Part II Gaming: Making It Work for Teachers and Students

Here’s a post with more questions than answers.  It’s a post that reflects learning in progress about gaming and education.

Here’s what I hear practicing teachers saying:  For the most part, they see the potential of gaming, but they face some challenges using it.  The technology is not always functioning in the class or able to support it.  When the tech does work, fitting it into the curriculum, making sure it aligns with the standards, etc. for multiple reasons is a task that is asking a lot from an underpaid and overworked group of dedicated people.  Some want one place to go to—where they are not searching all over the Internet to find resources.  In essence, these teachers want it incorporated into the curriculum they are using and part of a system. 

I also hear many teachers saying they are extremely hesitant to recommend or use online games that require passwords. This hesitancy is at all levels K-adult.  The ramifications of managing 25+ kindergarten students on more than one online site is understandable.  Yes, I’ve read multiple ways of doing this—using the same password, etc., but the reality of it is enough to turn most teachers away.  This issue persists all the way to adults.  I see it changing, but many of my adult students are hesitant to create yet another password and username.  It can lead to good discussions about security, digital footprints, etc, but is it all worth the time and effort the busy teacher asks?

Equal opportunities:  And then, there is the question, how can students access these same sites outside of class to extend their learning?  Not all students have access to the Internet at home; while other students in the same class not only have the Internet, but their own iPads.  Is it fair for the teacher to require or recommend online games or apps when only a portion of the students have access to them outside of class?  Is it fair for them to not recommend them?

These questions lead to other questions:  1. Perhaps a disruptive educational innovation in the hands of students and teachers is on the horizon that includes gaming, individualizing instruction and addresses some of the issues faced?  Oh, let’s throw transmedia  storytelling in there for good measure too.   2. What changes are on the horizon with text based curriculum?  See our previous discussion on this topic.   3. And then the inevitable can of worms: How does all this fit into standardized testing?  Life is interesting in part due to not having all the answers. 

As I search, here are actions I wish to pursue and encourage others to do: 

• Keep searching for online and mobile games that do indeed foster positive learning experiences beyond rote memorization to developing high order thinking skills.  Use the revised version of Bloom’s Taxonomy as a measuring stick.  
• Advocate for educational gaming that is accessible to teachers and students both inside and outside of school.  The author’s of Disrupting Class have an intriguing blog.  This article is one of several that relates to this topic.
• (This is perhaps the hardest considering how much our teachers face and do.)  Encourage creative and innovative administrators and teachers to look beyond the curriculum.  There are some amazing opportunities out there that are not bound by textbooks or walls and that do incorporate the standards and keep individual students at the center. 
• Promote computer science K-12.  Whenever we can put students in the role of the designer, empowering them with these tools, we are empowering them with critical thinking skills and perhaps shaping our future.        

In the meantime, when can teachers use gaming?  In the broader definition, most do.  See the low tech World Peace Game post for an example.   It can also begin with simple steps like discovering what is available.  (See links below to get started.)   Creating links to games on class websites or blogs can also be effective for providing kids safe spaces in independent work time or as an outside of school recommendation.   

Here are recommendations to get started for finding appropriate educational gaming:

• Read this post called Gaming and Learning—Are They Connected? by Zoe Branigan-Pipe that discusses this topic. 
• Digital Play is a blog I follow that highlights games for language learning. 
• I Education App Reviews  and Apps in Education are sites that review educational apps. 
• Fun Educational Apps also reviews educational apps and shares special offers. 
• 21^st Century Educational Technology and Learning has some good posts on games in Education.  Michael Gorman did a series of posts on this topic.  Here is one of them about using games to teach STEM and language arts. 
• Interaction Education blogs about educational apps and has a blogroll of additional ed. app bloggers.  I particularly liked this post that addresses some of the questions asked in this post. 
• Inanimate Alice is my latest find of transmedia storytelling that is worth checking out!
• Our Ed Sites tab has some educational games in all content areas that we have either used or want to explore more.  We will continue to highlight them and gaming apps in posts.

Feel free to share additional resources with us!  Happy educational gaming!

*photo credits by FotoChronicle 

Part 1 Gaming: Should Fun, Learning and Games Intersect in the Class?

What’s your favorite game?  Is it a good game of chess?  Are you more of a Solitaire or crossword puzzle person? Is WoW your thing?  Perhaps you prefer sports such as soccer or basketball?  Most of us have some game(s) we like.  Mine is Pinochle.  Just saying the word makes me smile.  Think of your favorite game.  Some part of you must light up.  Strategies, fun and learning all tied together in a bundle of joy, frustration and satisfaction—games.  What, the three letter f word—fun, and learning tied together?  Is it possible? Maybe it is inevitable? Erno Rubik, inventor of the Rubik’s Cube pointed out, “Our whole life is solving puzzles.”

Here’s a “playful” post with more questions than answers.  It’s a post that reflects learning in progress.  Perhaps you can relate to my background at some level?  I’ve explored online games for learning purposes as a kid, teacher and parent.  See my past post on Number Munchers, The Oregon Trail, and Lemonade Stand.  Boowa and Kwala bring back fond memories of interacting with music and stories with my 18 month old on snowy Michigan afternoons.   I’ve set up links for my adult ESOL students and their children to game learning opportunities.  I download apps and software and use Twitter and Google + to find educational sites for my now 10 year old.  All of this I do instinctively, but WHY?  Are online and mobile games really a good way to learn?

I recall playing Number Munchers with such intensity that my parents had to kick me outside to play in the real world.  Is this healthy?  Was I intrinsically or extrinsically motivated?  Does gaming really lead to healthy learning? If the answers to these questions are positive, how do we as teachers fit gaming into the curriculum?  These types of questions led me and Kacey to discuss gaming and gamification.  At the end, we were both in agreement that gaming has exciting potential in education.  Here’s my take away that I plan on researching and pondering more.

Definitions matter.  Gamification is a term I’ve seen in multiple contexts, including the business world and education.  Gaming extends to a wide variety of games.  Here’s my very rough breakdown of the definitions in education as I see them in my experience and at the beginning stages of research.

1. There are games for the sake of escape.
2. There are a lot of flashcard drill-and-kill type games and apps out there today.  They are often rewards based.  These are not the type of games we are endorsing for educational purposes, but on occasion, they may serve a purpose.
3. The more substantive educational games encourage problem solving and extension of thinking and learning into the real world.  More recently, I’m seeing them embedded in transmedia storytelling like Inanimate Alice. (Read Gary Hayes at Personalized Media to find out more about transmedia and related topics like augmented reality.)
4. It seems that educational gaming is stepped up a notch when students take on the role of the designer.  I’ve seen this first hand as my kid explores Sketchup.  With good reasons, computer science teachers promote programs such as Scratch for kids elementary and beyond. 

As a final thought, many of the games under each of the above categories have a social component to them.  Massively multiplayer Online Role Playing Games (MMORPG’s ) depend on this.   This info.on Digital Play is useful in defining gaming related terms in my field of ESOL.  Perhaps with some imagination and discussion, any of the above types of games can be incorporated into the classroom in a healthy learning environment, even if it means just reaching out to our students and tapping into their interests.  But there’s much more potential than just that!

Here are some of the related sites we discussed worth considering:

• Getting Serious Games Into the K-16 Classroom  is a 2010 Google Tech Talk by Victoria Van Voorhis.  Amongst many other things, she talks about how games can fit into standards and individualize instruction.
• The video media clip of Jane McGonigal, Alternate Reality Game (ARG) developer and author of Reality is Broken, led to good discussion about my definition 2 type gaming, games that potentially have intrinsic value, games we’d like to see fitting into to the standards, augmenting instruction.  Watch her 2010 TED Talks video Gaming Can Make A Better World! Perseverance, collaboration, and hope are a few of the many concepts in her talk that should spur conversation. 

• Here is my personal favorite!  4^th grade teacher, John Hunter, discusses his World Peace Game in his 2011 TED Talk.    See my previous Quick Byte about this talk.
• I enjoyed this Teachers Teaching Teachers podcast with Jaun Rubio and David Gagnon and liked this gaming definition: "Experimental spaces to fail and have accelerated feedback and a role and a goal and a narrative."  The potential to combine gaming, social justice themes, reality and augmented reality is fantastic.   They talk about working with local libraries, using QR codes, and having students do real life searches in books and exploring aspects of their community.  They also emphasize students as designers.
• If you have an interest in pursuing this topic, here is a 2010 TED Talk by Ali Carr-Chelman: Gaming to Re-engage Boys in Learning, sure to bring up more good debates and questions about gaming.  These two 2010 videos in part take a look at the terms gamification in the context of business and real life: When Games Invade Real Life TED Talk by Jesse Schell and The Game Layer on Top of the World by Seth Priebatsh.

An upcoming part II post will pull together what I hear practicing teachers saying about gaming, our takeaways as applicable to education, and site/app recommendations for extending learning with gaming in education.  In the meantime, happy gaming!

Quick Byte: Multiple Perspectives

Does the world sometimes look a little flat or one dimensional?  Does one perspective get boring or just not seem to capture the complexity or full picture of life or history?  Do you ever want to have a say in the ending of a story?  Do you think creativity and multiple perspectives relate?  If you answered yes to any of these questions, you will want to watch Raghava KK: Shake Up Your Story TED Talk. (It's under 5 min. and may result in a new app on your iPad.)  It also has some clear implications for education.

This talk relates to the first TED Talk I ever watched that hooked me, The Danger of a Single Story with Chimamanda Adichie. It really draws out an idea that I advocate for in my teacher prep classes-- including multiple perspectives in our teaching.  We should be doing this in all the content areas: language arts, math, science, social studies, etc.  What ways could you bring in a variety of perspectives into your classes?

In addition, this talk points in the direction of the future that is within grasp with transmedia storytelling and augmented reality as seen in my Worth a Wow: Inanimate Alice and What's a Book? Is This a Book? posts. 

If you liked Raghava KK's TED Talk highlighted above, watch his earlier talk entitled Five Lives of an Artist.  It's good stuff.

Happy viewing!

Links of the Summer

Summer passed us by in a wink of the eye.  We stayed busy traveling and exploring.  This post reflects some of our learning and finds.  They are on the topics of Triangulation with Leo Lapport, TED Talks on the topic of language, brain-based learning, transmedia storytelling, and Google Sketchup.  Enjoy!    

NETCAST and TED TALKS PICKS

 Kacey’s picks—Triangulation: Leo Lapport has moved the TWIT.tv company to the new studio where they are netcasting even more content. (I had the opportunity to visit the studio with my husband this summer.  Stay tuned for a post about our visit.)   Recently, I’ve been listening to Triangulation where Leo and Tom Merrit “talk to the smartest people in the world about the most important topics in technology.”  It is part of the TWiT Netcast Network and streamed live every Wednesday at 7:00 PM Eastern/4:00 PM Pacific at http://live.twit.tv.  Triangulation – David Allen Getting Things Done was my most recent listen.

Cheridy’s picks-- More Amazing TED Talks:  TED Talks continue to keep me coming back for more.   Although I’ve enjoyed a wide array of TED topics, I’ll point to the language focused ones I blogged about this summer.  See my low tech intro to my upcoming series from the eyes of a newbie about gaming in education.  It highlights John Hunter’s World Peace Game. Watch and read about some excellent language and listening TED Talks here.  Check out related past posts.  Also, be sure to look at this 2011 TEDxRedmond link.  The talks organized and delivered by kids took place on Sept. 10^th.  They are truly inspirational to watch! 

Karenne Sylvester has an excellent post called 10 English Speaking Activities Using Ted.com.  My experiences using these fall right in line with her philosophy that these really work as a springboard for discussion and use of all the modes of language. As a wrap-up, keep your eyes open for an upcoming post about Raghava KK’s latest talk.

 

LINK PICKS

Kacey’s picks-- Brain-Based Learning: Recently, I came across  Steve Reifman’s blog . He has been an elementary classroom teacher for 17 years, author, and interested in brain-based learning.  I’m looking forward to further reading and exploring his books and blog! Another teacher blogger I’ve been reading who is interested in brain-based learning and technology is Diane McKinney .

Cheridy’s picks—Transmedia Storytelling and Google Sketchup:   Unexpectedly this summer, I stumbled upon what have become new areas of interest for me in ed tech: transmedia storytelling and gaming.  See my post on Inanimate Alice and ponder the exciting potential in ed. 

 I’m also throwing in a link to Google Sketchup which my kid played with this summer for hours.  One of my College of Ed. students used it in excellent lesson plan for ESOL students in math.  

How could you use any of our links in your class or personal learning?  Happy  exploring!

Worth a Wow: Inanimate Alice

The first word that flew out of my mouth as I first interacted with Inanimate Alice was “Wow.”  I didn’t want to be hasty in making judgments, so I continued with episodes two and three—continuing to say “Wow.”  As I wrapped up with episode 4 and additional research of what kids are doing with their own productions, again—you guessed it, “Wow” tumbled out of my mouth.  Now, this could mean that I have a limited vocabulary, but I’ll choose to believe it means that Inanimate Alice is worth a “Wow” and consideration in education.

Inanimate Alice Description: Inanimate Alice is an enaging transmedia story written by Kate Pulinger, directed by digital artist Chris Joseph, and produced by Ian Harper.  It gets progressively more challenging as Alice gets older in each episode.  The reader interacts with Alice as she matures, lives in various cultures, and explores technology with her imaginary digital friend Brad.  In episode one she is 8, and in the final episode four she is 14.  Suspense propels readers to follow Alice in episodes to China, Italy, Russia, and England. Readers are encouraged to fill in the gaps and create their own stories.

Experience and Applications: I began interacting with Inanimate Alice with my kid, but I freely admit that I couldn’t wait and jumped ahead after I tucked her into bed.  We had a blast going through the lesson plans together, modifying them in our own ways. It didn’t take but a minute for me to see how setting, tone, character, rhythm, symbolism, etc. were coming alive before my child’s eyes, ears, hands, and imagination in a way that I didn’t begin to fully experience until my undergraduate English major courses.   Inanimate Alice, the lessons, and student examples seem to give a glimpse of what may be to come and how this generation of digital natives can process, consume, and generate literature in a variety of ways. 

Inanimate Alice Resources:

• Download a unit lesson packet here.
• Visit Inanimate Alice Facebook 
• See what a teacher and students have done with Inanimate Alice onthis wiki by Mr. Woods. 
• Explore resources for Inanimate Alice posted on Digital IS by Laura Fleming.  They include links to wiki examples from teachers and students who are currently using Inanimate Alice and more.

Laura Fleming wrote A New Model of Storytelling on Edutopia that also caught my attention.  Laura seems to have a passion for this topic and to be a great resource for a newbie such as myself who is beginning to explore transmedia storytelling in education.  She blogs about it at EdTech Insight. Read Laura’s informative post on Digital IS here about Inanimate Alice!  Browse additional information on Digital IS about transmedia storytelling in education.

                                                                               

Further Reflection and Related Possibilities:  In the grander picture, this all relates to my What’s a Book? Is this a Book?  and to Illuminated Text and Kinetic Typography Bring Reading to Life posts. This also reminded me of Storyrobe and Storykit apps, where for the past year my daughter has created stories that include pictures, words, and sound effects (the piano for a menacing shark).  Transmedia storytelling and these types of apps seem to have the ability to empower students as writers and readers to interact with the written word in a way that involves the senses and meaningful connections to reality.  This is a topic we owe to ourselves and students to continue to explore!  How can you envision using transmedia storytelling like Inanimate Alice?

Happy exploring and interacting!

24th Edition of EFL/ESL/ELL Blog Carnival

Check out the ESL/EFL/ELL 24^rd Blog Carnival.  It is hosted by Eva Buyuksimkesyan.  The topic is Warmers, Fillers, and 1st Week Activities.  I have just began to browse the numerous links and ideas in her post which contain contributions from around the world.  Perhaps this will be a good place to go to gather a few fresh ideas.

Some of the sites that I use on occasion for warmers and fillers are found in our Students tab (More Vocabulary/Games/Dictionaries and Can You Describe These Pictures? sections). I also use selected sites on our Ed Sites tab as a whole class activity or refer students to sites as appropriate for the content, level, and age I am teaching.  In addition, I have fun using some of these Icebreakers, Warmups, Energizers and Deinhibitizers here.  I use the Prezi/Jing video I created, which can be found in this post, to introduce myself.  In my online classes, I encourage my students to introduce themselves on a Voicethread that I begin for the class.

Although we didn't participate in this carnival, we were happy to be a part of the 22nd Blog Carnival. You can see all the previous editions of the ESL/EFL/ELL Blog Carnival here.  You can see my previous posts about the Blog Carnivals here.  The following edition will be hosted by Berni Wall in November.

Happy exploring!

Quick Byte: World Peace Game

Mother's Day this year was a pleasant day when I unwrapped and played with a sparkling new, huggable iPad.  It was a delightful experience that lasted about an hour before my daughter claimed it as her own.  I may be exaggerating a bit because I do get my time on my baby.  Amongst many things, I enjoy finding online apps and games for my kid and students.  One of my previous posts, New Twists on Oldies: Oregon Trail, Number Munchers, and Lemonade Stand, spurred conversation about gaming in education.   The result of these conversations will be highlighted in a series of upcoming posts.

This post kickstarts this series.  Out of all of the gaming in education videos I have watched recently, this following one is my personal favorite.  The irony is that there is little to no technology involved in this game.  Watch 4th grade teacher John Hunter as he discusses his World Peace Game in a 2011 TED Talk.  What do you think?

 

Here’s John’s site with a trailer for his film.   Would you call this low-tech educational gaming?  Can these same principles that are working in the World Peace Game for John, be applied to educational gaming on computers and mobile devices? What makes a game successful in education?   When,  how, and why should games be included in education? What games do you use successfully in the classroom?  These are the types of questions I hope to continue to explore.  Explore with me!

Happy viewing!

Quick Byte: Language and Listening TED Talks

While gearing up to teaching an ESOL Presentation class and a Foundations to Second Language Acquisition class, my attention gravitated to the following TED Talks.

Watch Mark Pagal’s talk entitled, How Languages Transformed Humanity. (See below) I’m not endorsing his beliefs, but he has some interesting concepts to ponder about how languages evolved, language as a “social technology” in the context of cooperation, and the notion of a one world language.   Some of these concepts relate to discussions in my courses, so I am eager to hear how my students process a talk such as this.  As always, the conversation in the comments section embedded below the video of the talk are intriguing. 

Since the beginning of my career, I have taught adult ESOL programs that offer courses in listening and speaking.  Julian Treasure’s talk entitled, 5 Ways to Listen Better caught my attention.  I liked his acronym RASA: Receive, Appreciate, Summarize, and Ask.

This talk called Different Ways of Knowing by Daniel Tammet is a must see for anyone interested in perceiving language in unique ways that could influence teaching language, thinking outside the box, or learning more about how one high functioning autistic savant syndrome sees the world—amazing!

Here are some related former posts on TED Talks and RSA language videos:  Three Videos Prove Language is Fascinating and Language.  Check them out too.  Happy viewing!

Try Blogging with 180 High School Students. It Works!

Imagine 40 computers in use.  The tip tap of typing fills the room.  Partners in the front read aloud their writing to each other while editing.  Two classmates in the back chat about how to get started on their posts.  A staff member reminds a student of the resources available to find a synonym.  Both English and Spanish bounce around the room. This is in part what Kacey and I experienced at the Oregon Migrant Leadership Institute (OMLI) where about 180 high school migrant students blogged.

The past two years, I have developed the institutes’ blog and lead the students in blogging.  In addition to working with the participants, I have had the pleasure of working with the college-aged staff.  It is simply amazing to watch the college students mentor the high school participants.  The seized learning opportunities and transformation of the students and staff is inspiring.  Every time I partake, I receive more than I give from this amazing group of young people who have so much to offer society and our future.

During the 2010 OMLI sessions, we started small scale and were in a small computer lab, but we grew  this year.  There was limited time to blog—four, fifty minute sessions.  The sessions consisted of basic blogging instruction, technology discussions such as digital footprints, and writing instruction.  They offered participants a taste of what it is like to be in a university lab and exposure to the writing process.  Perhaps most importantly to students, they were able to record some of their experiences and thoughts.  Take a look at some of their work in the links that follow!

Session 2: Thank you for your patience and persistence as we problem solved when the network was down on the last day.  You demonstrated leadership skills by sticking with the blogging experience.   

Session 3: It amazed me how concentrated you were on writing and producing your best. You had some amazing uninterrupted time to write due to your dedication.  Your developed writing with details and description, given your time constraints speaks for itself.

Kacey graciously filled in for me in my absence during session 1.  Here’s a comment from her.

Session 1: Thank you for your hard work in your first adventure in blogging.  I learned a lot from you and hope to hear how things are going.  

Staff: We both thank you for helping with technology questions, the writing process, and commenting.  We also appreciate reading your point of view on the staff blog!

Our take aways:  We both had fun exploring blogging with a group of this size.  Cheridy also experimented more with Picasa, setting up and managing multiple blogs, and Prezi.   In addition, we were reminded of the importance of having a low tech plan B, and glad when one kicked in when the Internet was down one of the sessions!  Just try blogging without Internet.

Listen up participants!  The teacher in us will say it one more time:  "I" doesn't want to be small.  Don't hurt it's feelings.    Don't forget to use your resources. For those of you who expressed interest in continuing blogging, email us your blog url address if you keep it up.  Happy blogging! 

New Twists on Oldies: The Oregon Trail, Number Munchers, and Lemonade Stand

Did you play the The Oregon Trail about 50 million times in a row, your heart beating fast each time as you tried to keep members in your wagon alive?  Do Number Munchers or Lemonade Stand running on a lovable Apple II bring back warm fuzzy memories?  Did your parents ever kick you off the machine, sending you pouting outside to play, because you NEEDED to hunt for food as it was a matter of life or death on the trail, or because you were glued to practicing multiples with Number Munchers and learning how to add money and think about a business with Lemonade Stand?  Perhaps you then extended those ideas in a game outside with friends.

Come on.  I know I’m not the only one out there.  Okay, I’m dating myself in this post.  (Yes, I’m also a firm believer Pac Man and Space Invaders rock.) Of course, my parents were proactive in exposing me to technology at a young age and seeing the value of educational games. 

If you identified with any of the above, read on.  The oldies are back with updated twists!  The marketing is working and a new generation can be heard playing and learning—literally.  Lemonade Stand has the same familiar tune.  Attention parents and teachers, earbuds in kid sizes are available.  Read Little Gecko’s review of these apps to get a kid's perspective.

Here are the links to the apps:  The Oregon Trail, Number Munchers, and Lemonade Stand.  No, there’s no money headed my way for this post—I’m just a sucker for nostalgic things and curious about potentials of this form of gamification learning.

Gamification.  Now there’s a word, a word worth exploring for educational purposes.  A few questions that revolve around this I would like to explore are related to rewards and intrinsic vs. extrinsic motivation.  Also I’d like to look at the possibility of putting kids in control of developing these types of games and promoting critical thinking skills with programs like Scratch and Alice.

Here’s a just for fun, somewhat related video clip to round out this post.  (Perhaps it shows sometimes in our limited free time as educators, we need to relax and lean towards the game part a bit.)