conventional way. I try to inject 'fun' through case-studies and quizzes of main concepts. But my kids know that the topic is mainly dry (until they can grapple with the key ideas and the inter-connectedness)
2)At first, I was rather lost until I observed certain changes to the variables found on the game. Going through the tutorial helped but not tremendously. I was still unsure what I had to do until the team started chatting/shouting for resources. The best part of the game was to make profits - haha - as I was the retailer. Understanding the aim of the game and my specified role was what I found confusing at first.
3) oh yes, definitely. But I would only use it with the class after I have finished teaching the development indicators. Thus this game would serve more as a consolidative tool rather than a teaching tool. This way students would be more receptive and appreciative of our explanation on what makes a 'good'/'sustainable' city as we debrief the class.
4) I guess teachers must be informed what their specific role requires from them more explicitly.
Cheers - Latifah, QWSS
Rashidah from BPGHS
1) Powerpoint presentation, quizzes
2) Took a little time getting used to. Enjoyable part : to see the city indicators reflected positively. Difficult part: when resources are depleting, when a fellow 'gamer' thinks you are not playing your role :), not understanding that the role you are playing is facing constraints of shortage of resources...
3) More detailed briefing (about the game) so that students will know what to do. Interesting but depends on the group dynamics. Teachable concepts: interdependence of different communities in the country, sustainable development, good governance as a factor affecting development. Teacher plays the role of facilitator. Debrief is very important.
4) Teacher needs to know the ins and outs of the game.
1) compare singapore and countries around her
2) Ok. the buying and selling.
difficult: communicating, cos we were not communicating with one another on what are the things needed.
3) Yes. But quite worried about the noise level it might generate.
facilitator.
the importance - communication, materials needed, altruism, keeping the city as clean as possible
at the beginning of the game, the teacher must emphasise the need to communicate with one another
1) Usually taught using powerpoint lessons,group discussions,case studies
2) Fun, insightful,challenging. Not that difficult to play.
3) Interesting game and probably can stimulate interest in students in the topic of development. Students will probably appreciate the game better if they have have pre-requisite knowledge to understand the inter-dependency of various roles
4) Probably having a hard copy of the game instructions for amateur gamers.
5) No other comments.
1) use of case studies
2) the gaming experience is wonderful! the whole game requires teamwork and communication among the group which makes learning inter-dependent. students would then realise that this inter-dependence is the crucial factor in the development of places as well. The difficult part of this game was the need to constantly monitor the amount of resources available in order to proceed on with the functions of city.
3) This is definitely a potential teaching tool for the topic of 'Development'. I would like to use this if the school IT system is able to support it because this is a different approach to teaching and learning which would probably be more relatable to students nowadays.
My role in a classroom where gaming is used for teaching would very much be a facilitator and provide the connections to explain to students about the inter-dependence of each character in the construction of a city. Also to clarify that there are a lot more decision-making skills involved before any of the character should commit.
Ong Gui Li, Bedok North Sec Sch
Radha
Marsiling Secondary
(1) Teacher-centric method is most commonly used.
(2) It was a good experience. Initially, it was rather frustrating but once I got the hang of it, it was more smooth sailing.
(3) I am more likely to use it. It is a more fun platform to understand development. Teacher has to first teach key concepts like the inter-relationships in a country, GNP, healthcare, literacy
rate, population growth rates. The game can then be used to show the interconnectedness of the development indicators and role of government.
(4) To briefly go through the options available to each avatar.
Concerns - availability of computer labs...
Hidayah, Broadrick Sec
1) The usual used powerpoint slides, video clips.
2) It is quite interesting once I got the hang of it. Enjoyed being a farmer , seeing cash coming in if i managed to get the inventory in place.
3)Yes it is to a certain extent. I would probably use it for the better classes. Very exploratory. Students may not be able to link the intended learning points with the game. They could grasp concepts like indicators of development, sustainable development.
4) Students need to play all the roles I think to get the big picture. Otherwise, it may just be a guessing game for them if the idea of sustainable development isn't understood.
1
Development is taught using SimCity 4 which takes into account the spatial distribution and context. This is done in conjunction with using developmental theories such as Rostow's modernisation theory, looking at urban growth models and comparing it with human development.
2
The gaming experience was quite interesting and definitely more interactive than SimCity 4 as each player can take a different role. It's hard to say which one is better as each has it's own benefits and downsides. The main difference between each game is that level of complexity and the level of interaction possible.
3
It is suitable as a stand alone lesson to show how development is complex and mutually dependent on one another. Perhaps if used with other games like SimCity 4 and Rise of Nations, can become a highly interactive and integrative topic to work on.
There are a multitude of concepts, it just depends on whether the teacher has the time (the biggest problem here) and if they are willing to put in the effort to use students' experience from the games as a resource to develop the lesson.
4
Minor issues would revolve around logistics and time. The major issues include how teachers are able to tap into the experiences gained from the game.
5
Kudos to the production team who produced this game. But I do think that it might be better to focus on using existing games that are out there. These companies would produce games of better quality simply because it's the industry they are in. Examples include Facebook's Metropolis and SimCity.
Also, schools will need resources to be able to tap into these games such as the setting up of LAN and access to resources.
1) Show videos on the difference of development between developing & developed countries. Students expected to discuss & hightlight the differences & talk about the reasons for the differences and effects of development that can be found in developing & developed countries.
2) The gaming was fun. Initially did not know that I need to check on progres of the other members of the country. Difficulty for me..I couldn't get my food to be sold!!!
3) I see it as a potential teaching tool. However, I feel that this game was more appropriate for the old elective geography syllabus which also include development & environment degradation. I would use it as a highlight to the topic and to spur students' interest in the topic, especially for students to realise about the consequences of decision-making within a country and how well planned the government is. May use it for Social studies - good governance?
4) Potential challenges - when conducting class, probably need at least 2 teachers to handle class especially if cahos is going to break out since countries tend to die when students may not know that each player is inter-dependent with one another ...
Farhanah
Bedok View
Susan Poh, Broadrick Secondary
1) I usually teach by going through the indicators, limitations of the indicators, and so on.
2) The experience was fun. I enjoy building the city. The coordination betwen players is difficult.
3) Yes, a lot of potential for classroom use. Role: to bring out learning points during debrief. Concepts: indicators and the difficulty in the defining the idea of "development".
4) Teachers should be quite comfortable with playing computer games. Or at the very least, willing to try playing computer games. Potential challenges: time constraints and computer labs.
Adeline Leow from Bartley Secondary
addyleow@hotmail.com
1. Use of photos, PPT slides, role-play (eg. taking on different roles such as govt, citizens etc)group work.
2. Initially, it was a little boring when I had to read all the instructions and I was stuck at certain points in time. However, I enjoyed playing the game when I got the hang of it and knew that we had to strategise and work together as a team. I found the 10 minute speed round the most exciting and enjoyable. The most difficult part was when we ran out of certain resources such as machinery and technology.
3. Yes, I believe that this tool can be used in class if I am able to split the class or if the IT facilitator is around to help. My role would be a facilitator to help students when they are stuck and to see when I can infuse certain concepts such as inter- dependence, team work sustainable development etc.
4. Some potential challenges are teacher are not IT savvy. Some critical compoents are how readily available are these resources and where do we get technical support from. Perhaps rubrics can be given for students (or teachers) to track their country's development.
5. It was an interesting and engaging session. I like the fact that it was hands-on session and we took on the role of students so we will know how students will feel and react when they play the game.
1) Show pictures, videos and news article that show the differences between MDCs and LDCs.
2) At first, I was a bit confused because I didn't know what was going on.But I got the hang of it after a while and the fun was when we realised that we have to work together to build the city. That was also the difficult part because we realised that we are actually independeant.Frustrating when we cannot produce things as some resources are in shortage.
3) Logistic problem of not enough comp labs. Students might,like us, be more interested in buying resources and lose the focus/big picture of the game. Thus it is important to carry out a debrief after the game.
4) Not enough comp labs.Especially in neighbourhood schools where all the labs are used up for EBS and CPA lessons.
5) Interested game! Reflects real life concern where there are many indicators to how successful a city is.
Ong Lay Kheng
Bedok View
Christina Khoo
give definition of development, get class to suggest examples of Dcs & LDCs. Get them to think of the differences between them & lead them to identify the different indicators eg economic & social indicators & go into details of each. Using data from the text to illustrate the difference in data between DCs & LDcs.
2. The game was quite enjoyable. I liked acquiring the resources & making the products & seeing my stocks grow. It took me a little time to get the hang of seeing the amount of resources needed & then having to acquire them to make the products.
Yes. It would be useful especially in helping the students to see the effects of development eg the growth in income, rise in literacy rate & rise in health care. It also allows them to see the adverse effects of rapid industrialisation.
4. A clear set of instructions on how to get started & how to play the game & the need to explain the interdepedency of the 4 role. Not all the computers are working on our labs, so there may not be 40 working computers in one lab.
5. Quite a lot of time is needed for this.
1. Use the newspapers, photographs,discussion, role-plays
2. interesting only after I knew actually how to play.
3. Yes, to teach the concept of dependence, co-operation, interrelationships, sustainable development
4. Hand-on experience. Needs clear explanation on the functions of all the various boxes and the data indicated to make meaning of the game. I only understood their functions after explain from colleagues on how to use the data to get the game going.
Lee Mui Khiang
Bartley Sec
lee_mui_khiang@moe.edu.sg
tAnny from Beatty Sec Sch.
1)Development was taught with the help of the newspaper and highlighting what's being written in the news affects our daily lives.
2) It got off a slow start as I was not familiar with the aims of the game. Reading the tutorial didnt really help much (maybe i wasnt reading in detail... exited to start playing the game mahhh...) when the group is working together and watching the different indicators of the city in the healthy range. We couldnt really monitor the critical indicators when all four of us were playing the game simultaneously. It got better when the 'farmer' was assigned to monitor the situation for the group.
3)This game is definitely an interesting addition to the mundane topic of Development. However, the kids must know the aims of the game. Concepts: managing and maintaining a city.
4) Verbal explaination of the game to teachers who are using first time players. Potential challenges: teachers who are not comfortable with IT.
5) use the different stages of the city as case study scenario
Zhichun (Beatty Sec)
1) Using Powerpoint slides to deliver the content; Also get students to do research on various aspects - HDI, indicators to measure a country's development.
2) Enjoy Most: Interacting with fellow team mates. Working as a team to bring about high development in OUR CITY : )
Difficult: Starting up, very lost, keep asking 'When am I supposed to do?' despite reading through the maunal/guide pretty diligently.
3) I would use it.
I want to 'make the experience of learning motivating, stimulating, collaborative and rewarding'...
This game can meet this objective.
Concepts: Indicators of development - Healthcare, Literacy Rate, population size; Consequences of development - Pollution
4)Role of each player to be spelt out clearly. Their duties. What each is supposed to do.
Challenges: Teachers who are afraid to even 'touch' technology.
5) Every student should take on different roles in order to understand and learn the dynamics of development in its entirety. Eg. I took on the farmer's role, don't really know what others are doing, what are their main concerns. To better learn the topic fully, everyone should take on all 4 roles eventually.
However, it is going to be time-consuming.
1. Pictures, videos to highlight how organizations ike the World bank and ADB are helping the LDCs.
2. Initially it was a little confussing... din know who was buying my products & the whole objective of the game... GOt the hang of it after a while
3. will use it as a spark interest... to get students to see relationships between different stakeholders and how it will affect the level of development in a country or city.
4. Possible scenarios... E.g. Critical level
1)Explaining the concepts using powerpoint slides
2)difficult to understand the game at the beginning, what we have to do in our roles. As I became more familiar with the game, I enjoyed the production part.
3)Yes.I would like to use it. I think the students will enjoy it and will be more engaged in their learning. I think this game is related to the concept of strategies for development.Also, the price to pay for development , problems of development.
4)It's not easy to play. You have to think fast and react fast.
5)Perhaps to explain clearly to the teachers the objective of the game, our repective roles, what exactly we have to do.I started off not clear about what I had to do.
1) Using examples, case studie, analogies, videos
2) Enjoyed the interaction part and the cute animations. The tutorial was not helpful/stimulating.
3) That development must be sustainable and should be a coordinated effort between the different sectors. The government plays an important role in determining the rate of development. However, we do not see this game as a potential teaching tool because it only gives a gist of what's important and so it does not seem to make efficient use of time in terms of what's learnt. A student who's not interested will not grasp the underlying constraints/concepts that the game tries to convey.
Concepts:
- Scarcity
- Optimal use of resources
- Sustainable development
4) Some challenges when using this game:
- Students get bored after a while (repetitive tasks)
- Unmotivated students may bomb out on purpose or use the chat for social purposes
Other components that should be included:
- Tell teachers how this game function i.e. helpline
- Gaming guide - a few ways to achieve optimal development
Lim Yin Yoke and Tham Pei Wen
Methodist Girls' School
Name:Cyndia School:Beatty Sec
1) Discussion, compare level of devt with reference to real data (HDI & indicators)
2) good...the playing bit of coz...
i wouldn't say most difficult but the problem is that mainly because the game is new and we are not quite clear with the functions of each of the role and how they are inter-related. But after a few rounds, u fall, u learn... (no pain, no gain) and that's the idea --> you learn through the immediate feedback and you reflect upon your decisions/actions and then the next round you do it better.
3) YES! Definitely. It's fun and there's alot of self-discovery which i think would beat the teacher repeating it umpteen times.
Concepts - sustainable devt, level of devt cant be based on 1 single indicator, interrelation between components of the envt to bring about devt
4) Guess teachers that are not familiar with the gaming envt will find this challenging...
Logistic would be another...schools must have enough comp labs avail.
5)I think it's important to have a follow-up to consolidate all the learning, as we all know that students may have fun but learning not concretise...
Maybe a template for them to track what they did each time they replay? What they think they did right? and what they think they did wrong? [reflection and corrective measures] --> can translate all these learning points or values in their classroom learning [to take risks and learn from mistakes]
Question 1)
- Through powerpoint slides
- UNDP websites in com lab
- Classroom discussions on the various indicators and debate over if the indicators are good
Question 2)
It was an interesting experience. The inter-relationship between the roles and the effects were evident
I Realised that I had to be a multi-tasker and notice of everything on the screen at the sametime as the govt
I enjoyed seeing the city coming on well, ie: all needs are met
Guess the most difficult part was to ensure that everything was going on well at the same time (multitasking)
Question 3)
Yes, the game could be used but probably after the indicators has to been taught.
It could be used as an activity for the students in order to see the effects of development and also to see that every one has a part to play when it comes to the development of a country.
A discussion can follow after to debrief and to reflect on what went right/ wrong during the game.
They could also be asked on the statistics that they accumulated at different time interval.
They should be able to see the inter-relation between the different roles, the impacts of development, the reasons for their growth in terms of the different indicators, to see also the relationship between the various indicators.
4) Teachers have to know also how to troubleshoot any errors that the students might face. Eg: We encountered a problem whereby the energy units and the actual amt we could use in the game did not telly. Teachers also need to know the techical part of the game like the setting up of the grouping, etc.
Teachers who are feel inapt in using the computers might be resistant in using the game. Teachers who face lagging problems in their school computers may also not want to use the game.
5) Well, it could be great if there is a fuction to capture the data/ indicators of development every say 5min or 10min.
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