SOG
07-27-2007, 07:43 PM
from the teachers pdf guide
What is the game?
In short, the game is an immersive fully 3D role-playing simulation, which gives
the player the chance explore the Israeli-Palestinian conflict first-hand. The game has a playtime of around 15 hours, and is split into six missions. Each mission has a relevant theme and can be completed by most students in 60 minutes.
You play an ambitious freelance journalist who, through the collection of information from different sources, has to write news stories. Through the diverse stories told in the game, the player learns about issues related to the conflict, and some of the larger issues at stake in the region (terrorism, human rights, conflicts, border disputes etc.).
The right picture is from the interview of a suspect in the first mission. The left picture is from the second mission, where you negotiate a pregnant woman’s passage through a checkpoint. The player is forced to consider the media’s role, source criticism and the huge variation in perspectives on the same experience. A news story is not just a neutral account of events – here the player makes the choices – what will he/she choose to publish in the newspaper?
Israeli-Palestinian conflict (Content): In the game the player will experience
everyday life in the conflict through real personal accounts, which puts focus on some of the main issues of the conflict. This gives the students an experiencebased starting point for digging deeper into the conflict.
Human rights, terrorism & media’s role (Themes): In the game there will be
regular references to human rights, terrorism, and the media. This provides a
shared and engaging starting point for discussions of these issues in a contemporary context.
Source criticism & writing article (Skills/Methods): In the game the students
constantly have to be aware of the right story angle, the disposition of sources, and what it takes to write an article. In the end, the student sets up an article that can be used for further explorations of the media’s role.
Perspective-taking, critical thinking & bias awareness (Competences): In the
game students are given access to a variety of perspectives on the same events and issues, which forces them to shift between perspectives while thinking critically of the information they receive and potential biases encountered.
http://www.globalconflicts.eu/
text was under
teaching - then scroll down in the little flash window then click factsheet.
interesting, not sure i agree. betters ways of doing this is having the kids perform research with a pro and con team and have them argue it out no matter if they beleive the opposite. then have them switch and argue again from a different side with the already rpesented facts and arguments in mind.
havent played the game nor will i, but there is also the possibility of bias in the game going to one side or the other.
What is the game?
In short, the game is an immersive fully 3D role-playing simulation, which gives
the player the chance explore the Israeli-Palestinian conflict first-hand. The game has a playtime of around 15 hours, and is split into six missions. Each mission has a relevant theme and can be completed by most students in 60 minutes.
You play an ambitious freelance journalist who, through the collection of information from different sources, has to write news stories. Through the diverse stories told in the game, the player learns about issues related to the conflict, and some of the larger issues at stake in the region (terrorism, human rights, conflicts, border disputes etc.).
The right picture is from the interview of a suspect in the first mission. The left picture is from the second mission, where you negotiate a pregnant woman’s passage through a checkpoint. The player is forced to consider the media’s role, source criticism and the huge variation in perspectives on the same experience. A news story is not just a neutral account of events – here the player makes the choices – what will he/she choose to publish in the newspaper?
Israeli-Palestinian conflict (Content): In the game the player will experience
everyday life in the conflict through real personal accounts, which puts focus on some of the main issues of the conflict. This gives the students an experiencebased starting point for digging deeper into the conflict.
Human rights, terrorism & media’s role (Themes): In the game there will be
regular references to human rights, terrorism, and the media. This provides a
shared and engaging starting point for discussions of these issues in a contemporary context.
Source criticism & writing article (Skills/Methods): In the game the students
constantly have to be aware of the right story angle, the disposition of sources, and what it takes to write an article. In the end, the student sets up an article that can be used for further explorations of the media’s role.
Perspective-taking, critical thinking & bias awareness (Competences): In the
game students are given access to a variety of perspectives on the same events and issues, which forces them to shift between perspectives while thinking critically of the information they receive and potential biases encountered.
http://www.globalconflicts.eu/
text was under
teaching - then scroll down in the little flash window then click factsheet.
interesting, not sure i agree. betters ways of doing this is having the kids perform research with a pro and con team and have them argue it out no matter if they beleive the opposite. then have them switch and argue again from a different side with the already rpesented facts and arguments in mind.
havent played the game nor will i, but there is also the possibility of bias in the game going to one side or the other.