Comments for Mathias Poulsen

Comment on GAMEiT Conference – post mortem by Spiludvikling i skolen | Play Consulting

Spiludvikling i skolen | Play Consulting — Fri, 20 Jan 2012 15:19:07 +0000

[...] projekter var udgangspunktet for mit oplæg på vores GAMEiT konference tilbage i oktober (læs mere om konferencen), hvor jeg fokuserede på spiludvikling som entreprenørskabsproces. Det er ikke nogen teknisk [...]

Comment on Let’s fail more often! by Mere af samme skuffe. It’s all in the eye of the beholder, I guess. « Line Engel Poulsen

Sun, 15 Jan 2012 20:33:10 +0000

[...] om kvaliteten ved at turde at eksperimentere sig frem, turde at begå fejl (stærkt inspireret af dette indlæg) Jeg synes jo bare ikke helt, det er det, den danske folkeskole opfordrer til – og her skal [...]

Comment on Serious games are just…games by Carlton Reeve

Carlton Reeve — Wed, 04 Jan 2012 10:55:19 +0000

Thanks for your post, Mathias!

While I've always been concerned that the term 'Serious Games' is a contradiction in terms (because of Huizinga's thoughts on play) but I have no doubt that many serious concerns can benefit from a playful approach.

Like you, my main concern is that many 'educational games' are neither educational or games! I've written more about it on my blog (http://playwithlearning.com/2011/11/09/educational-games/). I think the flimsy games peddled as educational do us a huge disservice.

I'm with you – let's make them better!

Thanks again.

Comment on My 2012 by The Game

The Game — Mon, 26 Dec 2011 21:32:29 +0000

Keep on rollin'!

Comment on Serious(ly) good games? by Serious games are just…games - Mathias Poulsen - Mathias Poulsen

Serious games are just…games - Mathias Poulsen - Mathias Poulsen — Tue, 20 Dec 2011 11:32:24 +0000

[...] I keep delving into the different issues clinging to the field of serious games. [...]

Comment on We’re the stupid ones! by Mathias Poulsen

Mathias Poulsen — Tue, 06 Dec 2011 14:49:49 +0000

Both arguments are widely circulated.

The "kids are smarter than us" probably stems (in part, at least) from Marc Prensky's notion of digital natives, and primarily relates to kids as superior to teachers regarding the use of technology. This, however, is increasingly contrasted by the idea, that kids are not just inherently experts, e.g. they're frequently lacking more reflective, critical, analytical perspectives etc.

The "kids are dumber today" may be more of a unspoken argument in most cases, yet it's absolutely common, nonetheless. Basically, it's a conflict between "are we as a system right in doing what we do?", which makes the students wrong/stupid and we need change nothing, or "are we as a system wrong", which calls for radical change.

I vote for the latter option.

Comment on We’re the stupid ones! by Jonas Smith

Jonas Smith — Tue, 06 Dec 2011 13:05:13 +0000

Interesting – I thought the "kids are far smarter than us" argument was the prevalent one – we move in different circles it seems.

Comment on Let’s fail more often! by Hvad vi kan lære af twitter « Line Engel Poulsen

Hvad vi kan lære af twitter « Line Engel Poulsen — Tue, 06 Dec 2011 09:28:36 +0000

[...] Poulsen har skrevet et blogindlæg om netop dette, som indeholder mange sandheder om værdien af at turde kaste sig ud i nye og [...]

Comment on Exploring Game Based Learning by Revisiting old posts – part two - Mathias Poulsen - Mathias Poulsen

Revisiting old posts – part two - Mathias Poulsen - Mathias Poulsen — Sat, 03 Dec 2011 14:38:28 +0000

[...] a fair chunk of my time the last couple of years, is the GAMEiT Project, where we have been “exploring game based learning“. “We aim to identify, collect, test and distribute good practice in game based learning. [...]

Comment on Context is everything by Can students save the world? - Mathias Poulsen - Mathias Poulsen

Can students save the world? - Mathias Poulsen - Mathias Poulsen — Sat, 03 Dec 2011 14:35:12 +0000

[...] challenges and solving problems (as I lamented on recently) and we tend to forget the importance of doing this in a context. Rather, it’s about learning subject matter in relative isolation and with no immediate [...]