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"content": "\u003cp>Like many schools across the country, Burlington High School in Burlington, Massachusetts began using iPads as one-to-one devices in 2011. In the years following, the school’s small IT department needed a boost, according to LeRoy Wong, who has been Burlington High School’s digital learning coach since 2016. The solution? A help-desk elective was created to teach students the basics of tech support.\u003c/p>\n\u003cp>The class is still going strong today, thirteen years later, but it has evolved. “I found that students want to kind of go beyond [troubleshooting] and just learn more about different types of technology,” said Wong, who also teaches computer science at the school.\u003c/p>\n\u003cp>Tech support for digital natives, it turns out, can be a great way to ignite a deeper interest in STEM and self-led learning.\u003c/p>\n\u003ch2>\u003cstrong>Student-led Learning \u003c/strong>\u003c/h2>\n\u003cp>The students in Wong’s help-desk elective still provide tech support as needed to the school, but they also explore topics like robotics, video game design, music and sound production. There’s no previous knowledge of tech required for the elective. According to Wong, some students come in with little prior knowledge wanting to learn more, while others who have had previous exposure come into the elective with a project in mind.\u003c/p>\n\u003cp>The school’s video game design program was started after students in the help-desk elective took interest in the subject. Wong was able to create a program that quickly surpassed his own experience and understanding of the subject, he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-65351\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267.jpg\" alt=\"\" width=\"1920\" height=\"1940\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-800x808.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-1020x1031.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-160x162.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-768x776.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-1520x1536.jpg 1520w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>Gati Aher, who graduated from Burlington High School in 2019, was drawn to the help-desk elective in her junior year after she developed an interest in computer science. Aher, who went on to get a degree in engineering and is now a PhD candidate in the machine learning department at Carnegie Mellon, credits her early exposure to tech in Mr. Wong’s class for sparking her career in generative AI for use in project-based and hands-on learning.\u003c/p>\n\u003ch2>\u003cstrong>Multidisciplinary Approaches and Real-World Dilemmas \u003c/strong>\u003c/h2>\n\u003cp>In 2018 Wong and his students tested and implemented a drone lab – a project that Aher was involved with – for one of Burlington’s ELL physics classes when mini-drones were relatively novel. The help-desk students and Wong helped the physics class download necessary apps and demonstrated drone usage.\u003c/p>\n\u003cp>Multidisciplinary approaches to learning, like the physics drone lab, not only allow for meaningful connections between students, but also provide an opportunity for real world work, said Wong.\u003c/p>\n\u003cp>In 2016 Sean Musselman, a K-5 science and social studies specialist for Burlington School District, was developing a new earth surface and landforms unit. The new unit included a field trip to Massachusetts’ Plum Islands, an ecosystem experiencing \u003ca href=\"https://www.plumislanderosion.com/2013-03-05-13-05-49/the-problem-in-a-nutshell.html\">significant erosion\u003c/a>. However, Musselman needed to find a supplemental at-school interactive activity because the field trip had limited capacity.\u003c/p>\n\u003cp>Inspired by \u003ca href=\"https://web.cs.ucdavis.edu/~okreylos/ResDev/SARndbox/\">UC Davis’s augmented reality sandbox\u003c/a>, presented at the National Science Teachers Association Conference in 2016, Mussleman proposed that one of Wong’s students build a portable version for use across the district. Edmund Reis, a high school student at the time, was on board.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=vAjQ9jTOHEs\u003c/p>\n\u003cp>Guided by instructions published by UC Davis and with support from Wong and Musselman, Reis built a portable AR sandbox from scratch. This included building the computer, installing the operating system and adapting the source code.\u003c/p>\n\u003cp>For Reis, who now works in tech, the trial and error of building the AR sandbox as a teen helped him to develop important creative and collaborative skills that he’s used both in higher education and in his professional life.\u003c/p>\n\u003ch2>\u003cstrong>Climate Literacy for Young Learners \u003c/strong>\u003c/h2>\n\u003cp>Designed to educate second graders about watersheds and interconnected geography, the portable AR sandbox provided an engaging alternative to the Plum Islands field trip. The AR sandbox helped the district’s second graders to understand the impacts of water systems in a world that is increasingly affected by climate change.\u003c/p>\n\u003cp>Today, because of fallout from the pandemic, the students no longer go on the field trip, but the AR sandbox lessons have remained.\u003c/p>\n\u003cp>In groups of about seven students, Musselman conducts a 15-minute lesson with the AR sandbox. During these lessons, the students develop a foundational awareness of general climate and their surrounding environment.\u003c/p>\n\u003cp>The AR sandbox provides “a really wonderful visual, interactive, dynamic model for [students] to explore and ask questions,” said Musselman.\u003c/p>\n\u003cp>Students are given an opportunity to build their own landscape and place monopoly houses in the sandbox. Rain is then simulated, and students watch as erosion manipulates their landscape. “They would see their houses tumble, which is exactly what’s happening in Plum Island,” said Musselman.\u003c/p>\n\u003cp>“There is not a student that isn’t completely enraptured with what is taking place at that table,” Musselman continued. “It’s 100% engagement.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Students walk away from these lessons with greater climate literacy and understanding of how climate can impact their own environment. Musselman makes sure to explain to the second graders that scientists use models like the AR sandbox to understand weather impacts and climate change. And that understanding from the AR sandbox was enabled by exposing a high school student to the benefits of providing tech support and having agency over their learning.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Like many schools across the country, Burlington High School in Burlington, Massachusetts began using iPads as one-to-one devices in 2011. In the years following, the school’s small IT department needed a boost, according to LeRoy Wong, who has been Burlington High School’s digital learning coach since 2016. The solution? A help-desk elective was created to teach students the basics of tech support.\u003c/p>\n\u003cp>The class is still going strong today, thirteen years later, but it has evolved. “I found that students want to kind of go beyond [troubleshooting] and just learn more about different types of technology,” said Wong, who also teaches computer science at the school.\u003c/p>\n\u003cp>Tech support for digital natives, it turns out, can be a great way to ignite a deeper interest in STEM and self-led learning.\u003c/p>\n\u003ch2>\u003cstrong>Student-led Learning \u003c/strong>\u003c/h2>\n\u003cp>The students in Wong’s help-desk elective still provide tech support as needed to the school, but they also explore topics like robotics, video game design, music and sound production. There’s no previous knowledge of tech required for the elective. According to Wong, some students come in with little prior knowledge wanting to learn more, while others who have had previous exposure come into the elective with a project in mind.\u003c/p>\n\u003cp>The school’s video game design program was started after students in the help-desk elective took interest in the subject. Wong was able to create a program that quickly surpassed his own experience and understanding of the subject, he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-65351\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267.jpg\" alt=\"\" width=\"1920\" height=\"1940\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-800x808.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-1020x1031.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-160x162.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-768x776.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-1520x1536.jpg 1520w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>Gati Aher, who graduated from Burlington High School in 2019, was drawn to the help-desk elective in her junior year after she developed an interest in computer science. Aher, who went on to get a degree in engineering and is now a PhD candidate in the machine learning department at Carnegie Mellon, credits her early exposure to tech in Mr. Wong’s class for sparking her career in generative AI for use in project-based and hands-on learning.\u003c/p>\n\u003ch2>\u003cstrong>Multidisciplinary Approaches and Real-World Dilemmas \u003c/strong>\u003c/h2>\n\u003cp>In 2018 Wong and his students tested and implemented a drone lab – a project that Aher was involved with – for one of Burlington’s ELL physics classes when mini-drones were relatively novel. The help-desk students and Wong helped the physics class download necessary apps and demonstrated drone usage.\u003c/p>\n\u003cp>Multidisciplinary approaches to learning, like the physics drone lab, not only allow for meaningful connections between students, but also provide an opportunity for real world work, said Wong.\u003c/p>\n\u003cp>In 2016 Sean Musselman, a K-5 science and social studies specialist for Burlington School District, was developing a new earth surface and landforms unit. The new unit included a field trip to Massachusetts’ Plum Islands, an ecosystem experiencing \u003ca href=\"https://www.plumislanderosion.com/2013-03-05-13-05-49/the-problem-in-a-nutshell.html\">significant erosion\u003c/a>. However, Musselman needed to find a supplemental at-school interactive activity because the field trip had limited capacity.\u003c/p>\n\u003cp>Inspired by \u003ca href=\"https://web.cs.ucdavis.edu/~okreylos/ResDev/SARndbox/\">UC Davis’s augmented reality sandbox\u003c/a>, presented at the National Science Teachers Association Conference in 2016, Mussleman proposed that one of Wong’s students build a portable version for use across the district. Edmund Reis, a high school student at the time, was on board.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/vAjQ9jTOHEs'\n title='//www.youtube.com/embed/vAjQ9jTOHEs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Guided by instructions published by UC Davis and with support from Wong and Musselman, Reis built a portable AR sandbox from scratch. This included building the computer, installing the operating system and adapting the source code.\u003c/p>\n\u003cp>For Reis, who now works in tech, the trial and error of building the AR sandbox as a teen helped him to develop important creative and collaborative skills that he’s used both in higher education and in his professional life.\u003c/p>\n\u003ch2>\u003cstrong>Climate Literacy for Young Learners \u003c/strong>\u003c/h2>\n\u003cp>Designed to educate second graders about watersheds and interconnected geography, the portable AR sandbox provided an engaging alternative to the Plum Islands field trip. The AR sandbox helped the district’s second graders to understand the impacts of water systems in a world that is increasingly affected by climate change.\u003c/p>\n\u003cp>Today, because of fallout from the pandemic, the students no longer go on the field trip, but the AR sandbox lessons have remained.\u003c/p>\n\u003cp>In groups of about seven students, Musselman conducts a 15-minute lesson with the AR sandbox. During these lessons, the students develop a foundational awareness of general climate and their surrounding environment.\u003c/p>\n\u003cp>The AR sandbox provides “a really wonderful visual, interactive, dynamic model for [students] to explore and ask questions,” said Musselman.\u003c/p>\n\u003cp>Students are given an opportunity to build their own landscape and place monopoly houses in the sandbox. Rain is then simulated, and students watch as erosion manipulates their landscape. “They would see their houses tumble, which is exactly what’s happening in Plum Island,” said Musselman.\u003c/p>\n\u003cp>“There is not a student that isn’t completely enraptured with what is taking place at that table,” Musselman continued. “It’s 100% engagement.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Students walk away from these lessons with greater climate literacy and understanding of how climate can impact their own environment. Musselman makes sure to explain to the second graders that scientists use models like the AR sandbox to understand weather impacts and climate change. And that understanding from the AR sandbox was enabled by exposing a high school student to the benefits of providing tech support and having agency over their learning.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "4 STEM Tools That Turn Students’ Curiosity Into Real Learning",
"title": "4 STEM Tools That Turn Students’ Curiosity Into Real Learning",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">To some, curiosity suggests actively seeking out challenges and new experiences. While that's partly true, studies suggest that curiosity has a deeper impact on learning. Scientists at the University of California, Davis found that \u003c/span>\u003ca href=\"https://www.scientificamerican.com/article/curiosity-prepares-the-brain-for-better-learning/\">\u003cspan style=\"font-weight: 400\">brain activity increased\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when participants were more curious about certain questions, resulting in greater quick recall as well as long-term memory. For teachers, this means students' curiosity might be harnessed to promote more meaningful learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What's most meaningful about curious exploration is the path, not the destination; STEM educators in particular have long valued inquiry- and project-based approaches that support this. But it's up to teachers to help students realize that while technology can make the discovery process easy, finding an answer from an internet search tends to be much less satisfying than the struggle it took to get there. The good news is that student curiosity isn't in short supply, and while some students seek understanding more than others, all have the ability to push the limits of what is known. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to get students exploring the big and small with virtual reality and augmented reality, making and coding their own inventions, and collecting real-time data from household objects to help channel kids’ curiosity for the world into deep learning.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/lifeliqe\">\u003cimg class=\"alignleft wp-image-50487\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/lifeliqe-1.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/lifeliqe\">\u003cb>Lifeliqe\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s so much to explore with this tool that contains tons of interactive 3D models. Students will find models spanning a variety of subjects and topics, including prehistoric mammals (science), a dodecahedron (geometry), or Stonehenge (culture). Besides letting students rotate or zoom in on models that peak their interest, teachers can guide students to use the augmented reality feature to take pictures of the models with real-life or student-constructed backgrounds. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/the-pocketlab\">\u003cimg class=\"alignleft wp-image-50488\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/pocketlab.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003cbr>\n\u003ca href=\"https://www.commonsense.org/education/app/pocketlab\">\u003cb>PocketLab\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">With PocketLab, \u003c/span>\u003cspan style=\"font-weight: 400\">a small wireless sensor pairs with your device to collect data such as acceleration, pressure, magnetic field, and temperature in real time. While there are lesson plans on the site that introduce students to engineering and other STEM topics, let kids come up with a question they want to answer. They can strap the sensor to the leg of a gymnast, place it inside a soccer ball, or attach it to a bicycle wheel, \u003c/span>\u003ca href=\"http://support.thepocketlab.com/blog/newton-s-first-and-second-laws-of-motion-with-rockets\">\u003cspan style=\"font-weight: 400\">rocket\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or \u003c/span>\u003ca href=\"http://support.thepocketlab.com/blog/experiment-17-ceiling-fan-in-winter\">\u003cspan style=\"font-weight: 400\">ceiling fan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blade. Then, watch the student-driven learning happen.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/sam-edu\">\u003cimg class=\"alignleft wp-image-50489\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/sam_labs_icon.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/sam-edu\">\u003cb>SAM Edu\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">SAM blocks include buttons, dc motors, LED lights, and more that can be programmed with drag-and-drop commands for sound, color, behavior, etc. Students will be designing and building things, practicing engineering skills, and engaging in imaginative play. Some students will relish the chance to create at their whim. However, teachers can create more meaningful experiential learning tasks by having students design a product that solves a problem at home, at school, or in the community.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/expeditions\">\u003cimg class=\"wp-image-50490 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/expeditions_0.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/expeditions\">\u003cb>Expeditions\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students will get lost in these virtual reality field trips. Each expedition is made up of various scenes that include 360-degree panoramas and 3D images, and take students from under the sea to outer space. Handy travel guides and Google Cardboard viewers make students feel like real explorers and provide needed context. Once kids have spent time investigating on their own, have them work together to create their own AR or VR experience with tools like \u003c/span>\u003ca href=\"https://www.commonsense.org/education/website/cospaces-edu\">\u003cspan style=\"font-weight: 400\">CoSpaces Edu\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.commonsense.org/education/website/metaverse\">\u003cspan style=\"font-weight: 400\">Metaverse\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">To some, curiosity suggests actively seeking out challenges and new experiences. While that's partly true, studies suggest that curiosity has a deeper impact on learning. Scientists at the University of California, Davis found that \u003c/span>\u003ca href=\"https://www.scientificamerican.com/article/curiosity-prepares-the-brain-for-better-learning/\">\u003cspan style=\"font-weight: 400\">brain activity increased\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when participants were more curious about certain questions, resulting in greater quick recall as well as long-term memory. For teachers, this means students' curiosity might be harnessed to promote more meaningful learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What's most meaningful about curious exploration is the path, not the destination; STEM educators in particular have long valued inquiry- and project-based approaches that support this. But it's up to teachers to help students realize that while technology can make the discovery process easy, finding an answer from an internet search tends to be much less satisfying than the struggle it took to get there. The good news is that student curiosity isn't in short supply, and while some students seek understanding more than others, all have the ability to push the limits of what is known. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to get students exploring the big and small with virtual reality and augmented reality, making and coding their own inventions, and collecting real-time data from household objects to help channel kids’ curiosity for the world into deep learning.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/lifeliqe\">\u003cimg class=\"alignleft wp-image-50487\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/lifeliqe-1.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/lifeliqe-1-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/lifeliqe\">\u003cb>Lifeliqe\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s so much to explore with this tool that contains tons of interactive 3D models. Students will find models spanning a variety of subjects and topics, including prehistoric mammals (science), a dodecahedron (geometry), or Stonehenge (culture). Besides letting students rotate or zoom in on models that peak their interest, teachers can guide students to use the augmented reality feature to take pictures of the models with real-life or student-constructed backgrounds. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/the-pocketlab\">\u003cimg class=\"alignleft wp-image-50488\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/pocketlab.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/pocketlab-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003cbr>\n\u003ca href=\"https://www.commonsense.org/education/app/pocketlab\">\u003cb>PocketLab\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">With PocketLab, \u003c/span>\u003cspan style=\"font-weight: 400\">a small wireless sensor pairs with your device to collect data such as acceleration, pressure, magnetic field, and temperature in real time. While there are lesson plans on the site that introduce students to engineering and other STEM topics, let kids come up with a question they want to answer. They can strap the sensor to the leg of a gymnast, place it inside a soccer ball, or attach it to a bicycle wheel, \u003c/span>\u003ca href=\"http://support.thepocketlab.com/blog/newton-s-first-and-second-laws-of-motion-with-rockets\">\u003cspan style=\"font-weight: 400\">rocket\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or \u003c/span>\u003ca href=\"http://support.thepocketlab.com/blog/experiment-17-ceiling-fan-in-winter\">\u003cspan style=\"font-weight: 400\">ceiling fan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blade. Then, watch the student-driven learning happen.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/sam-edu\">\u003cimg class=\"alignleft wp-image-50489\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/sam_labs_icon.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/sam_labs_icon-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/sam-edu\">\u003cb>SAM Edu\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">SAM blocks include buttons, dc motors, LED lights, and more that can be programmed with drag-and-drop commands for sound, color, behavior, etc. Students will be designing and building things, practicing engineering skills, and engaging in imaginative play. Some students will relish the chance to create at their whim. However, teachers can create more meaningful experiential learning tasks by having students design a product that solves a problem at home, at school, or in the community.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/expeditions\">\u003cimg class=\"wp-image-50490 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/expeditions_0.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/expeditions_0-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/expeditions\">\u003cb>Expeditions\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students will get lost in these virtual reality field trips. Each expedition is made up of various scenes that include 360-degree panoramas and 3D images, and take students from under the sea to outer space. Handy travel guides and Google Cardboard viewers make students feel like real explorers and provide needed context. Once kids have spent time investigating on their own, have them work together to create their own AR or VR experience with tools like \u003c/span>\u003ca href=\"https://www.commonsense.org/education/website/cospaces-edu\">\u003cspan style=\"font-weight: 400\">CoSpaces Edu\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.commonsense.org/education/website/metaverse\">\u003cspan style=\"font-weight: 400\">Metaverse\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Virtual reality (VR) and augmented reality (AR) have never been more accessible for teachers and students. Of course, the technology isn't perfect yet, and the content offerings can be hit or miss. But, considering how many students carry smartphones, and with \u003c/span>\u003ca href=\"https://vr.google.com/cardboard/get-cardboard/\">\u003cspan style=\"font-weight: 400\">cardboard-style VR viewers starting at about $15\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s easier than ever to give kids immersive VR and AR experiences in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, it’s easy to think of VR as more of a tool for training (think flight simulators), but the \u003c/span>\u003cspan style=\"font-weight: 400\">real\u003c/span>\u003cspan style=\"font-weight: 400\"> learning potential lies more in its ability foster empathy in students. Walking in someone else’s shoes has always been a valuable exercise, even if it’s a bit abstract for kids. VR has the potential to bridge this gap in ways it’s hard to do otherwise. Even with a cardboard viewer and a set of earbuds, the level of immersion is significant.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Where VR brings the world \u003c/span>\u003cspan style=\"font-weight: 400\">into\u003c/span>\u003cspan style=\"font-weight: 400\"> our classrooms, I think of AR as extending elements of our classrooms outward. Like a lens, or filter of sorts, AR apps can add layers of context and depth where typical classroom materials might run short. Using either of these technologies -- VR or AR -- at just the right teachable moment can create a powerful, even moving, experience for students. Here are three free apps to get you started:\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=ecavbpCuvkI\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/app/nyt-vr-virtual-reality-stories-from-the-nytimes\">\u003cspan style=\"font-weight: 400\">\u003cstrong>NYTVR - Virtual Reality Stories from the New York Times\u003cbr>\n\u003c/strong>\u003c/span>\u003c/a>A lot of cardboard-based VR apps today feel kind of experimental, and NYTVR is no different. Some of the videos are really just advertisements; others seem unnecessary. But a handful stand out as beacons of what great VR for education should become. Among these you’ll find “The Displaced” an emotionally moving and deftly produced VR montage exploring the lives of three children affected by recent wars. Other selections include an up-close look at the 2016 campaign trail and an underwater doc on the language of dolphins. You can watch with or without a cardboard viewer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>https://www.youtube.com/watch?v=1PP3Q3dyA7A\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/app/aurasma\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Aurasma\u003c/strong>\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">While not specifically for education, Aurasma offers an easy, classroom-friendly AR solution. Just upload a “trigger” (any recognizable image or icon in your classroom), and a corresponding “overlay” (a link, video, animation, etc.). As students aim their device’s camera at various triggers they’ll see the overlays you’ve curated. With a bit of prep work, you can give students a thoughtful mashup of learning content that helps extend the activity beyond the classroom.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>https://www.youtube.com/watch?v=2kpFr0XFgFA\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.graphite.org/app/elements-4d-by-daqri\">Elements 4D by DAQRI\u003cbr>\n\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\">Science-specific AR apps are fairly common, but Elements 4D may be the most unique. A chemistry app to help students learn about \u003c/span>\u003cspan style=\"font-weight: 400\">elements and their chemical reactions, w\u003c/span>\u003cspan style=\"font-weight: 400\">hat’s different here comes in the form of templates for DIY, print-and-fold paper dice. Each side is printed with the symbol for one of 36 elements. Just roll the dice, then — using a device’s camera — watch an augmented, animated version of the compound that’s created and its chemical equation.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jeffrey Knutson is senior manager, education content at \u003ca href=\"https://www.commonsensemedia.org/educators/%20?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">Common Sense\u003c/a>, a nonprofit organization, and creator of \u003ca href=\"https://www.graphite.org/%20?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">Graphite\u003c/a>, a free service that helps educators find the best ed-tech tools, learn best practices for teaching with ed tech, and connect with expert educators. Go to \u003ca href=\"https://www.graphite.org/%20?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">Graphite\u003c/a> to read full reviews of digital tools and see how teachers use them for learning in class.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cfigure id=\"attachment_37453\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/rosenfeldmedia/7095143045/in/photolist-iH98pX-5ngcJT-6eS6Wh-QaTah-bCSMuE-6Biz2M-3jFR8B-8NM84a-93c4vw-4VMShe-9pmJEi-8NMgQT-6eS6VQ-cZCJSu-bNYsQv-8bvNhp-7zgjmd-bvnyRK-5sgavg-5HVcnD-5z8FH3-oxYadi\">\u003cimg class=\"size-full wp-image-37453\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/dow-day-pic.jpg\" alt=\"Participatory games let students see archival footage of events that happened in the places where they stand.(Rosenfeld Media/Flickr)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Participatory games let students see archival footage of events that happened in the places where they stand. (Rosenfeld Media/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The buzz around games and learning has mostly focused on how educators can learn from game structure to create engaging learning experiences. Or else, educators are experimenting with video games meant to help students practice academic skills. Less attention has been paid to a niche of mobile gaming seeking to bridge the gap between the screen and the real world -- pervasive gaming.\u003c/p>\n\u003cp>“Most games are not automatically motivating,” said \u003ca href=\"http://benjaminstokes.net/\" target=\"_blank\">Benjamin Stokes\u003c/a>, postdoctoral scholar at the University of California, Berkeley School of Information and co-founder of \u003ca href=\"http://www.gamesforchange.org/\" target=\"_blank\">Games for Change\u003c/a>. “One of the things that makes a game engaging is that the choices are meaningful.”\u003c/p>\n\u003cp>Giving students the opportunity to make meaningful choices isn't at the center of every classroom, especially when it comes to civics. Most civics classes focus on teaching about democracy and governance in its most ideal form, as a static system. The focus is on preparing students for their eventual participation in the system, without giving them a real-life experience of what it means to be civically engaged.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The breakthrough for me is that you are participating in the real world, so that participation has to be authentic to what the real world wants as well,' Stokes said.\u003c/aside>\n\u003cp>In these situated games, students play a game on mobile devices that also requires them to interact with the real world. For example, the game might include a challenge to go to a park where something historically significant happened, like a famous protest. While looking at the historical marker, the game could require students to read the text out loud or to tell passers-by about the history that happened at that place.\u003c/p>\n\u003cp>“Part of what’s interesting about mobile is that it takes a speech students might have read in the classroom and puts them at the location,” Stokes said in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. In another instance, the game might ask students to act out a protest. “The goal of the game is not just to convey some facts, but to let people test out this disposition of protesting and engaging with the theater of it,” Stokes said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These games allow students to walk in the shoes of historical figures, make the tough decisions those figures faced and deal with the consequences of those choices. That’s very different from merely visualizing what it might have been like.\u003c/p>\n\u003cp>[contextly_sidebar id=\"zsGtdzipVFM8B9hOM5Dt13EDLnnckQWy\"]\u003c/p>\n\u003cp>While the mobile game keeps track of students' progress, assigning different missions and cataloging evidence and the resulting points, the game is played out in the communities where students live, requiring them to engage with people of all ages.\u003c/p>\n\u003cp>“The breakthrough for me is that you are participating in the real world, so that participation has to be authentic to what the real world wants as well,” Stokes said. In other words, the game is not just a simulation of an event; it necessarily has an impact on the public spaces where it is played.\u003c/p>\n\u003cp>And because the game is on a mobile platform, students can reflect on the experience with pictures, videos and short writing exercises. “When we’re being social about our reflection, we often need the skill of writing quick, short things and then linking to longer pieces,” Stokes said. If students made those reflections on a public social media site, the community could even engage with them as they learn about what makes the place where they are from distinct.\u003c/p>\n\u003cp>“One of the things we really need for civic renewal is having conversations with other generations about issues,” Stokes said. Allowing students to learn what it means to participate in a civics project by leading them through a mobile game might begin a conversation with adults about the past that never would have happened otherwise.\u003c/p>\n\u003cp>\u003cstrong>PARTICIPATORY MOBILE GAMES\u003c/strong>\u003c/p>\n\u003cp>Jim Matthews is a teacher and researcher interested in using games to promote place-based education about everything, not just civics. Communities that show pride in their distinctive qualities and cultures tend to be more resilient and capable of problem-solving. Matthews wants to help students and their families contribute their own stories to the local history to strengthen that sense of place.\u003c/p>\n\u003cp>One of the strongest elements of a pervasive game is that the skills can’t be siloed into one academic discipline. “In order to solve some kinds of problems, by default they have to be multidisciplinary,” Matthews said in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. Many of the games he has experimented with require students to use cross-cutting skills that will help them solve a varied set of problems.\u003c/p>\n\u003cp>\u003ca href=\"http://brianhouse.net/works/yellow_arrow/\" target=\"_blank\">\u003cstrong>YELLOW ARROW\u003c/strong>\u003c/a>: This public art project started in 2004 in Manhattan and has spread across the world. Participants print out yellow arrow stickers from the website , each with a unique identifying code, and place them in public places that have important local meaning. People who know about the project can text the Yellow Arrow phone number with the unique code and instantly receive the story or piece of local lore the author marked. Other users can even add more stories to a location, creating a crowdsourced ethnography of place.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/featured/dow-day/\" target=\"_blank\">\u003cstrong>DOW DAY\u003c/strong>\u003c/a>: In this game, players take on the role of a journalist on the Madison campus of the University of Wisconsin in 1967 during a protest against Dow Chemical and their product, napalm. Called a situational documentary, students explore different characters' perspectives, taking on their roles. The game also offers opportunities to research contemporary issues connected to the university and contribute stories using the platform.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/featured/mentira/\" target=\"_blank\">\u003cstrong>MENTIRA\u003c/strong>\u003c/a>: This game was started in Albuquerque to teach Spanish. Players interact with virtual characters as well as real residents of one of the city’s Spanish-speaking neighborhoods to investigate a fictional murder. Following clues given by game characters and real people, students must \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/augmented-reality-coming-soon-to-a-school-near-you/\" target=\"_blank\">play out the narrative and engage with people using their Spanish\u003c/a> at the same time. “One of the goals of this story is to get people out into a neighborhood, and the way you are doing it is through an invented story that uses Spanish,” Matthews said.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/jewish-time-jump/\" target=\"_blank\">\u003cstrong>JEWISH TIME JUMP\u003c/strong>\u003c/a>: Using GPS technology on students’ mobile devices, archival images and tidbits of information pop up as students move around a park that sits across the street from the \u003ca href=\"http://www.history.com/topics/triangle-shirtwaist-fire\" target=\"_blank\">Triangle Shirtwaist Factory\u003c/a>, site of the famous fire that drew attention to the dangerous conditions in sweatshops. Players interrogate virtual historical figures like Rose Schneiderman, read primary source documents and slowly piece together the history of Jewish immigration in New York, the labor movement and women’s rights. These kinds of place-based, augmented reality games have the potential to allow students to construct their own understanding of history, while tying it tightly to the physical place where it happened.\u003c/p>\n\u003cp>\u003ca href=\"http://www.colleenmacklin.com/projects/reactivism/\" target=\"_blank\">\u003cstrong>RE:ACTIVISM\u003c/strong>\u003c/a>: This mobile game is similar to Jewish Time Jump in that it focuses on the civics history of locations, but it extends beyond New York. Teams compete to come up with visible, public actions that engage the public around different historical moments. Players are given cards associated with different sites and document their actions along the way. It requires creativity, research and knowledge to win the challenge. Players have to walk a fine line between being authentic to history and being playful -- one of the many interesting aspects of participatory gaming.\u003c/p>\n\u003cp>\u003ca href=\"http://mobile.wisc.edu/news/project-sustainable-u/\" target=\"_blank\">\u003cstrong>SUSTAINABLE U\u003c/strong>\u003c/a>: Players find themselves in a dystopian future where natural resources are running out and something must be done to change the course of history. Players receive quests to explore transportation, water and waste policies at a university. After researching what’s already been tried, they come up with new ways to address sustainability. “One of the challenges is to go out and find where energy is being wasted and change your own behavior,” Matthews said.\u003c/p>\n\u003cp>\u003ca href=\"http://engagementgamelab.org/projects/upriver/\" target=\"_blank\">\u003cstrong>UP RIVER\u003c/strong>\u003c/a>: Designed to make learning about the St. Louis Estuary more participatory, this virtual game leads students through the estuary to various places, some more industrial, others that look like the natural habitat that once existed. Students investigate important scientific factors like oxygen levels in the water, vital for fish stocks, and interact with virtual historical characters who can describe what the area was once like. The game includes questions and challenges that require students to interact with contemporary people, like fishermen.\u003c/p>\n\u003cp>“One of the things we’re experimenting with is how can you integrate stories with field work,” Matthews said. Students are collecting water samples, but learning about the local lore of the place as well. This kind of game reinforces the notion that real problems aren’t siloed by discipline. Cleaning up an estuary has real effects on local businesses of all kinds, for good and bad.\u003c/p>\n\u003cp>\u003ca href=\"https://communityplanit.org/\" target=\"_blank\">\u003cstrong>COMMUNITY PLANIT\u003c/strong>\u003c/a>: This game allows students to get involved in city planning at the local level. Students complete missions in the real world to win virtual coins. They can spend those coins to vote for how funds will be allocated for real city projects. “One of the neat things about this is that folks are tying it into planning projects that are already taking place,” Matthews said. The city of Philadelphia is using this game as it builds its Philadelphia 2035 plan.\u003c/p>\n\u003cp>\u003ca href=\"http://localgameslababq.wordpress.com/2011/11/21/playing-digital-graffiti-gallery/\" target=\"_blank\">\u003cstrong>DIGITAL GRAFFITI GALLERY\u003c/strong>\u003c/a>: This game focuses on the ephemeral and often beautiful culture of street art. “You are capturing real-world graffiti that has been put out around the city before it gets painted over,” Matthews said. Capturing it creates a record of its existence, and players can curate their own list of favorite artwork.\u003c/p>\n\u003cp>\u003ca href=\"http://citydigits.org/\" target=\"_blank\">\u003cstrong>LOCAL LOTO\u003c/strong>\u003c/a>: Focusing on the lottery and its effects on communities, the game asks students to look at the quantitative data about the lottery and then go out into the community and gather stories of people who play and why. After they’ve conducted all their research, students form their own position about whether they think the lottery is good or bad for the neighborhood as a whole.\u003c/p>\n\u003cp>These are just a few examples of the kinds of activities local game labs, teachers and nonprofits have developed to connect mobile gaming to real places and the communities that bring them to life. “The games challenge learning to be relevant, using classroom skills and fascinating stories from life,” Stokes said.\u003c/p>\n\u003cp>He thinks real-world gaming has the power to re-engage young people with civics and ignite their passion to have an impact. “Engage them in studying places where they already hang out and use technology that they already use,” Stokes said. Doing so not only helps teach them, but it could also empower them too.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I think we can actually try to be a little more ambitious beyond learning,” Stokes said. “Look at the contribution your young people might be able to make to their community.” As citizen scientists, community ethnographers and storytellers, chroniclers of injustice or city disfunction -- students can make a difference in their communities and often find great satisfaction in learning that allows them to do so.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37453\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/rosenfeldmedia/7095143045/in/photolist-iH98pX-5ngcJT-6eS6Wh-QaTah-bCSMuE-6Biz2M-3jFR8B-8NM84a-93c4vw-4VMShe-9pmJEi-8NMgQT-6eS6VQ-cZCJSu-bNYsQv-8bvNhp-7zgjmd-bvnyRK-5sgavg-5HVcnD-5z8FH3-oxYadi\">\u003cimg class=\"size-full wp-image-37453\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/dow-day-pic.jpg\" alt=\"Participatory games let students see archival footage of events that happened in the places where they stand.(Rosenfeld Media/Flickr)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Participatory games let students see archival footage of events that happened in the places where they stand. (Rosenfeld Media/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The buzz around games and learning has mostly focused on how educators can learn from game structure to create engaging learning experiences. Or else, educators are experimenting with video games meant to help students practice academic skills. Less attention has been paid to a niche of mobile gaming seeking to bridge the gap between the screen and the real world -- pervasive gaming.\u003c/p>\n\u003cp>“Most games are not automatically motivating,” said \u003ca href=\"http://benjaminstokes.net/\" target=\"_blank\">Benjamin Stokes\u003c/a>, postdoctoral scholar at the University of California, Berkeley School of Information and co-founder of \u003ca href=\"http://www.gamesforchange.org/\" target=\"_blank\">Games for Change\u003c/a>. “One of the things that makes a game engaging is that the choices are meaningful.”\u003c/p>\n\u003cp>Giving students the opportunity to make meaningful choices isn't at the center of every classroom, especially when it comes to civics. Most civics classes focus on teaching about democracy and governance in its most ideal form, as a static system. The focus is on preparing students for their eventual participation in the system, without giving them a real-life experience of what it means to be civically engaged.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The breakthrough for me is that you are participating in the real world, so that participation has to be authentic to what the real world wants as well,' Stokes said.\u003c/aside>\n\u003cp>In these situated games, students play a game on mobile devices that also requires them to interact with the real world. For example, the game might include a challenge to go to a park where something historically significant happened, like a famous protest. While looking at the historical marker, the game could require students to read the text out loud or to tell passers-by about the history that happened at that place.\u003c/p>\n\u003cp>“Part of what’s interesting about mobile is that it takes a speech students might have read in the classroom and puts them at the location,” Stokes said in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. In another instance, the game might ask students to act out a protest. “The goal of the game is not just to convey some facts, but to let people test out this disposition of protesting and engaging with the theater of it,” Stokes said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These games allow students to walk in the shoes of historical figures, make the tough decisions those figures faced and deal with the consequences of those choices. That’s very different from merely visualizing what it might have been like.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>While the mobile game keeps track of students' progress, assigning different missions and cataloging evidence and the resulting points, the game is played out in the communities where students live, requiring them to engage with people of all ages.\u003c/p>\n\u003cp>“The breakthrough for me is that you are participating in the real world, so that participation has to be authentic to what the real world wants as well,” Stokes said. In other words, the game is not just a simulation of an event; it necessarily has an impact on the public spaces where it is played.\u003c/p>\n\u003cp>And because the game is on a mobile platform, students can reflect on the experience with pictures, videos and short writing exercises. “When we’re being social about our reflection, we often need the skill of writing quick, short things and then linking to longer pieces,” Stokes said. If students made those reflections on a public social media site, the community could even engage with them as they learn about what makes the place where they are from distinct.\u003c/p>\n\u003cp>“One of the things we really need for civic renewal is having conversations with other generations about issues,” Stokes said. Allowing students to learn what it means to participate in a civics project by leading them through a mobile game might begin a conversation with adults about the past that never would have happened otherwise.\u003c/p>\n\u003cp>\u003cstrong>PARTICIPATORY MOBILE GAMES\u003c/strong>\u003c/p>\n\u003cp>Jim Matthews is a teacher and researcher interested in using games to promote place-based education about everything, not just civics. Communities that show pride in their distinctive qualities and cultures tend to be more resilient and capable of problem-solving. Matthews wants to help students and their families contribute their own stories to the local history to strengthen that sense of place.\u003c/p>\n\u003cp>One of the strongest elements of a pervasive game is that the skills can’t be siloed into one academic discipline. “In order to solve some kinds of problems, by default they have to be multidisciplinary,” Matthews said in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. Many of the games he has experimented with require students to use cross-cutting skills that will help them solve a varied set of problems.\u003c/p>\n\u003cp>\u003ca href=\"http://brianhouse.net/works/yellow_arrow/\" target=\"_blank\">\u003cstrong>YELLOW ARROW\u003c/strong>\u003c/a>: This public art project started in 2004 in Manhattan and has spread across the world. Participants print out yellow arrow stickers from the website , each with a unique identifying code, and place them in public places that have important local meaning. People who know about the project can text the Yellow Arrow phone number with the unique code and instantly receive the story or piece of local lore the author marked. Other users can even add more stories to a location, creating a crowdsourced ethnography of place.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/featured/dow-day/\" target=\"_blank\">\u003cstrong>DOW DAY\u003c/strong>\u003c/a>: In this game, players take on the role of a journalist on the Madison campus of the University of Wisconsin in 1967 during a protest against Dow Chemical and their product, napalm. Called a situational documentary, students explore different characters' perspectives, taking on their roles. The game also offers opportunities to research contemporary issues connected to the university and contribute stories using the platform.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/featured/mentira/\" target=\"_blank\">\u003cstrong>MENTIRA\u003c/strong>\u003c/a>: This game was started in Albuquerque to teach Spanish. Players interact with virtual characters as well as real residents of one of the city’s Spanish-speaking neighborhoods to investigate a fictional murder. Following clues given by game characters and real people, students must \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/augmented-reality-coming-soon-to-a-school-near-you/\" target=\"_blank\">play out the narrative and engage with people using their Spanish\u003c/a> at the same time. “One of the goals of this story is to get people out into a neighborhood, and the way you are doing it is through an invented story that uses Spanish,” Matthews said.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/jewish-time-jump/\" target=\"_blank\">\u003cstrong>JEWISH TIME JUMP\u003c/strong>\u003c/a>: Using GPS technology on students’ mobile devices, archival images and tidbits of information pop up as students move around a park that sits across the street from the \u003ca href=\"http://www.history.com/topics/triangle-shirtwaist-fire\" target=\"_blank\">Triangle Shirtwaist Factory\u003c/a>, site of the famous fire that drew attention to the dangerous conditions in sweatshops. Players interrogate virtual historical figures like Rose Schneiderman, read primary source documents and slowly piece together the history of Jewish immigration in New York, the labor movement and women’s rights. These kinds of place-based, augmented reality games have the potential to allow students to construct their own understanding of history, while tying it tightly to the physical place where it happened.\u003c/p>\n\u003cp>\u003ca href=\"http://www.colleenmacklin.com/projects/reactivism/\" target=\"_blank\">\u003cstrong>RE:ACTIVISM\u003c/strong>\u003c/a>: This mobile game is similar to Jewish Time Jump in that it focuses on the civics history of locations, but it extends beyond New York. Teams compete to come up with visible, public actions that engage the public around different historical moments. Players are given cards associated with different sites and document their actions along the way. It requires creativity, research and knowledge to win the challenge. Players have to walk a fine line between being authentic to history and being playful -- one of the many interesting aspects of participatory gaming.\u003c/p>\n\u003cp>\u003ca href=\"http://mobile.wisc.edu/news/project-sustainable-u/\" target=\"_blank\">\u003cstrong>SUSTAINABLE U\u003c/strong>\u003c/a>: Players find themselves in a dystopian future where natural resources are running out and something must be done to change the course of history. Players receive quests to explore transportation, water and waste policies at a university. After researching what’s already been tried, they come up with new ways to address sustainability. “One of the challenges is to go out and find where energy is being wasted and change your own behavior,” Matthews said.\u003c/p>\n\u003cp>\u003ca href=\"http://engagementgamelab.org/projects/upriver/\" target=\"_blank\">\u003cstrong>UP RIVER\u003c/strong>\u003c/a>: Designed to make learning about the St. Louis Estuary more participatory, this virtual game leads students through the estuary to various places, some more industrial, others that look like the natural habitat that once existed. Students investigate important scientific factors like oxygen levels in the water, vital for fish stocks, and interact with virtual historical characters who can describe what the area was once like. The game includes questions and challenges that require students to interact with contemporary people, like fishermen.\u003c/p>\n\u003cp>“One of the things we’re experimenting with is how can you integrate stories with field work,” Matthews said. Students are collecting water samples, but learning about the local lore of the place as well. This kind of game reinforces the notion that real problems aren’t siloed by discipline. Cleaning up an estuary has real effects on local businesses of all kinds, for good and bad.\u003c/p>\n\u003cp>\u003ca href=\"https://communityplanit.org/\" target=\"_blank\">\u003cstrong>COMMUNITY PLANIT\u003c/strong>\u003c/a>: This game allows students to get involved in city planning at the local level. Students complete missions in the real world to win virtual coins. They can spend those coins to vote for how funds will be allocated for real city projects. “One of the neat things about this is that folks are tying it into planning projects that are already taking place,” Matthews said. The city of Philadelphia is using this game as it builds its Philadelphia 2035 plan.\u003c/p>\n\u003cp>\u003ca href=\"http://localgameslababq.wordpress.com/2011/11/21/playing-digital-graffiti-gallery/\" target=\"_blank\">\u003cstrong>DIGITAL GRAFFITI GALLERY\u003c/strong>\u003c/a>: This game focuses on the ephemeral and often beautiful culture of street art. “You are capturing real-world graffiti that has been put out around the city before it gets painted over,” Matthews said. Capturing it creates a record of its existence, and players can curate their own list of favorite artwork.\u003c/p>\n\u003cp>\u003ca href=\"http://citydigits.org/\" target=\"_blank\">\u003cstrong>LOCAL LOTO\u003c/strong>\u003c/a>: Focusing on the lottery and its effects on communities, the game asks students to look at the quantitative data about the lottery and then go out into the community and gather stories of people who play and why. After they’ve conducted all their research, students form their own position about whether they think the lottery is good or bad for the neighborhood as a whole.\u003c/p>\n\u003cp>These are just a few examples of the kinds of activities local game labs, teachers and nonprofits have developed to connect mobile gaming to real places and the communities that bring them to life. “The games challenge learning to be relevant, using classroom skills and fascinating stories from life,” Stokes said.\u003c/p>\n\u003cp>He thinks real-world gaming has the power to re-engage young people with civics and ignite their passion to have an impact. “Engage them in studying places where they already hang out and use technology that they already use,” Stokes said. Doing so not only helps teach them, but it could also empower them too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_36662\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-36662\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-03-at-11.16.24-AM-640x356.png\" alt=\"Augmented reality at Avenues: The World Schools\" width=\"640\" height=\"356\">\u003cfigcaption class=\"wp-caption-text\">Augmented reality at Avenues: The World Schools\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"https://twitter.com/ipadqueen2012\" target=\"_blank\">Courtney Pepe\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">When many of today’s teachers who grew up in Generation X are asked to reflect on traditional learning objects from their classrooms of the 1980’s and 1990’s, they think of paper, pencils, chalkboards, and textbooks. When they're shown a series of pictures of those classroom’s from the '70s, '80s, and '90s, and asked to describe them, they use adjectives like \"utilitarian, boring, and two-dimensional.\"\u003c/p>\n\u003cp>The classrooms in which Millennials and Generation Z learn are a world apart from those of Baby Boomers and Generation X. In 2014, using augmented reality as a launching pad into discovery is becoming more common. Gone are the direct instructions of “sit down and be quiet” or “take out your textbooks and turn to page 21.” The modern classroom makes use of Augmented Reality to curate the web for this generation of digital natives. These days, students can walk into a classroom and use their tablet or smartphone as the AR device to trigger to original content made on movie-making software and posted to YouTube, leading to an immediate and immersive learning experience.\u003c/p>\n\u003cp>Even the sound of learning has changed in today's classrooms, from the vocal command of the teacher directing students toward the sound of students working together in groups, or listening to audio or visual content on their devices through their ear phones.\u003c/p>\n\u003cp>“Kids are actively doing rather than passively listening,\" says Jeff Gorman, Assistant Superintendent of Schools in Monroe Township, New Jersey, and a frequent observer of these forward-looking classrooms. \"The question is no longer what did the teacher teach today, the question is now what interesting question did you explore in school. This indicates a shift in learning towards higher level thinking skills.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Meg Wilson, Technology Integration Specialist at Avenues: The World Schools in New York City, says using AR her in classroom adds another dimension to learning. “Layering digital content over our physical spaces has allowed Avenues to redefine the learning experience, as it provides students opportunities to create and explore multi-media content in a way that is both engaging and active,” as illustrated by the video of their AR Map below.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=UYTejLqrbbk\u003c/p>\n\u003cp>By now, many people have heard of, if not actually seen people wearing Google Glass, and more and more teachers are beta-testing in their classrooms. More important than the actual device itself is the cultural shift in learning patterns that they're accelerating. Observing the tactile changes within the “glassroom,\" students are moving away from the tablets' “touch, swipe, double tap” to interacting with content through voice and head motions.\u003c/p>\n\u003cp>Florida science educator, Adam Winkle, and EduGlasses are developing an app called Edustream that will control the computer, sync to Google Drive on the glasses, and allow the wearer to access documents, hands-free, in the classroom. This application will let the teacher move freely around the room and project content to a class without being chained to the front or having their hands full with a device.\u003c/p>\n\u003cp>The wink of an eye, the simple one-finger tactile swipe down -- these are the sights, sounds, and kinesthetic gestures that are changing the context of modern learning. While we do not know what the devices of the future will look like, we do not know that innovation in education does not have a fixed audio, visual, or tactile prescription for all learners. The advent of tablets, augmented reality, and wearable tech makes the shape of knowledge completely malleable.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Courtney Pepe is a high school teacher in Monroe Township, New Jersey. She will be presenting on her experiences with Google Glass, iPads, and Augmented Reality at the \u003ca href=\"http://ettsummit.org/register/\" target=\"_blank\">July 28-30 EdTechTeacher Summit in Chicago\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cfigure id=\"attachment_20810\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-20810\" title=\"Screen shot 2012-04-20 at 10.36.52 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-04-20-at-10.36.52-AM-620x392.png\" alt=\"\" width=\"620\" height=\"392\">\u003cfigcaption class=\"wp-caption-text\">In “Dow Day,” an augmented reality game, middle school students walk the University of Wisconsin-Madison campus using mobile phones to view footage of Vietnam war protests that occurred in the same campus locations.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Sarah Jackson\u003c/h5>\n\u003cp class=\"dropcap-serif\">David Gagnon is talking to a group of educators about how to use mobile devices for learning. In his work as an instructional designer with the University of Wisconsin’s \u003ca title=\"ENGAGE\" href=\"http://engage.wisc.edu/\">ENGAGE\u003c/a> program, Gagnon has given this workshop many times. But these days, he says, things are starting to change.\u003c/p>\n\u003cp>“How many of you are currently using an iPhone, iPad, or iPod touch?” Gagnon asks the teachers, who are participating in a webinar through ISTE, the International Society for Technology in Education.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>GUIDE \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon1.png\">\u003cimg class=\"alignleft size-thumbnail wp-image-20803\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon1-140x140.png\" alt=\"\" width=\"86\" height=\"86\">\u003c/a>\u003cstrong>TO MOBILE LEARNING: \u003c/strong>This is part three of a series exploring mobile learning co-produced by \u003ca title=\"MindShift\" href=\"../\">MindShift\u003c/a> and \u003ca title=\"Spotlight on Digital Media & Learning\" href=\"http://spotlight.macfound.org/\">Spotlight on Digital Media & Learning\u003c/a>.\u003c/p>\n\u003cp>Other posts in this series include: \u003ca title=\"Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\" href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">In the Digital Age, Welcoming Cell Phones in the Class\u003c/a>\u003ca title=\"Welcoming Mobile: More Districts Are Rewriting Acceptable Use Policies, Embracing Smartphones and Social Media in Schools\" href=\"http://spotlight.macfound.org/featured-stories/entry/welcoming-mobile-rewriting-acceptable-use-smartphones-and-social-media/\">.\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>What happens next demonstrates how the availability of communications technology has grown exponentially in recent years: 89 percent of this group owns a mobile device, and they want to know how to use it in their classrooms.\u003c/p>\n\u003cp>“Two years ago, when we would do a workshop with 20 people, we would have to bring 10 devices. Now,” Gagnon says, “the 10 devices sit in the front of the room, and everyone pulls out their own. It’s just amazing.”\u003c/p>\n\u003cp>As schools’ acceptance of mobile tools such as smartphones and tablets becomes more widespread, educators are \u003ca title=\"struggling with how to incorporate them into current teaching models\" href=\"http://spotlight.macfound.org/featured-stories/entry/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-work/\">struggling with how to incorporate them into current teaching models\u003c/a>. Experts say schools need to get beyond the technology cart—treating these tools as accessories that get wheeled in and wheeled out an hour later—and educators need guidance on how to change their teaching practices to take advantage of what mobile learning has to offer. Yet examples of what these new pedagogical models might look like are hard to come by.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Gagnon and his team may be able to help. As the minds behind \u003ca title=\"Augmented Reality and Interactive Storytelling\" href=\"http://arisgames.org/\">Augmented Reality and Interactive Storytelling\u003c/a> (ARIS), they’ve developed an open-source mobile learning platform educators can download onto an iPhone, iPad or iPod Touch to create place-based and narrative gaming activities that can be incorporated into classroom curriculum.\u003c/p>\n\u003cp>For example, Chris Holden, an assistant professor in the University Honors Program at the University of New Mexico, and Julie Sykes, an assistant professor of Hispanic linguistics, used ARIS to create the game “\u003ca title=\"Mentira\" href=\"http://www.mentira.org/\">Mentira\u003c/a>.” Designed to help Spanish-language students learn in a real-world context, players talk with real people and virtual characters while visiting the Los \u003c!--more-->Griegos neighborhood in Albuquerque, where they must solve a fictional murder mystery based on current and historical events.\u003c/p>\n\u003cfigure id=\"attachment_20812\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/dow_day_300.jpg\">\u003cimg class=\"size-full wp-image-20812\" title=\"dow_day_300\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/dow_day_300.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Playing \"Dow Day.\"\u003c/figcaption>\u003c/figure>\n\u003cp>In Oregon, Wisc., Heidi Pankratz and her students from the Oregon Middle School designed the “Henry Vilas Virus.” Using their phones, students go on a quest through the local zoo to help identify a mysterious virus that is plaguing the animals, while learning about local ecology and biology.\u003c/p>\n\u003cp>How is this possible? Thanks to technologies like GPS and QR codes, these games combine real-world experiences with virtual information. The games can capture geo-tagged audio recordings, for example, or photos and videos that student players can view when they reach a particular place or meet a particular character. Characters can talk with students, provide information, exchange items or respond to tasks. Authors can also create virtual items that players can retrieve and exchange.\u003c/p>\n\u003cp>The key is the ARIS platform, which enables teachers, designers, artists, and students to create place-based narratives. Game designers say the open-source platform is easy to use; educators don’t need a programming background to get started because the work is done with an online authoring tool.\u003c/p>\n\u003cp>When we first reported on ARIS in 2009, the developer community was small. Gagnon estimates that the number of users around the world has grown to more than 5,700 players and 2,000 authors. And he expects this number to double in the next six months.\u003c/p>\n\u003cp>The games that educators are developing, Gagnon says, have the potential to tell us a lot about the possibilities of mobile learning, and what works and what doesn’t when educators partner with technology. As he puts it, “We’re looking at this as a big distributed research question: ‘What in mobile learning might be amazing for education?’”\u003c/p>\n\u003ch4>The Power of Place\u003c/h4>\n\u003cp>Jim Mathews is a teacher at Middleton Alternative Senior High School in Middleton, Wisc., and a UW graduate student. As an ARIS designer, Mathews says he believes in the power of narrative and place to bring learning to life.\u003c/p>\n\u003cp>In 2009, Mathews created “\u003ca title=\"Dow Day\" href=\"http://arisgames.org/featured/dow-day/\">Dow Day\u003c/a>,” one of the first ARIS games. Players can walk the University of Wisconsin-Madison campus using iPhones to view footage of Vietnam War protests that occurred in the same campus locations. The students also learn how the press covered the war and how that colored the protests.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The value is to understand what are the stories out there in the community, around ecological issues, contested issues, political issues.”\u003c/p>\n\u003c/aside>\n\u003cp>These location-based games, explains Matthews, allow kids to engage with their community in new and powerful ways.\u003c/p>\n\u003cp>Along with his high school colleagues, Mathews designed a game to teach students about the city of Middleton and urban planning principles. His students explored downtown Middleton using smartphones and tablets. They looked at photos of the downtown neighborhood from the past and “met” virtual characters from the city’s history. As part of the lesson, students were encouraged to gather images, videos and interviews to investigate elements of urban design, and learn how the city has changed over time in terms of density and housing. This also led them to examine the city’s transportation, architecture, and land use patterns.\u003c/p>\n\u003cp>Mathews said that placing students in a real-world community context helps them develop a broader understanding of the curriculum content—and create their own meaning.\u003c/p>\n\u003cp>Place-based learning, he said, leads game developers to ask: “How does this tool help us investigate place and help us tell stories about place? The value is not only in me telling my own personal story, but to understand what are the stories out there in the community, around ecological issues, contested issues, political issues.”\u003c/p>\n\u003cp>Mathews says he has seen how participation in the augmented reality game has changed how students view history and shifted their perspectives about their own community.\u003c/p>\n\u003cp>Of course, history teachers have known for a long time that real world experience can bring content to life. But what is it about the mobile tool makes this experience different? How does it change how teachers can teach?\u003c/p>\n\u003cp>Game designers say that as a narrative tool, ARIS is especially primed for helping educators create structures that allow students to go out into new environments, collect information, and then to aggregate, find patterns, and make meaning of that information.\u003c/p>\n\u003cp>Designed experiences, says Matthews, provide an “entry point” into neighborhoods. The games invite users to visit places they may not otherwise go, such as shopping at a local bodega without advanced Spanish language skills, or examining a neighborhood’s vacant lot for historical context, or interviewing residents they’ve never met.\u003c/p>\n\u003cp>“Mobile is, in that way, scaffolding,” he says. “The narrative helps students understand why they should care about collecting these data points. And hopefully that encourages them to do other stuff, to get a microscope and collect more data on their own.”\u003c/p>\n\u003cfigure id=\"attachment_20813\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-20813\" title=\"ARIS\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/ARIS_editor.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\">A middle school student in Wisconsin tests his new game.\u003c/figcaption>\u003c/figure>\n\u003ch4>Students As Designers\u003c/h4>\n\u003cp>But there’s another, perhaps even more important way that this mobile design platform can facilitate complex learning. And that’s when students step into the role of designer.\u003c/p>\n\u003cp>Alice Leung, a teacher at Merrylands High School in Sydney, Australia, recently used ARIS with a group of students to design a tour of the school’s main landmarks for student orientation day. Leung divided students into teams—programmers, narrative writers, and media collectors—to take on different roles in the game’s development process. The students designed several quests, each containing items that players had to collect by scanning QR codes. The players exchanged the found items with a series of “guardians” in order to collect badges and win the game.\u003c/p>\n\u003cp>“For me, this experience is much more than making a game and playing a game on iPhones,” Leung wrote in a \u003ca title=\"post on her blog\" href=\"http://missaliceleung.wordpress.com/2011/12/05/its-more-than-just-a-game/\">post on her blog\u003c/a>. “Watching the students create the game has shown me how much young people can thrive when given a challenging task in a stimulating environment. Something that traditional classroom experiences can’t offer.”\u003c/p>\n\u003cp>The students, she adds, “had to constantly communicate with each other (face-to-face and on Edmodo) and complete their tasks according to a timeline, which was created by the students.”\u003c/p>\n\u003cp>Students developed literacy and teamwork skills, she writes, along with learning project management and problem solving.\u003c/p>\n\u003ch4>Design Thinking, A 21st Century Skill\u003c/h4>\n\u003cp>ARIS designers in Madison have held several “game design jams.” Game makers from around the world gather in-person and online for three-day game-making sessions to try out ARIS and to create their own games. At the 2011 ARIS Global Game Jam, middle and high school students joined in along with their teachers. More than 100 participants, from four countries and 11 states, created 127 games. The team held a smaller event this past October, and more events are planned for later this year.\u003c/p>\n\u003cp>Matthews notes that students gain a lot from taking part in the process. “The rich area for kids is really designing,” he says. “Being part of community, play testing, learning about content, science, civics, social studies. It’s a really rich space where people move from players to designers and back. People are rallying around them and commenting on each other’s work.”\u003c/p>\n\u003cp>Games and learning scholar James Paul Gee has pointed to the collaborative skills students gain when they play and design their own online games. These skills are considered by many to be crucial for success in 21st-century work spaces.\u003c/p>\n\u003cp>“In the world of high-tech work, this is called a ‘cross-functional’ team,” \u003ca title=\"Gee said recently\" href=\"http://spotlight.macfound.org/blog/entry/jim-gee-on-the-use-of-video-games-for-learning-about-learning/\">Gee said recently\u003c/a>. “If you go look at the new capitalism and the high-tech workplaces, they are almost all organized in cross-functional teams, which means every member of the team has to be an absolute expert but able to understand everybody else’s role, so they can integrate with it and even replace them if they’re gone.”\u003c/p>\n\u003cp>Similarly, in order to build a successful game using ARIS, Leong, the teacher from Sydney, and other educators say students must understand the testing phase, during which they solve problems and tackle debugging—isolating the issue causing the problem and figuring out how to solve it. This kind of systems-based thinking is hard to teach and yet crucial for today’s students to understand.\u003c/p>\n\u003cp>“There is so much learning that takes place in design,” Gagnon says, citing media editing, HTML coding, archival research, interviewing, and learning how to work with Arduino (an open-source tool that makes using electronics easier). Then there are the softer but no less important skills, like project management, teamwork, and learning how to ask for and receive feedback from peers and mentors.\u003c/p>\n\u003cp>“Games design does not allow you to do one-draft wonders,” says Gagnon.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Feeling intimidated about using an augmented reality tool like ARIS? Don’t be! The ARIS team has a dynamic and active \u003ca title=\"Google group\" href=\"https://groups.google.com/forum/?fromgroups#%21forum/arisgames\">Google group\u003c/a>, and designers make themselves available to answer questions. ARIS developers recommend starting small and not being afraid to jump right in and experiment. For more information, read this helpful intro by Jim Matthews: “\u003ca title=\"How to Get Started Designing Mobile Games For Your Classroom\" href=\"http://spotlight.macfound.org/blog/entry/how-to-get-started-designing-mobile-games-for-your-classroom\">How to Get Started Designing Mobile Games For Your Classroom\u003c/a>.”\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_20810\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-20810\" title=\"Screen shot 2012-04-20 at 10.36.52 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-04-20-at-10.36.52-AM-620x392.png\" alt=\"\" width=\"620\" height=\"392\">\u003cfigcaption class=\"wp-caption-text\">In “Dow Day,” an augmented reality game, middle school students walk the University of Wisconsin-Madison campus using mobile phones to view footage of Vietnam war protests that occurred in the same campus locations.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Sarah Jackson\u003c/h5>\n\u003cp class=\"dropcap-serif\">David Gagnon is talking to a group of educators about how to use mobile devices for learning. In his work as an instructional designer with the University of Wisconsin’s \u003ca title=\"ENGAGE\" href=\"http://engage.wisc.edu/\">ENGAGE\u003c/a> program, Gagnon has given this workshop many times. But these days, he says, things are starting to change.\u003c/p>\n\u003cp>“How many of you are currently using an iPhone, iPad, or iPod touch?” Gagnon asks the teachers, who are participating in a webinar through ISTE, the International Society for Technology in Education.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>GUIDE \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon1.png\">\u003cimg class=\"alignleft size-thumbnail wp-image-20803\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon1-140x140.png\" alt=\"\" width=\"86\" height=\"86\">\u003c/a>\u003cstrong>TO MOBILE LEARNING: \u003c/strong>This is part three of a series exploring mobile learning co-produced by \u003ca title=\"MindShift\" href=\"../\">MindShift\u003c/a> and \u003ca title=\"Spotlight on Digital Media & Learning\" href=\"http://spotlight.macfound.org/\">Spotlight on Digital Media & Learning\u003c/a>.\u003c/p>\n\u003cp>Other posts in this series include: \u003ca title=\"Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\" href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">In the Digital Age, Welcoming Cell Phones in the Class\u003c/a>\u003ca title=\"Welcoming Mobile: More Districts Are Rewriting Acceptable Use Policies, Embracing Smartphones and Social Media in Schools\" href=\"http://spotlight.macfound.org/featured-stories/entry/welcoming-mobile-rewriting-acceptable-use-smartphones-and-social-media/\">.\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>What happens next demonstrates how the availability of communications technology has grown exponentially in recent years: 89 percent of this group owns a mobile device, and they want to know how to use it in their classrooms.\u003c/p>\n\u003cp>“Two years ago, when we would do a workshop with 20 people, we would have to bring 10 devices. Now,” Gagnon says, “the 10 devices sit in the front of the room, and everyone pulls out their own. It’s just amazing.”\u003c/p>\n\u003cp>As schools’ acceptance of mobile tools such as smartphones and tablets becomes more widespread, educators are \u003ca title=\"struggling with how to incorporate them into current teaching models\" href=\"http://spotlight.macfound.org/featured-stories/entry/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-work/\">struggling with how to incorporate them into current teaching models\u003c/a>. Experts say schools need to get beyond the technology cart—treating these tools as accessories that get wheeled in and wheeled out an hour later—and educators need guidance on how to change their teaching practices to take advantage of what mobile learning has to offer. Yet examples of what these new pedagogical models might look like are hard to come by.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Gagnon and his team may be able to help. As the minds behind \u003ca title=\"Augmented Reality and Interactive Storytelling\" href=\"http://arisgames.org/\">Augmented Reality and Interactive Storytelling\u003c/a> (ARIS), they’ve developed an open-source mobile learning platform educators can download onto an iPhone, iPad or iPod Touch to create place-based and narrative gaming activities that can be incorporated into classroom curriculum.\u003c/p>\n\u003cp>For example, Chris Holden, an assistant professor in the University Honors Program at the University of New Mexico, and Julie Sykes, an assistant professor of Hispanic linguistics, used ARIS to create the game “\u003ca title=\"Mentira\" href=\"http://www.mentira.org/\">Mentira\u003c/a>.” Designed to help Spanish-language students learn in a real-world context, players talk with real people and virtual characters while visiting the Los \u003c!--more-->Griegos neighborhood in Albuquerque, where they must solve a fictional murder mystery based on current and historical events.\u003c/p>\n\u003cfigure id=\"attachment_20812\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/dow_day_300.jpg\">\u003cimg class=\"size-full wp-image-20812\" title=\"dow_day_300\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/dow_day_300.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Playing \"Dow Day.\"\u003c/figcaption>\u003c/figure>\n\u003cp>In Oregon, Wisc., Heidi Pankratz and her students from the Oregon Middle School designed the “Henry Vilas Virus.” Using their phones, students go on a quest through the local zoo to help identify a mysterious virus that is plaguing the animals, while learning about local ecology and biology.\u003c/p>\n\u003cp>How is this possible? Thanks to technologies like GPS and QR codes, these games combine real-world experiences with virtual information. The games can capture geo-tagged audio recordings, for example, or photos and videos that student players can view when they reach a particular place or meet a particular character. Characters can talk with students, provide information, exchange items or respond to tasks. Authors can also create virtual items that players can retrieve and exchange.\u003c/p>\n\u003cp>The key is the ARIS platform, which enables teachers, designers, artists, and students to create place-based narratives. Game designers say the open-source platform is easy to use; educators don’t need a programming background to get started because the work is done with an online authoring tool.\u003c/p>\n\u003cp>When we first reported on ARIS in 2009, the developer community was small. Gagnon estimates that the number of users around the world has grown to more than 5,700 players and 2,000 authors. And he expects this number to double in the next six months.\u003c/p>\n\u003cp>The games that educators are developing, Gagnon says, have the potential to tell us a lot about the possibilities of mobile learning, and what works and what doesn’t when educators partner with technology. As he puts it, “We’re looking at this as a big distributed research question: ‘What in mobile learning might be amazing for education?’”\u003c/p>\n\u003ch4>The Power of Place\u003c/h4>\n\u003cp>Jim Mathews is a teacher at Middleton Alternative Senior High School in Middleton, Wisc., and a UW graduate student. As an ARIS designer, Mathews says he believes in the power of narrative and place to bring learning to life.\u003c/p>\n\u003cp>In 2009, Mathews created “\u003ca title=\"Dow Day\" href=\"http://arisgames.org/featured/dow-day/\">Dow Day\u003c/a>,” one of the first ARIS games. Players can walk the University of Wisconsin-Madison campus using iPhones to view footage of Vietnam War protests that occurred in the same campus locations. The students also learn how the press covered the war and how that colored the protests.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The value is to understand what are the stories out there in the community, around ecological issues, contested issues, political issues.”\u003c/p>\n\u003c/aside>\n\u003cp>These location-based games, explains Matthews, allow kids to engage with their community in new and powerful ways.\u003c/p>\n\u003cp>Along with his high school colleagues, Mathews designed a game to teach students about the city of Middleton and urban planning principles. His students explored downtown Middleton using smartphones and tablets. They looked at photos of the downtown neighborhood from the past and “met” virtual characters from the city’s history. As part of the lesson, students were encouraged to gather images, videos and interviews to investigate elements of urban design, and learn how the city has changed over time in terms of density and housing. This also led them to examine the city’s transportation, architecture, and land use patterns.\u003c/p>\n\u003cp>Mathews said that placing students in a real-world community context helps them develop a broader understanding of the curriculum content—and create their own meaning.\u003c/p>\n\u003cp>Place-based learning, he said, leads game developers to ask: “How does this tool help us investigate place and help us tell stories about place? The value is not only in me telling my own personal story, but to understand what are the stories out there in the community, around ecological issues, contested issues, political issues.”\u003c/p>\n\u003cp>Mathews says he has seen how participation in the augmented reality game has changed how students view history and shifted their perspectives about their own community.\u003c/p>\n\u003cp>Of course, history teachers have known for a long time that real world experience can bring content to life. But what is it about the mobile tool makes this experience different? How does it change how teachers can teach?\u003c/p>\n\u003cp>Game designers say that as a narrative tool, ARIS is especially primed for helping educators create structures that allow students to go out into new environments, collect information, and then to aggregate, find patterns, and make meaning of that information.\u003c/p>\n\u003cp>Designed experiences, says Matthews, provide an “entry point” into neighborhoods. The games invite users to visit places they may not otherwise go, such as shopping at a local bodega without advanced Spanish language skills, or examining a neighborhood’s vacant lot for historical context, or interviewing residents they’ve never met.\u003c/p>\n\u003cp>“Mobile is, in that way, scaffolding,” he says. “The narrative helps students understand why they should care about collecting these data points. And hopefully that encourages them to do other stuff, to get a microscope and collect more data on their own.”\u003c/p>\n\u003cfigure id=\"attachment_20813\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-20813\" title=\"ARIS\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/ARIS_editor.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\">A middle school student in Wisconsin tests his new game.\u003c/figcaption>\u003c/figure>\n\u003ch4>Students As Designers\u003c/h4>\n\u003cp>But there’s another, perhaps even more important way that this mobile design platform can facilitate complex learning. And that’s when students step into the role of designer.\u003c/p>\n\u003cp>Alice Leung, a teacher at Merrylands High School in Sydney, Australia, recently used ARIS with a group of students to design a tour of the school’s main landmarks for student orientation day. Leung divided students into teams—programmers, narrative writers, and media collectors—to take on different roles in the game’s development process. The students designed several quests, each containing items that players had to collect by scanning QR codes. The players exchanged the found items with a series of “guardians” in order to collect badges and win the game.\u003c/p>\n\u003cp>“For me, this experience is much more than making a game and playing a game on iPhones,” Leung wrote in a \u003ca title=\"post on her blog\" href=\"http://missaliceleung.wordpress.com/2011/12/05/its-more-than-just-a-game/\">post on her blog\u003c/a>. “Watching the students create the game has shown me how much young people can thrive when given a challenging task in a stimulating environment. Something that traditional classroom experiences can’t offer.”\u003c/p>\n\u003cp>The students, she adds, “had to constantly communicate with each other (face-to-face and on Edmodo) and complete their tasks according to a timeline, which was created by the students.”\u003c/p>\n\u003cp>Students developed literacy and teamwork skills, she writes, along with learning project management and problem solving.\u003c/p>\n\u003ch4>Design Thinking, A 21st Century Skill\u003c/h4>\n\u003cp>ARIS designers in Madison have held several “game design jams.” Game makers from around the world gather in-person and online for three-day game-making sessions to try out ARIS and to create their own games. At the 2011 ARIS Global Game Jam, middle and high school students joined in along with their teachers. More than 100 participants, from four countries and 11 states, created 127 games. The team held a smaller event this past October, and more events are planned for later this year.\u003c/p>\n\u003cp>Matthews notes that students gain a lot from taking part in the process. “The rich area for kids is really designing,” he says. “Being part of community, play testing, learning about content, science, civics, social studies. It’s a really rich space where people move from players to designers and back. People are rallying around them and commenting on each other’s work.”\u003c/p>\n\u003cp>Games and learning scholar James Paul Gee has pointed to the collaborative skills students gain when they play and design their own online games. These skills are considered by many to be crucial for success in 21st-century work spaces.\u003c/p>\n\u003cp>“In the world of high-tech work, this is called a ‘cross-functional’ team,” \u003ca title=\"Gee said recently\" href=\"http://spotlight.macfound.org/blog/entry/jim-gee-on-the-use-of-video-games-for-learning-about-learning/\">Gee said recently\u003c/a>. “If you go look at the new capitalism and the high-tech workplaces, they are almost all organized in cross-functional teams, which means every member of the team has to be an absolute expert but able to understand everybody else’s role, so they can integrate with it and even replace them if they’re gone.”\u003c/p>\n\u003cp>Similarly, in order to build a successful game using ARIS, Leong, the teacher from Sydney, and other educators say students must understand the testing phase, during which they solve problems and tackle debugging—isolating the issue causing the problem and figuring out how to solve it. This kind of systems-based thinking is hard to teach and yet crucial for today’s students to understand.\u003c/p>\n\u003cp>“There is so much learning that takes place in design,” Gagnon says, citing media editing, HTML coding, archival research, interviewing, and learning how to work with Arduino (an open-source tool that makes using electronics easier). Then there are the softer but no less important skills, like project management, teamwork, and learning how to ask for and receive feedback from peers and mentors.\u003c/p>\n\u003cp>“Games design does not allow you to do one-draft wonders,” says Gagnon.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"jerrybrown": {
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"title": "The Political Mind of Jerry Brown",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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"latino-usa": {
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"title": "Latino USA",
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"source": "American Public Media"
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"rss": "https://rss.art19.com/masters-of-scale"
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},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"imageAlt": "KQED MindShift: How We Will Learn",
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"meta": {
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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
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"order": 11
},
"link": "/podcasts/onourwatch",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
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"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
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"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
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},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
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"officialWebsiteLink": "/perspectives/",
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"order": 14
},
"link": "/perspectives",
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"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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"rss": "https://feeds.npr.org/510289/podcast.xml"
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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