EDTECH 536 : Project Outline

Note: I had originally planned on using Android, but I think I will now use my PC and concentrate on the HTML5 format so my students can access it.

Project Outline

Objectives and Assessments:

This will be a number sense math games that focuses on the decomposition of numbers as a strategy for addition. Students will be given a target number and must pick 2 numbers that equal it when added together.  There will be various levels with difficulty and complexity increasing with each level. Players will not be able to advance to the next level until they have successfully completed a more basic level/concept.

Examples of concepts covered in levels:

1. identifying 2 numbers that equal 10 - 3 + 7 = 10
2. identifying what number and 9 equals the number - 9 + 5 = 14
3. identifying what 2 numbers add together equal 20 - 13 + 7 = 20
4. doose the 2 numbers that equal the target as if that number was broken into expanded notation - 40 + 7 = 47
5. will choose 3 numbers that equal the target number - 30 + 20 + 6 = 50
6. will choose 2 numbers that equal the target number - 36 + 20 = 56
7. will choose 2 numbers that equal the target number - 42 + 31 = 73

Audience:

This game is intended for second graders. It may also be applicable for some first graders and some third graders. Students will already need to understand the concept of adding single digit numbers. Students will need to have an understanding of place value.

I have 2 ideas for a game that will achieve these objectives. I would love to have some input o which would be the best and a game that I will have the ability to create.

IDEA #1: Escape from Once Upon a Time - Adventure Game

Game Contents and Mechanics:

Each level of the game would be based on a different fairy tale. The player must complete each level to acquire a tool that will help them defeat the “Big Bad Wicked Step Witch” at the end of the game

example: Level one might be about the story Hansel and Gretel. The player walks through the woods following the breadcrumbs trying to find their way home in order to escape the witch in the candy house. They must collect pairs of crumbs that equal 10 as they go. If they pick up a pair that doesn’t equal 10 they get sent back to the witch’s house to start again. When they make it home, they find a magical key. This will later be used to defeat the most evil fairy tale villain of all.

After this level they would then advance through the table of contents to the next story. I have ideas for each level but would rather wait until I know which idea I’m going to use. Another story could be Snow White. I might involve poison apples and the Seven Dwarfs. I like this idea but I am concerned it could get very big and difficult to execute.

Materials and Media:

Fairy Tale book with the table of contents showing chapter titles and game progress.

Storybook characters

Scenes - forrest, homes, castles

Items to collect - bread crumbs, poison apples, 7 dwarfs, bales of gold, etc…

Special tools - key, bucket of water, cage, Prince Charming, woodsman, etc…

IDEA #2: The Quarterback - RPG or Action Game ? (I’m not sure)

Game Contents and Mechanics:

• The player becomes the quarterback and is trying to score a touchdown every level.
• Every time a question is answered correctly, the team moves down the field 10 yards.
• When 10 questions are answered correctly they score.
• The quarterback has a player to throw to each time. The player has a # on his jersey. The quarterback must choose the 2 balls to throw that equal that #.
• If they take too much time they are tackled.
• If they are tackled 3 times they must begin that level again.
• If they complete the level within a certain amount of time they can earn a timeout.
• Timeouts can be used to stop the play clock if they need more time to think about a harder problem.

Materials and Media:

playing field

quarterback

receiver

opposing team

play clock

timeout count and button

scoreboard balls

EDTECH 536: Mobile Game Reflection

Bumps Arcade: link
Summary - This would probably be considered a strategy or physics game. It does have a storyline connected to it to get the player involved. Aliens came and captured all the creature on the planet (balls) and encapsulated them in a bigger ball. Only a few balls were not captured and it is their mission to capture all the keys to let out all the others. There are several different levels to the game. It starts out fairly easy by rolling a ball on ramps to capture the keys. It gets harder fairly quickly. Then balls are dropped to push other balls to bounce and roll to capture the keys.
Educational Uses - This is something I could actually use with my second grade students with our forces and motion science unit. It shows the effects of gravity by placing the ball on different points on the ramp. It show the user what happens when other objects are pushed. I am sure there are some higher level science or math classes that could use this as well. Students could even draw illustrations of the game level to show what happens. They could be required to try each level in several different ways and record that information as well. Generalizations could then be made. Younger students might only do one or two levels while older students could do more. (I teach second grade and always think young.)

The Secret of Grisly Manor: link
Summary - This is an adventure game where the player needs to go to Grisly Manor to find the missing grandfather. There is a good deal of problem solving in this game. When you click on certain items a message will appear that often gives clues to finding items that will be needed to solve the mystery. Personally, I love mysteries, but games like this kind of drive me crazy. I don't like to feel like I am wandering from room to room and outside just clicking on things to find items I might need. However, I am sure there are many who enjoy it,
Educational Uses - This would be a great game for reading and following directions. The reading level is fairly low so younger students could use it. It would also be great to tie in to maps. It would be very helpful to map out the inside and outside of the house and mark locations of items and items that will need to be revisited. I think students could work with a partner to map it out and find all the objects. Writing out the sequence of events or procedures would also be great.

Balloon Pop: link
Summary - This is an action game that is very simple. The object is to pop ballons of the right color. There is one balloon to the right that changes color. As it changes you need to pop that color.
Educational Uses - This could be appropriate for very young children except that it might move a little to quickly for them. It could be used for color matching. It would be beneficial if they could play with an adult to verbalize the color names as they were playing. The adult could also call out the needed color and they could pop those balloons.

EDTECH 536: Mobile Learning and Game Genres

What is Mobile Learning?

Mobile learning should follow universal instructional design practices and pedagogies as does traditional or e-learning but has the advantage of being more personalized, portable, situated, and authentic. According to Traxler, what makes m-learning so personalized is that it "delivers learning to the learner when and where they want it" (p.7). Mobile learning is situated because it takes place whenever and wherever needed. Learning can happen immediately when needed and can take place in a variety of environments. Traxler emphasizes the idea of authentic learning in the m-learning realm because a learner is an active participant and "should be engaged in exploration and inquiry" (p.7) and "should have opportunities for social discourse," (p.7) in "learning that involves real-world problems and projects that are relevant and interesting" (p.7). Elias discusses how m-learning is unique because information is often presented in "small chunks" (p.4) which leads to the elimination of nonessential information and material. It becomes imperative to stay on topic.

Both articles mention how mobile learning is also inherently tied to technologies and devices and their capabilities. However, these articles were written 4 and 7 years ago and capabilities and usage has changed tremendously since then. Another aspect both articles mention is the advantage that mobile learning has of reaching people in more remote locations and reducing the digital divide.

For me, Traxler sums up mobile learning when he states "Learning that used to be delivered 'just-in-case,' can now be delivered 'just-in-time,' 'just enough,' and 'just-for-me.' Finding information rather than possessing it or knowing it becomes the defining characteristic of learning generally and of mobile learning especially, and this may take learning back into the community" (p.5).

Elias, T. (2011). Universal instructional design principles for mobile learning. International Review of Research 

             in Open and Distance Learning, 12(2), 143-156.

Traxler, J. (2007). Defining, discussing and evaluating mobile learning: The moving finger

writes and having writ.... The International Review of Research in Open and Distance Learning, 8(2).

Game Genres

There is a difference between game genre and game style. Genre is the type of game and style is the type of gameplay. It is similar to the movies. A movie may be a comedy, but there are different types of comedies. It could be a romantic comedy or mindless humor. There are four types of genre: action, adventure, strategy, and simulation.

EDTECH 536: Introduction

Hello. I’m Debbie Powers and my classes this semester are my last regular classes in the program! I teach second grade right now. I have also taught first. Unlike most people in this program I am not a big tech person on a personal level which sometimes leaves me feeling a few steps behind. I really enjoy learning about how technology can be integrated into the classroom though. For me, it’s all about how I can use it with my kids.

I grew up in NJ and now live in Colorado, two very different places. I value what both have to offer. I have two boys, really young men. My youngest will be graduating on the same day I will! Needless to say I won’t be attending my ceremony. My oldest graduated with an MET degree too, but his is a Mechanical Engineering Technology degree. Another strange school coincidence is that every school I have attended, including elementary school, has started with the letter B. Kind of strange!

http://dpowers22.edu.glogster.com/self-advertisement

EDTECH 542 - Other Projects

These are some project links that I may use or adapt in the future.

MONEY-GOODS & ASERVICES
https://sites.google.com/a/u.boisestate.edu/rosa-rosas/home?pli=1

DIVERSITY
https://sites.google.com/a/u.boisestate.edu/diversity/

INSECTS
https://sites.google.com/a/u.boisestate.edu/nlawson-s-pbl-template/

GARDENING
https://sites.google.com/a/u.boisestate.edu/britter-edtech-542/

HEALTHY BODIES, HEALTHY MINDS
https://sites.google.com/a/u.boisestate.edu/simon-pbl-project/

BRIDGES
https://sites.google.com/a/u.boisestate.edu/brediger-pbl542/

EDTECH 542 - Final Project

Project Link

What do you know understand best about Project Based Learning? What do you understand least well?

My strong suit, most of the time, is creativity. Developing project ideas and entry events is a strong suit. I understand how important it is to engage students and bring the students into a project in an authentic way and get them excited. 

What did you expect to learn in this course? What did you actually learn? More, less, and why?

Obviously I expected to learn more about project based learning, what exactly is it, how is it implemented, what does it entail? I think I learned all of those things and more. I was glad to have created a full project that can be utilized in my classroom. One thing that stood out to me was the close connection to 21st century skills and how well this lesson design addresses these skills.

What will you do with what you have learned?

I am very excited to using this project first thing this coming year. I can't think of a better way to build a sense of community in my classroom. So often we get tied up in all the procedures, little things, and getting straight to academics at the beginning of the year. It never seems to work as planned. With this project we will be focusing on more important things as well as building technology skills right from the get go that can be used all year long. While this can be overwhelming and challenging with such young students I think it will be well worth the effort. I also look forward to being able to evaluate how the project works with the students and what will need to be changed or continued in future projects. As the year progresses, I really hope to have the students participate even more in things like rubric elements and design.

Access to PBL Template

https://sites.google.com/a/u.boisestate.edu/sites/system/app/pages/meta/dashboard/create-new-site

Project Rubric

http://edtech.mrooms.org/pluginfile.php/89157/mod_page/content/35/ProjectDesignRubric.doc

EDTECH 542 - Project Evaluation

QUESTION:

The culminating event is over, the project presentations have been presented, groups and peers have been evaluated, reflection journals are in. Is the PBL experience really over? Absolutely not. One of the most powerful forms of assessment and project evaluation is the post project reflection. Use the resources from this week to assist you as you think about how you intend to debrief your PBL experience. Some questions to consider:

• Who will you involve in the process?
• What will your process look like?
• Is it just a one-time assessment?

Answer:

• I think it is very important to have the students be involved in the evaluation process of the whole project. It is important for students to give feedback on what was and wasn't succesful for them and their groups during the project. This feedback can be used if the project is going to be used in the future. It also can be used to adjust any projects that will be taking place with these same students during the year.  It can also be used to add any mini lessons to help direct the students in any areas of academics or collaboration skills. 
• I would also debrief with other teachers that participated in the project or if any other grade level teachers participated in the project with their students.
• Teachers are always observing and thinking about how lessons are going and making constant adjustments. This would also be part of the assessment process.

EDTECH 542 - Managing the Project

Possible Criticisms of Project Based Learning:

• students won't perform well on standardized assessments
• students don't know what they need to know to solve a problem
• students aren't self driven
• students are not being taught
• skills are not being assessed

Response to criticisms/Rationale for incorporating PBL:

• through a PBL approach students often gain a deeper knowledge, there is often a better retention of learning, often ties primary learning with secondary skills
• learning connects to reality
• students make connections between different subjects increasing understanding why they learn
• integration of technology in a meaningful and real life way
• easy to integrate 21st century skills
• all students are assessed with various methods throughout the unit (not just once which commonly happens with standard teaching methods)
• all students are still assessed individually
• there is scaffolding involved to create independence in the process
• lessons and "teaching" are part of the process - better because teaching occurs as needed and on weak areas - not as much teaching of things students already know

One of the greatest challenges for an instructor in a PBL unit is to adapt to the role of facilitator. Reflect on the following:

• Will my role in the teaching/learning process change?
• What are the skills of effective facilitation?
• Will the students develop the competencies and skills needed to be successful?
• What changes will you need to make in order to become an effective facilitator in your PBL unit?

Taking this class has probably made me think more about teaching and how to teach than any other class I've taken so far during this program. It may also be because I had a very challenging class this past year and there were many times when instruction was interrupted and I was unable to continue because I had to deal with severe behavior issues. This just gives me more reason to incorporate PBL in my classroom. Because my role changes from just an instructor to an instructor/facilitator I will be able to address problems and issues whether big or small as they come up and not take away from other students. Other students can continue working. Hopefully students will also be more engaged in what they are doing, and there will be less issues to begin with. I believe that students can develop the competencies and skills needed to be successful. Even though it will take a good deal of modeling, scaffolding, and practice I know that even young students will be successful. I think having more opportunities to work in groups and practice cooperative learning skills will also be beneficial. Practicing how to support and work with each other would have also helped many of the behavior issues I had last year.

I believe the biggest skills needed for effective facilitation is questioning and letting students think and make decisions about their own learning for themselves even if this leads to mistakes on occasion, as long as students realize, discover, or are told about any mistakes or misconceptions at some point.

EDTECH 542: Designing Integrated Curriculum

Benefits of Interdisciplinary Projects
There can be many benefits of interdisciplinary projects if implemented correctly. While all benefits eventually help the students, some begin with the teachers. When a team of grade level core teachers all meet to integrate there are immediate benefits.  Standards and expectations need to be examined carefully in order to integrate them with meaning and purpose. Also, bringing academic minds together to share thoughts and concepts often initiates the spark of new ideas. The saying of "two heads are better than one" usually holds true. It can bring together many separate entities into one comprehensive meaningful purpose.

Not only does it provide meaning and coordination to teachers, it does the same for students.  Students can be far more motivated realizing that what they learn in algebra or any other subject really is pertinent to real life because they are using it in a real life situation. They learn that algebra is just not formulas and problems, but learning where the problems come from in the first play and how to apply what they have learned.  It also focuses their learning throughout the day. Instead of moving from one topic to another in one day, there is a strand of commonality between everything that continues their focus throughout the day. Students are able to apply, integrate, and transfer knowledge from one subject area to another.

Interdisciplinary projects are generally based on real life situations and problems which brings more meaning to students.  When this occurs learning tends to be more in-depth.

Interdisciplinary projects are a little different in the elementary and higher education fields.  Coordination is still imperative, but in the lower grades it may only involve one teacher connecting subjects in one classroom which can make it easier. It would be ideal if the project could utilize the specials teachers as well which would take more coordination.

Challenges of Implementation
Most of the challenges stem from the benefits. It can be difficult to find the time to plan the project and coordinate all the subjects well. I think it is generally easier for elementary teachers to do so. In the upper grades students may not be taking all the same subjects as each other which could provide some difficulties. It is always imperative to make sure that all standards in all subject areas are being met.

EDTECH 542: Assessment

Assessments
One of the main goals of assessments with PBL is to drive future learning.  Of course it is also to assess understanding of content as well as being able to apply knowledge of content in a practical, real life, and/or active way.

Assessment should really include formative and summative assessments.  They should also vary in format. When using formative assessments the use of self and peer assessment can be very effective.  It can also be effective to have students participate in the creation of assessment.

There are several essential criteria for successful assessment in PBL.  The first in my mind is to pair the word assessment with feedback.  A deal portion of the assessment should be giving direct feedback to the student in order to improve work as needed. Not only should there be summative assessment but there should be formative assessments during the process. The assessments should:

• provide the opportunities for student reflection on learning
• provide feedback from other people besides the teacher - students, other teachers, community members, and/or administration
• occur throughout the project
• provide clear criteria for the project before work begins
• provide the opportunity for revision and improvement of work
• use a variety of formats, methods, or tools for assessment
• must test standards

My Project

My assessments meet the criteria in several different ways.  I included both formative and summative assessments.  They are all different formats.  They range from writing on a worksheet, making a graph, creating 2 different posters, role play, discussion, and checklists or rubrics on behavior.  There is also some self reflection on group work. These assessments are occurring at different times throughout the project. Some of them are to determine what needs to be done next and some are to determine if a standard has been met.  The students have the opportunity to revise and improve their work, especially before the final project.  I also hope to have the principal participate in the summative assessment.

My teaching will change mostly in the sense that I will be more of a facilitator.  This will enable me to really assess more informally on a daily bases. If students are having questions or problems we can then stop and have some direct instruction if needed.  I can focus teaching what is needed and not just what I assume is needed.  I also hope that in other projects students could  have input on evaluations as well.  This being a project being completed at the beginning of the year, I think that is too much to take on.

Good Sites on General Ideas about PBL:

http://www.academia.edu/1215059/THE_SEVEN_STEPS_OF_PBL_IMPLEMENTATION_TUTORS_MANUAL

http://naf.org/files/PBL_Guide.pdf

A Graphic I Liked Describing How Outcomes were Nested together in PBL

taken from: http://naf.org/files/PBL_Guide.pdf

EDTECH 542: Project and Driving Questions

When reading about PBL, its essential elements, and the driving question, I came upon this video on the BIE website and thought it was very helpful.



The term driving question itself tell so much about project based learning. The question is one that drives or pushes the students in the direction of learning that you want.  While students should be navigating or steering themselves through learning, we don't just want them to wander aimlessly.  Also when reading about the driving questions there were several things that stuck in my mind that were helpful.  Is the answer to the driving question "googleable."  If you can just look up and answer, it's not a good question.  I also liked the idea of trying to "localize" the question by tying something meaningful from their own lives or something they know about into the question to bring the students in.  There was also a tool on the BIE website called the "tubric" which I thought was very helpful if you got stuck in how to word the question.

Another tool I used this week was Xmind for the visual presentation of the project.  I haven't learned all the intricacies of the program, but I thought there was a great deal you could do with it.  I especially liked the way you can link sites or images to each "bubble".  I could end up with a very usable lesson plan that would be very easy to follow with all materials accessible from that visual.

EDTECH 542: Effectiveness of Project Based Learning

Week 2  
Research on PBL

When looking for research on Project-based learning it was a bit difficult.  There is a good deal of information on research using PBL in the medical field or higher education.  It was challenging to find research based on K- 12 education.  The 21k12 blog site contained a post that contained and examined many of the sites I found myself.

Consensus seems to be that PBL is a least equivalent to traditional teaching methods.  Some studies state that acquisition of content knowledge and standardized test performance is the same or possibly higher through the use of PBL.  There definitely seems to be research that shows PBL to be more effective with long-term retention of knowledge, motivation of students, especially diverse learners, and the teaching of 21st century skills.

As with any instruction, it seems as though high quality, trained teachers in PBL with school systems supporting the use of PBL is the most effective.  There is always the possibility of good and bad teaching instruction, curriculum, or school/administration support.  This is equally true with PBL.  Just adopting the idea and use of PBL is not going to bring change.  Following certain guidelines, research based practices, and having school-wide support makes the difference.

There is a great article on Edutopia that succinctly states the crucial components that must be included in PBL in order to evoke positive change.

1. The project should be designed carefully and thoughtfully.  When designing a project, possible solutions that could be made by students should be examined.  Plans, materials, and skills needed can then be planned for ahead of time.
2. Successful student collaboration needs to be promoted by tying together individual accountability with team goals. 
3. Formative and summative assessments need to be included in the process.  There needs to be opportunities for review and revision as needed by students.
4. Professional development and chance for collaboration for teachers must be provided.

Resources

Jonathan E. Martin. (2013, March 23). PBL: What does the research say? [Web log post]. Retrieved from http://21k12blog.net/2013/03/23/pbl-what-does-the-research-say/

Vega, V. (2012, December 3). Project-Based learning research review: Evidence-Based components of success. Edutopia, (2014, June 23). Retrieved from http://www.edutopia.org/pbl-research-evidence-based-components

PBL and Me

I do feel as though my room, my principal, and my attitude all lend to project-based learning.  The room is usually arranged for group work and I always work with my students on building collaboration skills.  I know there are specialists in the building that would support projects outside of the classroom.  I hope to have an intern who could also help.  While we do not have 1:1 devices for second grade in my building, I have 4 students computers and we have a lab of 28 computers basically dedicated to second grade use.

I also believe I need to continue to make changes in my teaching style to keep students motivated and on task.  In the past few years I have had students with very challenging behaviors.  There seem to be multiple times during the day when I have to stop instruction to deal with behaviors.  I believe PBL will help keep some of those behaviors to a minimum.  However, if they do occur, instead of stopping instruction for all I can address the behavior while everyone else is still working.

1^st Grade My Healthy Self Project - http://www.dukeschool.org/podium/default.aspx?t=152031&rc=0

Even though I teach 2^nd grade, this would be easily adaptable to second grade.  Most of the activities could remain the same, but the expectations in work and quality of work would be different.  We are a Wellness school and this touches on many of the goals of our building.  Not only does this project incorporate nutrition, but it includes physical health and mental health as well.  I would incorporate something I found out about this summer called Peace Circles.  This is a program that teaches students how deal with their own feelings and their relationships with others which is another aspect of mental health as well as community building and collaboration which is needed for this project and life.  I know that our PE teacher would be willing to become part of the project as needed.  Our tech teacher would also be willing to work with me.  Parts of the project that I liked the most were the fact that it brings in many community members to talk to students and answer their questions and help with research.  It also ties in other subjects besides science in a very practical real way.

I know there will be some additions and/or adaptation that I will make to this project.  I will need to dig a little deeper into our standards and make some decisions in the next week.

EDTECH 542: Useful/interesting sites

technology connections - link
Houghton Mifflin's Project Based Learning Space - link
My Healthy Self Project - link
Healthy Eating - Are We What We Eat? Project - link
My Identity, Your Identity Project - link
The Project Approach - Project Ideas - link
PBL Resources - link
BIE Project Search - link
Edmodo and PBL - link

EDTECH 542: What is PBL?

Group 1: What is Project Based Learning?

1. Define PBL.  Describe the differences between Project & Problem Based Learning.

Project Based Learning is an approach to learning where the curriculum/standards are met through student produced projects that involve exploring a driving question based in reality through a process of inquiry whose direction is determined/designed by a collaborative group of students and facilitated by the teacher. (Thomas, J.W., pp.1-3)

While Problem Based Learning and Project Based Learning are very similar there are two major differences.  Problem Based Learning may or may not include a student made end project and its presentation.  Problem Based Learning is also based on an ill-structured problem, meaning a problem that recognizes divergent perspectives and varied proposals rather than a single solution. (Jonassen, D.H., pp.78-79)

Example:

Problem Based – If you won $100,000 to use towards housing how would you spend it?  (students could have several answers and must support their decision through research and problem solving)

Project Based – If you won $100,000 to use for building a house and could only spend that much, design your house.  (students could have various designs but also must make budgets, locate supplies, have contractors, etc. and end up with a house design, budgets, and work plan)

2.  Why should teachers consider incorporating PBL in their classroom?

Students must meet standards which involve a real world application through the PBL project.  Students often retain this knowledge more and can apply that knowledge in new situations better than when learned in a traditional fashion.  Students must also use and demonstrate the 21^st century skills of collaboration, solving problems, and communication.  Technology is used in a realistic fashion with information finding, collaboration, and in developing project presentations. (BIE.org)

3. What are the essential components of a PBL approach to instruction.

Many of the essential components lie in the definition of PBL.  There are several other significant elements.  One is  “voice and choice.”  While the teacher may lead students with the driving question, students must create and design their process and product.  Once students develop their product, they need to present it to a public audience other than classmates.  The students should be motivated by a question that truly is interesting and leads them to want to gain knowledge.

A favorite quote:

"If the central activities of the project represent no difficulty to the student or can be carried out with the application of already learned information or skills, the project is an exercise, not a PBL project." (Thomas)

Sources:

BIE (n.d.). What is PBL? Buck Institute for Education. Retrieved June 10, 2014, from http://bie.org/about/why_pbl

Jonassen, D. H. (1997). Instructional design models for well-structured and III-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65-94.

Hallermann, S., Larmer, J., Mergendoller, J. R., & Buck Institute for Education. (2011).PBL in the elementary grades: Step-by-step guidance, tools and tips for standards-focused K-5 projects. Novato, CA: Buck Institute for Education.

Thomas, J. W. (2000). A review of research on project-based learning. from http://w.newtechnetwork.org/sites/default/files/news/pbl_research2.pdf

EDTECH 532: Game Over

I would like to reflect on both playing a class and designing my own game.

After experiencing this class and reading Lee Sheldon's The Multiplayer Classroom I am now able to envision how incorporating the idea of "playing a class" is possible.  Although I don't see it happening in a format like Second Life as this class was, I can see happening more as illustrated in The Multiplayer Classroom.  In second grade it would be difficult to run everything as a game for several reasons.  First of all, we don't use the typical letter grade grading system.  Students are often given credit for effort as well as performance and the grades need to reflect this.  This could be a little more difficult to manage using experience points.  Also we teach all subject areas.  There is not just one class or subject and the subjects often overlap and are integrated.  However, I do believe it is very possible to set up different activities, practices, and learning opportunities that can be included in a gaming format to the class.  I am very interested in utilizing 3D Game Lab or some other format that can be used to present quests in all different formats as well as distribute points and badges to the kids.

Designing my own game was a very valuable activity.  It really made me think about what was appropriate for my students.  I wanted the game to actually be a learning/teaching experience and not just a regurgitation of knowledge.  By picking a fairly simple concept I think I was able to accomplish this.  I would rather have used an existing video game that students already love and use it to teach a concept but was not able to do this.  While my game was not actually an example of this kind of tangential learning, I do think it involves more thought than just an exhibit of knowledge.  It involved a great deal of forethought and planning in order for the game to involve thought without allowing players to just plow through.  I also was able to really see the problem solving skills necessary to build a game which made me want to even consider having students build their own games.

The game link and forms and worksheets are all located at:
tinyurl.com/sploderlinks

Direct Link to the game.

National Standard: ISTE NETs Teachers

Grade: Professional 

Subject: Technology 

Sub-Focus: None 

Standard: ISTE 3: Model Digital-Age Work and Learning 

Details: Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

EDTECH 532: VW Explorer CAVE Island

These photos of my journey are in no particular order.  This was an interesting trip.  You could spend a very long time exploring all the places, materials, and resources located on this island.  There really is so much that can be done in an environment such as this.  It would be a great place to go to have a meeting or presentation online.  There are many learning tools as well on CAVE Island.  The possibilities really are quite endless.  Very impressive.

EDTECH 532: Video Game Seduction Secrets

The Seduction Secrets of Video Game Designers
By Keith Stuart

Important Ideas and Implications about Video Games:  How do these relate to a learning environment?

Fun/Motivation: This often engages students and helps students sustain higher levels of interest and work.  Sometimes they can get carried away in the moment of fun and lose focus in the learning, but generally it helps them maintain interest in the learning and also helps them retain information.

Failure: Students need to be able to experiment, try, and have the opportunity to fail without being made to feel inadequate.  Trial and error and being willing to try knowing they will have the opportunity to improve is extremely important.  Having a growth mindset is vital, and failure is often a part of this.

Interesting Tools:  Music, movies, markers, pens, posters, paint, computers, sand, pipe cleaners...any "tool" that is not pencil or paper can become an interesting tool to students.  We may not be able to provide swords, guns, magic potions, but there is much that can be done to provide variety and interest.

Acquire, test, master - Making constant progress: This relates to the ideas above.  After possibly failing they can acquire knowledge or a skill.  Once it is acquired students need ample opportunity to practice a skill.  Eventually the skill can be tested or assessed.

Illicit: When learning doesn't feel like work:  Fun is always more fun when you feel like you are sneaking it into a serious situation.  This also ties into the concept of fun and motivation in education.  When learning feels more like play to students, they will work longer and better because it is enjoyable.  It also may be incorporating music or artwork because again, it does not feel like work.

Reward Systems:  Kids still love stickers and stamps; this is a reward system.  Stars, progress charts, thumbs up, grades, and many more things can be considered reward systems.  The use of 3Dgamelab directly connects traditional type rewards with rewards that are more directly related to gaming.

Disproportionate Feedback:  This is a very interesting concept to apply to a learning situation.  As a teacher, I do not really gush praise onto a student for the simple tasks and learning.  However, when you have a student that truly struggles with something whether it is a behavior issue, getting any work done, it could be anything, we probably do come close to using disproportionate feedback.  Behavior charts that focus on some of the smallest positive behaviors, could be considered disproportionate feedback.

Grade: Professional 

Subject: Technology 

Sub-Focus: None 

Standard: ISTE 1: Facilitate and Inspire Student Learning and Creativity 

Details: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness. b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

EDTECH 532: VW Explorer: Space Elevator at Bowness

This is the very beginning of the journey.   There are 3 levels before the trip into space.  This view is level 1.  When you get to level 2, you enter into the control section of the elevator and I believe you actually see the magnetic device at the bottom.  What I found most fascinating is that this is something real that could actually come to fruition one day.  Level 3 has some displays on ecosystems and their importance which ties into the purpose of this elevator - environmentally friendly space travel.

Level 4 is the actual departure level for the space elevator.  It is neat how the board on the left has pictures of stars or clouds showing where the elevator is as it is coming down for your trip. ( A chair might be nice.)

Once you get to the top you are surrounded by a beautiful view of the earth and stars.  It actually feels a little lonely when you are up there alone.

I am not sure if this is a viewing area or a place to load supplies, but it provided a beautiful view as well.  Unfortunately, if you step just a little too far you fall through space until you hit the ground below. (Could be a problem.

If you choose the correct route back you experience a peaceful trip back down minus the leg bouncing.

There is much more that could be added to this to make it more educational.  Nonetheless I thought it was an interesting experience, and it is fascinating to think this could become a reality one day!

EDTECH 532: Modern Narrative Games

MMORPG'S and ARG's

No surprise, but I have not played either type of these games.  I have watched my children play numerous hours of MMORPG games.  Personally, I just do not see the appeal.  However, I am sure part of that is their game choice.  I am not much of a role play/fantasy type person.  I do know the social aspect of these games is enormous.

ARG games really struck an interest with me.  I guess it appeals to the mystery lover in me.  When I read it is usually a mystery and one of my favorite board games is clue and these seem very similar.  These games are very social, but to me it is in more of a realistic way than MMORPG's.  I love the idea of people coming together to try and solve something.  I really thought the events shown in the videos were amazing.  To see random people from all over interacting, in real time as real people, was great.  I also like reading about the books for kids that incorporate this kind of game, 39 Clues.  The things that could be done educationally with this game type could be amazing.  There could be lots of applications with literature, history, and even mathematics.  I intend to find out more about these games and the directions they are being taken.  Really cool and full of potential.

Grade: Professional 

Subject: Technology 

Sub-Focus: None 

Standard: ISTE 1: Facilitate and Inspire Student Learning and Creativity 

Details: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness. b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.