"After months of preparation, we finally started our MOOC, “First-Year Composition 2.0,” at Georgia Tech. We are now through the first few weeks of the eight-week course, supported by the Bill & Melinda Gates Foundation. Veteran MOOC instructors warned me that the early weeks would be bumpy. The actual experience has often left me panicked—and worried that the course would not be successful. This is not like a traditional course, in which you have a day or two to deal with issues that come up in class. MOOC students expect immediate responses, and that means nearly 24/7 monitoring of the course.
"I’ll begin with some of our positive experiences. One of the best decisions we made was to embed a Google Map on which we asked students to pin their locations. With more than 17,000 enrolled students, we are reaching people on every continent except Antarctica. As with all MOOCs, enrollment numbers are different from “active student” numbers. At the moment, 58 percent of our students are actively engaged. For some, this MOOC is the only way they can take such a course."
Professor Sara de Freitas is Director of the Serious Games Institute at the University of Coventry. Sara presented the work the SGI has done in this area and discussed the future of education with the participants of the 14 World ORT Wingate seminar on the subject of Serious Games and Gamification for Learning held in London, January 2013
"The news media is filled with horror stories about young people and the Internet, but what is often overlooked and not reported are the benefits that technology, the Internet, and Social media have in building and enhancing social-emotional skills."
by Justin Marquis Ph.D., first published on OnlineUniversities.com When people think of gamification or game-based learning, they most often envision a classroom with students sitting at computers, playing games.
Pixel Press is an upcoming iOS and Android app that lets you draw a video game design on paper and then photograph it for automatic digitalisation into a playable game. Once it's uploaded on your device you can test the game and if there's more work to do on it then it's literally back to the drawing board for tweaking or redesign. After reuploading the game's ready for playing and sharing. You can read more about the project on Kickstarter, where the authors are currently raising funds to finance the first release due out towards the end of the year.
"GoGo Labs is a disruptive learning technology lab based in beautiful Boise, Idaho. Our mission is to empower, inspire and engage teachers and students using quest-based learning, and game-like learning communities.
"Using participatory innovation, we design learning systems that support transformational change within the learner, the organization, and society. Educational transformation requires an understanding of how humans learn as individuals, and as part of a larger social system. We design engaging interfaces, authentic learning activities, and innovative online communities to personalize learning for students and their teachers, the key individuals in the learning exchange. Next, we layer in analytic tools and data visualizations that provide other stakeholders, such as parents, principals, superintendents and policymakers the information they need to make informed decisions and stay on top of progress. Finally, we constantly examine learning analytics in the background to keep improving our systems so they become more intelligent for users over time. By creating these linkages between research, policy, and the practice of learning, we can disrupt current educational practices that no longer meet the needs of today’s learners."
"The volume takes a broad look at the many positive impacts digital games can have for children’s cognitive and social development, opening with a call for developmental psychologists to recognize how digital games present an important context through which children grow and learn. In their chapter, Levine and Vaala stress the importance of research and development into educational games’ potential to strengthen student engagement and academic achievement. They present games as one solution to the many educational challenges presented in theDigital Games anthology. Also featured in the anthology are articles on Electronic Gaming and the Obesity Crisis by Advisory Board member Sandra Calvert, et al. and on Applying Developmental Theory and Research to the Creation of Educational Games by Glenda Revelle, a frequent collaborator. At the Cooney Center, we hope that policy makers and industry leaders will heed this anthology’s call and continue to expand opportunities for educational games both in and out of the classroom."
"One such way of increasing student engagement is through personal learning models, particularly through game-based learning and assessments. Scholars around the country are looking at ways that video games can be used in the classroom to facilitate learning as well as assess what students have learned. The Bill and Melinda Gates Foundation has chosen to invest in the Games, Learning, and Assessment (GLA) field with an emphasis on innovative tools that support teachers and help students.
"The grantees were selected by the Gates Foundation because they met five design requirements. They all assess the application of Common Core and Next Generation Science Standards, assess complex skills, engage students, provide immediate feedback, and provide a breadth of data analytics. The goal is to master high engagement with a high cognitive demand. Most importantly, all the games are playful!
"A few of the GLA grantees met early last month in New York to share ideas, discuss challenges, and explore solutions around their work in game-based assessments. Some around the table have been involved in this quickly evolving field from its very early days in the 1980s. They noted that while the focus was once on developing educational games for the sake of developing games, it has now evolved into the idea of developing games as tools for assessments."
Jim Lerman's insight:
Lots of activity in this arena, happening very quickly, all over the place. This blog appears to be a good source of current information.
"For their paper, “Mirrored Morality: An Exploration of Moral Choice in Video Games,” Dr. Weaver and his fellow researcher Nicky Lewis had 75 gamers (40 men, 35 women, ages 18 to 24) play Fallout 3, a game that starts with relatively little game play and multiple character-building decisions. These gamers also took the Moral Foundations Questionnaire (you can take the self-scorable test, here) to evaluate their psychological foundations of morality, such as whether they value loyalty to a group or whether they respect authority. From this, Weaver determined that players used their own moral foundation to make their choices in-game. The key finding was players largely made moral decisions just as they would in real life, that is, they were doing the right thing. Even when given the opportunity to be violent, they were choosing non-violent "acts.http://www.forbes.com/sites/carolpinchefsky/2012/11/28/you-and-your-videogame-avatar-are-more-moral-than-you-realize/
Jim Lerman's insight:
A well-researced blog post that provides a broad overview of SEL and gaming in education and drills down to some specific considerations. Good links and references
"Most people who use iOS devices aren't privy to Apple's curation process for its App Store, and very few are aware of the rejections that have taken place. The developers Polygon spoke to believe that the removal of serious games from the App Store is an unfair act of censorship, of sanitizing the App Store and denying video games their cultural status as a medium that can tackle serious issues. They believe it needs to change. And they're not alone."
"Last night, the 10th annual Games for Change conference wound to a close with two keynote speeches discussing how games affect us mentally and emotionally.
"In his talk, game designer and academic Eric Zimmerman proposed that there is a problem in the way our field handles educational games and games about social change. As we move into what Zimmerman calls a "ludic century" — an era of spontaneous playfulness and playful technologies — he believes there needs to be a drastic shift in how we think about these types of games."
"In Houston, Texas, a new hire steps onto a simulated offshore drilling platform and rehearses safety protocols. In Washington, D.C., a firefighter surveys a digital raging forest fire and chooses locations for trenches and firebreaks. A soldier in Iraq prepares for an upcoming mission using a detailed simulation of the urban battlefield. And a high school student in Portland, Oregon, manages the political campaign of Abe Lincoln as he tries to beat out Rudy Giuliani in the presidential elections of 2008.
"Games and game technology are poised to transform the way we educate and train students at all levels. Education and information, skill training, even political and religious beliefs can be communicated via video games. But these games and repurposed game technology, collectively called "serious games," have yet to be fully embraced by educators.
"It's not enough to declare that "games teach" and leave it at that. Teachers aren't going to hand out a game to a bunch of students and simply trust that the students have learned the material.
"Serious games, like every other tool of education, must be able to show that the necessary learning has occurred. Specifically, games that teach also need to be games that test. Fortunately, serious games can build on both the long history of traditional assessment methods and the interactive nature of video games to provide testing and proof of learning."
Jim Lerman's insight:
A wide-ranging and well-considered examination of assessment as it relates to use of serious games for learning. I learned a good deal from reading it.
Game designer and Schell Games founder Jesse Schell told a packed Games for Change Festivalaudience that there are two types of learners: Sheep and goats.
Sheep learners do as they're told, and follow instructions disciplinedly. Goats don't like to do as they're told, and instead want to know why they're doing it. While they can be disruptive, goats "truly own their education" and are passionate learners.
Thanks to the advent of technology, "we now have the ability to self-educate in ways we never had before," Schell says. Before the industrial age, no one had the luxury of questioning whether their education or skills were purposeful -- largely education was directly related to making things necessary to live. A society of sheep, in other words.
Jim Lerman's insight:
Quite a nuanced analysis of schools, learning, and motivation. Nicely done.
"Upper One Games is the first indigenous owned video game company in the United States.
"Announced at the 2013 Games For Change Festival, the partnership between E-Line Media and Cook Inlet Tribal Council aims to make “meaningful and scalable social impact by creating world-class games and game-based learning infused with Alaska Native values and culture.”
"Their first consumer game will be a top line indie game to be released on major consoles. And Upper One Games is not holding back. They’ve handpicked top commercial talent who are excited to be working on games for impact."
"The best type of curriculum for preparing students for the workforce is one that focuses on real-world problem-solving. It sounds simple, but for the first time, we have clearly established a link between students learning 21st century skills and future work success.
"The results of a Gallup/Microsoft Partners in Learning/Pearson Foundation study show that young workers in the U.S. who reported learning 21st century skills in their last year of school are more likely to say they have higher work quality. In fact, those reporting high levels of 21st century skill development in school are twice as likely to have higher work quality compared with their peers who had low 21st century skill development.
"In the study, the 21st century skills include knowledge construction, real-world problem-solving, collaboration, self-regulation, skilled communication, technology, and global awareness. Of all these,real-world problem-solving is the most important factor of higher work quality. Positive responses to the following two items have the strongest link to work quality:
“Worked on a long-term project that took several classes to complete”“Used what you were learning about to develop solutions to real-world problems in your community or in the world”
The Secret to a Video-Game Phenomenon MIT Technology Review Among such gods, Markus Persson, the Swedish creator of Minecraft—a video game that has, in the four years since its initial release, become a 21st-century sensation, played in bedrooms...
When using the SimAULA platform, the teacher in training controls an avatar that interacts with student avatars (controlled automatically by SimAULA) in a virtual classroom, where lessons are taught and a series of situations liable to arise in a face-to-face environment are played out. By way of a specific example, the first version of SimAULA features a simulated biology class in which the teacher avatar has to help student avatars fulfil various learning goals.
"This paper argues that assessment strategies focusing primarily on how much knowledge students retain fail to capture the extent to which students are prepared to act autonomously in the world, or to make good choices, a fundamental goal of education. It goes on to argue that choice, rather than knowledge, should inform assessment strategies, and that digital technologies make this possible."
"Virtual worlds and immersive simulations are designed to create a compelling, collaborative, and participatory experience for the user, and often contain a variety of features not possible in the real world to enhance users’ engagement and learning. Over the past several years, an increasing number of immersive virtual environment experiences have become available for both educational and entertainment purposes. Participants in entertainment experiences now number hundreds of millions, yet adoption in educational settings has been limited thus far. In this chapter, we review examples of virtual worlds and immersive simulations that are designed, or adapted, to support situated learning experiences, analyze their use for a variety of educational purposes,"
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.