This paper analyses and discusses the future challenges that tertiary educational institutions may expect to face when the traditional organisational forms and norms of the industrial society meet the first generation of natural born ICT using students who have lived their whole life with ICT and the ever changing norms and demands of the unfolding information society. In order to analyse the premise for these challenges the paper applies a long‑term perspective on the generations and organisations affected by the transmission. A key to gain insight to the future students and the nature of the encounter is research aimed at the present primary school. Additionally a key to the organisational perspective is identification of organisations' readiness for change and the potential barriers for adaptation to the information society and the ´ power users´. Based on the analysis, the paper comprises an outline of institutional obstacles inhibiting a successful encounter and argues the necessity of integrating top‑down and bottom‑up initiatives in future organisations. Thus, the process of change demands awareness and support from both the authorities empowered to make grants and from the management of the educational organisations, and the paper explicitly focuses on collaborating teaching staffs as a tool for improving both individual and organisational adaptability.
Keywords: ICT, Power users, game generation, university pedagogy, collaborative teaching staff, adaptability to change, information society
The Playful and Reflective Game Designer pp271-280
Abstract: A group of first‑semester engineering students participated in a game design course. The aim of the course was to learn how to design computer games and programming skills by creating their own games, thereby applying their game‑playing experien ces to gain knowledge about game design. The aim was for students to develop a more critically reflective perspective on video games and game design. In applying their game experiences, they developed their own digital prototypes and participated in refl ective discussions on the concept of games: what makes them interesting and how they are constructed. The students used the GameMaker programming tool, which can be used without any prior programming knowledge. The tool allows for the easy development of 2D game prototypes.The didactic approach was based on play as a lever for the design process, and on constructionistic and reflective learning philosophies. Playing games constituted an integral element of the design process; new code added to the program was tested by playing the game. The students were constantly alternating between playing and adding and revising code. The learning environment where games were played and developed could be considered to be a sandbox where experimentation was a motivati onal factor for the students, as they could make mistakes and try out creative ideas. Although the constructionistic learning approach promoted creative and innovative learning, it did not develop competencies in articulation and analysis. The aim was for students to reflect on games in order to promote explicit knowledge. Based on the theory, we consider retrospective reflective discussions in the classroom and their programming experiences reinforced the learning process. In summary, we present the stud ents' first progression from native consumers in the game world to becoming reflective designers. Along their journey, they developed a reflective practice and an understanding of the profession they were entering. The article also throws light on the ver y dynamic and fruitful relationship that ex
Keywords: Keywords: Learning, play, constructionism, reflection, game-based learning, game design, serious games, university pedagogy