Re: Changing Tracks with Classroom Game Design

It might be useful to start at the beginning.

Space: safe, comfortable, contemplative, learning spaces. Schools (despite everything else, and all the misgivings) currently provide this.

I am lucky, I can create learning and contemplative space all over the place. So can just about everybody reading this sentence, no?

This just isn't true for many children.

Forget the fancies for a moment, start, if you like, with one of Mitra's Holes in the Wall, but put some safe space around it - add a few key humans, some granny clouds, places to sit, to write things down - and not only in online repositories. Free paper and pens, 'lockers' too.

Private spaces, within public provision.

Its not a big ask. Take the school as a safe learning space, and work with it, create the new template. Many people in these forums, and Mitra in particular, have already done the spade work. Collaboration, sure, connectivity and networking, sure, but from my own base-station/space, please. Not floating in some hypothetical, totally unattainable middle-class virtual space, if the argument is not clear enough.

For instance: a learning space consisting of real materials to work with, a touch table interface (for fun, games, collaboration, sharing, building, knowledge creation), OPC computers with wifi links, humans in attendance (preferably linked to non-virtual apprentice/placement sites for embodied and embedded learning), virtual and physical granny clouds (in various guises), places to sit, write, talk, get together, consult, support, lockers for stuff), a roof, walls, windows, water and electricity.

The virtual in service to the material, not the other way round. The task is not to discuss the world, but to make it work (for everyone, for a change). Zaha Hadid's BMW HQ as an example of the integration of research, design and production.

Oh, yes, and clear route maps to progression to further learning and employment. [Comment] [Permalink]