Wii_Fit_for_LLDD_-_Trafford_College
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Transcript of Wii_Fit_for_LLDD_-_Trafford_College
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72 Games�technologies�for�learning
Using the Nintendo Wii as a physiotherapy tool
Regent Consortium teaching and learning snapshot: Academic year 2007/08
A�decision�was�made�to�use�the�Nintendo�Wii�with�learners�who�had�learningdifficulties�and/or�disabilities.�Many�of�these�students�were�pre-level�1�andstudying�entry-level�qualifications�such�as�the�Challenge�programme.�Many�hadcare�assistants�and�support�workers,�whose�views�were�paramount�in�ensuringthat�any�use�of�the�equipment�strictly�adhered�to�the�individual�parameters�ofthe�learners’�stated�capabilities.�
Once�started�the�learners�clearly�enjoyed�the�experience�and�were�allowed�toborrow�the�equipment�to�take�home�(with�parental�permission).�Students�whowere�normally�reluctant�to�take�part�in�a�class�were�enthused.�Teachers�andcare�assistants�stated�that�the�independence�and�self-esteem�of�many�of�thestudents�improved�and�there�was�a�waiting�list�for�the�equipment.�Since�theproject�began,�another�Nintendo�Wii�has�been�bought�to�keep�up�with�demand.One�student�claimed�it�was�the�best�physiotherapy�ever!
Wii Fit for students with learning difficulties and/or disabilities
Trafford College: Academic year 2008/09
Introduction
This�case�study�describes�part�of�a�wider�MoLeNET�project�that�enabled�a�widerange�of�learners�to�benefit�from�handheld�technology/games�technology�acrossthe�college.�The�main�aims�of�the�project�were�to�provide�mobile�learning�forTrain�to�Gain,�work-based�learning�and�teacher�education�students.�However,�an�opportunity�arose�for�an�unexpected�use�of�games�technologies�within�theSupported�Learning�Department�(SLD).�For�this�extended�element�of�the�project,we�were�keen�to�engage�with�learners�with�learning�difficulties�and/or�disabilitiesand�to�provide�opportunities�for�enrichment�that�would�also�benefit�theirconfidence�and�health.�
Aims
The�aim�was�to�provide�accessible�and�enjoyable�physical�activities�that�could�becarried�out�in�a�safe�and�familiar�environment,�i.e.�the�students’�base�room.�It�wasenvisaged�that�using�new�technologies�(the�Wii�Fit)�would�enable�learners�toenhance�their�balance�and�coordination�skills�and�improve�their�physical�mobility,and�thus�lead�to�greater�levels�of�confidence.�
Addressing the challenge
Two�Wii�machines�were�set�up�in�the�students’�base�room�so�that�learners�coulddrop�in�during�their�lunch�break.�The�machines�were�set�up�and�maintained�bythe�sectional�technician,�and�teachers�staffed�the�room�on�a�rota.�An�average�of15–20�students�dropped�in�each�day.
Outcomes and reactions
Early�use�of�the�devices�has�exceeded�the�team’s�expectations,�both�in�physicalimprovement�for�the�learners�and�in�social�communication�and�student�esteem.
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Students�had�been�aware�from�media�advertising�that�the�Wii�Fit,�endorsed�bycelebrities,�was�currently�popular,�and�they�were�excited�to�be�part�of�this‘mainstream’�cultural�lifestyle�choice.�It�also�provided�them�with�a�new�topic�ofconversation�both�in�college�and�at�home.�
One�unexpected�outcome�of�the�project�was�improved�communication�and�socialsupport�within�peer�groups.�This�emerged�within�the�sessions,�and�continuedoutside,�both�in�classes�and�in�social�situations.
One�important�aspect�of�the�use�of�the�devices�was�the�chance�for�students�to�makepersonal�choices�about�their�type�of�activity.�Previously,�group�physical�exercisewas�predetermined�by�practical�resources�but�the�Wii�provided�the�opportunityfor�students�to�experience�a�range�of�games�and�sports�(including�new�areas),enabling�informed�individual�choice,�including�gender-specific�and�personalpreferences.�The�software�enabled�these�personal�choices�to�be�quickly�andeasily�fulfilled,�as�each�learner�took�their�turn.�Behavioural�protocols�associatedwith�turn-taking�also�improved,�as�learners�anticipated�their�turn.�
The�ability�to�try�a�range�of�different�sports/leisure�activities�linked�well�to�thecurriculum�as�part�of�the�students’�life�skills�programmes,�in�that�they�could�trynew�‘virtual’�activities�in�a�‘safe’�environment�for�possible�future�exploration�inthe�‘real’�world;�for�example,�the�skiing�activity�could�link�with�a�visit�to�the�ChillFactor�ski�centre.
Learners’�reactions
The�use�of�the�Wii�Fit�created�a�real�buzz�among�the�students;�they�quickly�gainedconfidence�and�were�willing�and�excited�to�try�something�that�was�new.�They�werealso�enthused�to�be�part�of�something�that�they�recognised�was�very�‘current’,and�which�they�might�not�have�got�an�opportunity�to�try�outside�of�college.�Theyquickly�gained�a�real�sense�of�achievement,�and�wanted�to�share�their�excitementand�pride�with�their�peers�and�staff.�This�was�reinforced�by�a�visit�from�the�collegemarketing�team,�who�completed�an�article�for�the�college�magazine.�
Teachers’�reactions
Teachers�were�as�enthused�as�the�students�about�the�new�technology.�Some�hadhad�previous�experience�of�using�the�Wii,�and�they�were�able�to�cascade�thatknowledge�to�other�teachers.�Teachers�in�other�departments�are�also�now�curious,and�teachers�within�the�Supported�Learning�Department�are�now�more�confidentabout�training�others�as�part�of�the�college�continuing�professional�development(CPD)�programme,�exploring�opportunities�pertinent�to�other�departments.
Managers’�reactions
Principal�Sir�Bill�Moorcroft�stated
This is an exciting development for our Supported Learning students, and theTrafford College leadership team are delighted that our students and staff havethe opportunity to engage in such an innovative project.
Lessons learned
Initially�only�one�machine�was�set�up�in�the�base�room,�but�demand�outstrippedsupply,�and�some�students�had�to�wait�a�little�too�long.�Two�machines�in�thesame�room�has�been�much�more�effective.
When�we�first�bought�the�Wii,�we�only�had�the�basic�two�handsets,�however�wehave�since�purchased�a�further�six�handsets,�which�means�that�two�groups�offour�can�play�simultaneously�on�some�of�the�games�packages.
MoLeNET�case�studies�and�teaching�and�learning�snapshots 73
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74 Games�technologies�for�learning
Next steps
We�are�keen�to�explore�new�possibilities�that�are�available�as�part�of�the�Wii�Mii:the�creation�of�students’�personal�avatars.�Students�have�created�their�own�WiiMii�image,�which�in�some�cases�is�an�external�expression�of�internal�desires�orconflicts�that�had�not�previously�been�recognised.�This�software�has�provided�theopportunity�to�further�explore�issues�of�citizenship,�stereotypes,�cultural�valuesand�personal�desires�through�tutorial�processes.�
Links
For�a�video�of�students�using�the�Wii�Fit�go�to�www.moletv.org.uk�and�searchusing�the�keyword�‘Wii’.
The PSP Go!Cam
Gloucestershire Consortium teaching and learning snapshot: Academic year 2007/08
In�order�to�capture�video�and�audio�podcasts,�various�pieces�of�equipmentwere�purchased�to�see�which�worked�well�with�staff�and�learners.�The�mostsuccessful�was�the�PSP�camera;�a�1.3MP�USB�camera�that�sits�on�top�of�the�PSP.Although�technically�inferior�to�most�modern�digital�cameras,�it�captured�theimagination�of�both�staff�and�learners.�
It�was�used�to�view�photos�of�landmarks�to�support�learners�with�learningdifficulties�and�disabilities�with�independent�travel,�and�for�instructional�videosto�help�them�to�learn�daily�routines.�Both�staff�and�learners�found�it�useful�to�beable�to�take�resources�between�different�sessions.�Some�were�loaded�ontoPSPs,�among�other�devices,�and�some�transferred�from�the�college�VLE�onto�thedevices�via�wireless�connection.�Tutors�reported�that�learners�picked�up�on�thetransferability�of�their�skills�between�different�activities�more�quickly�and�in�some�cases�this�speeded�up�achievement.
For�an�example�–�‘Using�the�PSP’– please�go�to�MoLeShare�and�search�usingthe�keyword�Gloucestershire.