10 Future Forwards: Exploring Frontiers in Education
iPads to capture and analyze feedback. The students were interested in
finding themselves in the footage and seeing what they were doing. As
the novelty wore off, our discussions became focused on positioning and
strategy from a viewpoint of what was actually happening in our games
and contrasting what we were noticing in our footage with what we were
seeing in exemplar videos that we had viewed together.
When the overhead video footage captured via drone was playing, each
team was tasked with watching their own play and watching a second
time to see what the opposition was doing. It opened up questions and
How can a player’s movement away from the game object impact
What are the limitations of the impact of a single player?
What impact can be made by players who don’t touch the game
object during the play?
How can support be given to a teammate without taking over
The drone footage made the learning visible for the students. When
students reviewed the footage they could see their thinking develop. For
example, not only could they describe and demonstrate the basic