Where do you start with GBL?

I get this question all the time. Now editors have stopped attacking games because games now pay their wages … people who used to ignore games are warming up to the idea. Yay for games.

First I say that games will not, and do not want to be integrated into your classroom the way people have climbed on the Apple and Google product ladder. Games come with culture — and require a lot of rethinking. I’d argue that GBL is a higher level of practice than PBL, so I don’t imagine I’ll be run over with requests for school training for a while.

So … the first step starts with you and how you choose to represent yourself and games.

Games are unique in they challenge our cultural understanding of the value of play itself. To use games, educators have so firmly believe (and publicly declare) play is not the opposite of work and will also enrich, not diminish schooling. This requires not only proof, but also first hand experience and courage in the part of schools, administrators and teachers.


3 thoughts on “Where do you start with GBL?

  1. Along with the previous post, you have exactly described the issue. Games are immersive and embody a deep response to learning, socialisation and cognitive development. If well designed they target outcomes that are transferable to other real life experiences.

  2. BTW if forgot to say that I have re-read “Homo Ludens” (Johan Huizinga, 1938). It could have been written yesterday. It describes the culture of play that we draw in as our first breathe and is the oxygen that fuels our learning.

    • Totally. It’s a seminal work, it also links into some of deschooling ideas of ppl like Ivan Illich. I think it’s only now that connections are more visible with games, large due to the face everyone plays them, well 98%.

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