Aplicação do Jogo a turmas do 1.º Ciclo
16 Mai 2012 Deixe um Comentário
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Aplicação do Jogo a turmas do 1.º Ciclo
Jogo disponível – versão sem créditos
16 Mai 2012 Deixe um Comentário
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Jogo disponível para download aqui.
5.ª Fase – Programação
23 Mar 2012 Deixe um Comentário
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Um total de 46 alunos do 9.º ano do Agrupamento de Escolas do Couto Mineiro do Pejão, orientados pelo professor Rui Pereira e inspirados pelos recursos desenvolvidos nas anteriores fases do projeto, encontram-se a desenvolver um jogo de computador pedagógico digital, denominado “Medir o Tempo”, que será posteriormente aplicado aos alunos do 4.º ano de escolaridade.
4.ª Fase – Sonoplastia
23 Mar 2012 Deixe um Comentário
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Na presente fase, Ana Ramos da turma do 5.ºB e Miguel Sereno da turma do 6.ºB, orientados pelo professor Carlos Sousa, gravaram os diversos monólogos que serão posteriormente integrados no jogo pedagógico digital que se pretende desenvolver.
3.ª Fase – Desenho Digital
23 Mar 2012 Deixe um Comentário
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Nesta fase, alunos de 6 turmas do Agrupamento de Escolas do Couto Mineiro do Pejão, nomeadamente 7.ºC, 7.ºD, 8.ºA, 8.ºB, 2.º ano de CEF e 10.ºA Profissional, orientados pelos professores José António Oliveira e Rui Pereira, criaram imagens digitais originais a partir dos desenhos em papel elaborados na fase anterior do projeto.
2.ª Fase – Desenho em Papel
23 Mar 2012 Deixe um Comentário
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Na segunda fase do projeto participaram 6 turmas do 2.º Ciclo de Ensino (3 turmas do 5.º ano de escolaridade e outras 3 turmas do 6.º ano de escolaridade) do Agrupamento de Escolas do Couto Mineiro do Pejão. Um total de 112 alunos orientados pelas professoras Graça Sanches e Márcia Portugal elaboram, em folhas de papel, dezenas de desenhos relacionados com as unidades de massa e de tempo, bem como objetos associados à exploração mineira.
1.ª Fase – Proposta
03 Fev 2012 Deixe um Comentário
No âmbito da primeira fase do projeto, fase de Proposta, foi solicitada a colaboração dos docentes, do primeiro ciclo de ensino, de três Agrupamentos de Escolas pertencentes ao distrito de Aveiro (Arouca, Castelo de Paiva e Couto Mineiro do Pejão), no preenchimento de um questionário com o objetivo de determinar o conteúdo pedagógico a reproduzir no jogo de computador a desenvolver. O critério de escolha prendeu-se com o conteúdo pedagógico do terceiro período de qualquer um dos anos escolares do primeiro ciclo no qual os alunos, das diferentes escolas, apresentaram pior resultado na avaliação escolar do ano letivo transato. O conteúdo pedagógico apurado foi a “Massa e as Unidades de Tempo” da área disciplinar da Matemática do quarto ano de escolaridade. Pelo facto de a nossa escola se encontrar num local de tradição mineira foi decidido integrar o tema das atividade das minas de forma a funcionar como um elemento integrador entre o jogo desenvolvido e o espólio imaginário da região.
ICEM&SIIE’2011 – Poster – Our Games
27 Set 2011 Deixe um Comentário
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According to Gee (2007), despite the good computer games use a more complex and technical language than that used in the educational content of the curricula of education systems in general, can still, and unlike the last ones, seduce young for hours. A major advantage of the good computer games, according to this author, is to explore the pleasure and emotional involvement of the players through the implementation of a learning process that contradicts many of the beliefs and revolutionize education advocated by scholars of Education Sciences. An interesting feature associated with computer games, among many others, relates to the ability to simulate so immersive and interactive worlds in context, such as recreation structured environments and multiple perspectives associated with the life of a biologist, experience this very difficult to assimilate by simply reading a textbook. Gee (2007) compares the textbooks to instruction manuals of a nonexistent computer game and the good computer games to efficient machine learning. Thus, the focus on the creation and dissemination of good educational computer games should be a priority for all of those who care to promote better learning. Starting from the assertion that the use of educational computer games in addition to educational activities is an asset for learning and also trying to deepen the commitment of the students in their adoption, was developed during the first five months of this year, a project of the Group of Schools Couto Mineiro do Pejão, called “Our Games” in which a group of 341 students and 36 teachers of different grades (from pre-school to vocational education) and different curriculum areas, developed in close cooperation an educational computer game in the Recycle Sphere (area/field). The theme Recycling was selected because it has a high pedagogical importance, and also by addressing the concepts of students’ satisfaction. This project was created in order to participate in “Learning and Innovating with ICT” launched by the Directorate-General for Innovation and Curriculum Development (DGIDC) of the Ministry of Education in November 2010. The implementation of this project was bold, because, on the one hand, required the use of specific tools for the support and development of computer games that were either unknown to students or to teachers and, on the other hand, also demanded a thorough coordination of work by students who were distributed in different levels of education (students aged between 3 and 19 years, a global average of 9 years old). In order to simplify the implementation of the project, two main approaches have been defined. As the first orientation with being concerned in the preferential use of free software and the second by dividing the project into five distinct but complementary phases to each other, called: Design, Scenery, Digital Design, Voice and Programming. According Lakhan et al (2008) the focus on use of free software is justified mainly by the fact that their use does not entail costs to schools and it’s a more easily configurable software. Like most free software was still barely known in school, our project focuses heavily on training of teachers on free software and ICT in general. Thanks to the support of the Centro de Formação de Terras de Santa Maria, 70 of our teachers received accredited training in ICT.
In the first and second phase of the project, which took place between February and April 2011, students from 16 classes from preschool, first and second cycle (a total of 315 students, from 3 to 13 years with an average age of 8 years) have developed hundreds of paper drawings of landscapes, objects and scenarios related to recycling, thus defining the resource base for the previous phases of the project.
In the third phase of the project, which took place between April and May 2011, students in two classes, one of the second and one of the third cycle (a total of 12 students, from 12 to 14 years with an average age 14 years) recorded the voice of dozens of sentences related to the theme of recycling which were then inserted into the developed game. In the recording of the voices of the students was used a free software audio editing, called Audacity.
In the fourth phase of the project, which also took place between April and May 2011, students from three classes of the vocational education (a total of 30 students, from 13 to 19 years with an average age of 15 years) developed digital graphics from the images created by students from Pre-School and 1st cycle. At this stage we used a free software vector graphics editor, called Inkscape.
Finally, the fifth and final phase of the project, which took place between May and June 2011, students from two classes of the vocational education (a total of 19 students, from 14 to 19 years with an average age of 15 years) used the digital resources previously developed in conjunction with proprietary software, in part free, creating games based on a simplified programming language, called Game Maker, in order to create a computer game about recycling.
In a first analysis of the results, we present as positive: participation of students and teachers of various levels of education and diverse curriculum areas, the full implementation of all phases of project development culminating in the creation of an educational computer game, increasing digital literacy in the educational community and the tremendous enthusiasm shown by all participants throughout the project. As less positive aspects we can refer to the simplicity of the game developed and some faults detected at the level of design and pattern of the user interface. The detected faults are part of a normal process of developing computer games, which in our case can be minimized by the fact that we had a short timeline for a project of this complexity and all the players are inexperienced in this field.
For next year we will continue to invest in this project, even with an extra stage test to be performed by students in order to evaluate all these aspects associated with computer game now presented and propose suggestions for improvement.
Keywords: Basic Education, Students, Computer Game, Free Software, Recycling.
References:
Gee, J. P. (2007). Good Video Games + Good Learning: Collected Essays on Video Games, Learning and Literacy. New York: Peter Lang Publishing, Inc.
Lakhan, E. Shaheen & Jhunjhunwala, K. (2008). Open Source Software in Education. Educause Quarterly, (2), 2008.
Audacity Team (2011). Audacity (Version 1.26) [Computer program]. Retrieved March 1, 2011, from http://audacity.sourceforge.net
Inkscape Team (2011). Inkscape (Version 0.48.1) [Computer program]. Retrieved March 1, 2011, from http://inkscape.org
Game Maker Team (2011). Game Maker (Version 8.1) [Computer program]. Retrieved March 1, 2011, from http://www.yoyogames.com
