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"content": "\u003cp>When classrooms went online in 2020 during the \u003ca href=\"https://www.kqed.org/mindshift/55771/10-comfort-games-that-encourage-kindness-community-and-well-being\">pandemic, gamified learning opportunities\u003c/a> grew as a quick and easy way to evaluate the general learning that was happening from student to student. Gamified learning applies game-like elements, like point systems, badges or micro-credentialing to incentivize a learning activity. While these activities are easily accessible for teachers and students, there are drawbacks to gamified learning tools like multiple choice games.\u003c/p>\n\u003cp>“It doesn’t evaluate particularly meaningful forms of learning,” according to Antero Godina Garcia, an associate professor at Stanford’s Graduate School of Education.\u003c/p>\n\u003cp>After so many years of gamification, teachers might also be feeling some fatigue with those tools, he said. Constant advertisements from ed-tech companies selling their gamified learning products can be dismissive of a teacher’s pedagogical expertise.\u003c/p>\n\u003cp>“It’s frustrating and exhausting,” he said, for educators who have not seen gamified tools make the classroom better or more manageable.\u003c/p>\n\u003cp>Popular gamified learning platforms like Kahoot are good at motivating students to complete quiz-like tasks, but aren’t necessarily pedagogically innovative, said Tanner Higgin, a senior educational technology researcher at WestEd.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Gamified learning activities can get students engaged really quickly, but these strategies don’t breed the \u003ca href=\"https://www.kqed.org/mindshift/51772/how-data-privacy-lessons-in-alternative-reality-games-can-help-kids-in-real-life\">long-lasting motivation for learning\u003c/a> that most teachers look for, said Higgin. Because gamification is \u003ca href=\"https://www.kqed.org/mindshift/53337/intrinsic-motivation-is-key-to-student-achievement-but-schools-can-crush-it\">extrinsically motivated\u003c/a>, students can tire quickly because the rewards become less and less appealing over time, he said.\u003c/p>\n\u003cp>“I think what teachers are ultimately after is seeing students driving their own learning, and really digging deep into subjects,” which is hard to do with gamified activities that promote quick rewards for simple task completion, said Higgin.\u003c/p>\n\u003cp>There is a rather large distinction between gamification and game-based learning in terms of outcome and execution. \u003ca href=\"https://www.kqed.org/mindshift/35180/tapping-into-the-potential-of-video-games-and-uninhibited-play-for-learning-education\">Game-based learning\u003c/a> is useful for teachers and students when used to expand understanding, and gain creative, critical thinking, and communication skills, said Higgin. But, like most pedagogical practices, game-based learning requires a lot of preparation.\u003c/p>\n\u003cp>“Game-based learning works well for any content area or subject if, pedagogically, you’re focused on building skills and conceptual understanding of material,” he said.\u003c/p>\n\u003ch2>\u003cstrong>Game-based Learning in the Classroom\u003c/strong>\u003c/h2>\n\u003cp>Educational gaming platforms like \u003ca href=\"https://www.filamentgames.com/\">Filament Games\u003c/a> align content with learning objectives and require thinking skills, said Higgin. For the most effective games, “the very mechanics of the game are teaching you valuable skills that can be translated into the classroom and that align with teachers’ goals,” Higgin said.\u003c/p>\n\u003cp>Joe Dillon, a teacher and cross-content instructional coach, was an early adopter of digital game-based learning and has used \u003ca href=\"https://education.minecraft.net/en-us\">Minecraft: Education Edition\u003c/a> in the classroom.\u003c/p>\n\u003cp>Dillon first became interested in using digital games as texts nearly two decades ago and was already familiar with game-based learning. He began to \u003ca href=\"https://www.edutopia.org/article/guide-teaching-writing-minecraft/\">explore digital games\u003c/a>, and developed social studies units where students would write their own version of adventure-based games. Dillon began using Minecraft: Education Edition during workshops that helped students develop community building skills. Dillon went on to help design English Language Arts games, and the students at his current school have access to Minecraft: Education Edition.\u003c/p>\n\u003cp>Game-based learning doesn’t have to be digital. According to Higgin, teachers have found success utilizing existing board games. For example, the board game \u003ca href=\"https://www.kqed.org/mindshift/41614/what-do-sixth-graders-say-about-learning-with-games-it-works\">Settlers of Catan\u003c/a> is commonly used by math teachers to exercise applications of probability and decision making, said Higgin. He encouraged teachers to ask students about games that they are interested in and have access to, to drive game-based learning.\u003c/p>\n\u003cp>But game-based learning is easier said than done.\u003c/p>\n\u003cp>Dillon logged countless hours utilizing Minecraft before he was able to introduce it to a classroom with specific and effective learning goals attached. According to Garcia, teachers and schools need to be committed to the pedagogical approach in order to embrace game-based learning. “Game-based learning is about adapting existing games” often for the purpose of developing soft skills like collaboration, teamwork, and leadership, he said. Game-based learning can also serve as a means of content exposure through gameplay.\u003c/p>\n\u003cp>Garcia cautioned against game-based learning when a teacher hasn’t properly prepared. Certain games also include historical simulations which Garcia said can present unintended “dangers around thinking about empathy and issues of gender, racial, and cultural politics” especially if they reproduce “particular kinds of harmful legacies across our history.”\u003c/p>\n\u003cp>There’s a time and place for game-based learning, and it shouldn’t be used for every single learning opportunity in classrooms. “I don’t necessarily think you can use a game to replace literature or particular forms of writing and communication,” said Garcia.\u003c/p>\n\u003ch2>\u003cstrong>Balancing Game-based Learning and Gamification \u003c/strong>\u003c/h2>\n\u003cp>Although there is some skepticism around gamification, it isn’t all bad. “I do think teachers, when they act as designers, can take principles of gamification and do great things,” said Dillon. Embracing a teacher’s own ability to play is important, said Garcia and suggested that teachers guide students through thinking meta-cognitively about gamification activities. Teachers can discuss with students some of the ways “these kinds of gaming systems are shaping the practices in [the] classrooms,” said Garcia. “When you allow kids to kind of see explicitly what schools are expecting of them, you get really powerful conversations where a lot is being learned that might not necessarily be the stated outcome of these gamification tools,” Garcia continued.\u003c/p>\n\u003cp>Although teachers and students might have varying opinions and responses to gamification and game-based learning, gamification can sometimes lack connection to the material being incentivized. If resources and time are limited, as they are with most teachers, there are ways to incorporate the principles of game-based learning without a complete overhaul of existing lessons and curricula.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“What teachers can do instead is look for ways to give students more meaningful [choices] over what they’re doing,” said Higgin. When teachers find “ways to connect students’ curiosity or unique interests to the content,” the pedagogical approach of game-based learning starts to emerge.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Gamified learning activities can get students engaged really quickly, but these strategies don’t breed the \u003ca href=\"https://www.kqed.org/mindshift/51772/how-data-privacy-lessons-in-alternative-reality-games-can-help-kids-in-real-life\">long-lasting motivation for learning\u003c/a> that most teachers look for, said Higgin. 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For the most effective games, “the very mechanics of the game are teaching you valuable skills that can be translated into the classroom and that align with teachers’ goals,” Higgin said.\u003c/p>\n\u003cp>Joe Dillon, a teacher and cross-content instructional coach, was an early adopter of digital game-based learning and has used \u003ca href=\"https://education.minecraft.net/en-us\">Minecraft: Education Edition\u003c/a> in the classroom.\u003c/p>\n\u003cp>Dillon first became interested in using digital games as texts nearly two decades ago and was already familiar with game-based learning. He began to \u003ca href=\"https://www.edutopia.org/article/guide-teaching-writing-minecraft/\">explore digital games\u003c/a>, and developed social studies units where students would write their own version of adventure-based games. Dillon began using Minecraft: Education Edition during workshops that helped students develop community building skills. 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Certain games also include historical simulations which Garcia said can present unintended “dangers around thinking about empathy and issues of gender, racial, and cultural politics” especially if they reproduce “particular kinds of harmful legacies across our history.”\u003c/p>\n\u003cp>There’s a time and place for game-based learning, and it shouldn’t be used for every single learning opportunity in classrooms. “I don’t necessarily think you can use a game to replace literature or particular forms of writing and communication,” said Garcia.\u003c/p>\n\u003ch2>\u003cstrong>Balancing Game-based Learning and Gamification \u003c/strong>\u003c/h2>\n\u003cp>Although there is some skepticism around gamification, it isn’t all bad. “I do think teachers, when they act as designers, can take principles of gamification and do great things,” said Dillon. 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"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">Jane McGonigal is a game designer, future-forecaster, popular TED speaker, and the bestselling author of \u003c/span>\u003ca href=\"http://www.amazon.com/Reality-Broken-Games-Better-Change/dp/1594202850/?tag=offsitoftimfe-20\">\u003ci>\u003cspan style=\"font-weight: 400;\">Reality Is Broken\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and\u003c/span>\u003ca href=\"https://www.amazon.com/SuperBetter-Living-Gamefully-Jane-McGonigal/dp/0143109774/?tag=offsitoftimfe-20\"> \u003ci>\u003cspan style=\"font-weight: 400;\">SuperBetter\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Her new book, \u003c/span>\u003ca href=\"https://www.amazon.com/Imaginable-Future-Coming-Anything-Even-Impossible-ebook/dp/B099ZQXPGP/?tag=offsitoftimfe-20\">\u003ci>\u003cspan style=\"font-weight: 400;\">Imaginable: How to See the Future Coming and Feel Ready for Anything—Even Things That Seem Impossible Today\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400;\">, is a practical call to action that encourages readers to envision and shape a better future. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">Imaginable\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> offers a potent antidote to the sense of helplessness felt by so many as we face a growing climate crisis, global conflicts, runaway technology, and political divisiveness. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Drawing from her work as the Director of Games Research & Development at the \u003c/span>\u003ca href=\"https://www.iftf.org/home/\">\u003cspan style=\"font-weight: 400;\">Institute for the Future\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, McGonigal synthesizes cutting-edge research, playful future-thinking simulations, and an array of futurist methods to chart an actionable path forward. In our conversation, she shares how parents, teachers, community groups, and youth can mine futurist techniques to undertake powerful acts of imagination and confront an uncertain future with resilience and hope.\u003c/span>\u003c/p>\n\u003cp>\u003cb>When I think of a futurist, I imagine a 21st century oracle who parts the veils of time and glimpses into the future. So, what exactly is a futurist? What do they do?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: The type of futurist that I am tries to inspire others to think about how the future could be different in two ways. First, how might the future include new crises or risks or disruptions that we’ve never lived through before? The more deeply we can intellectually and emotionally place ourselves there, the better we can prepare. Secondly, futurists think about how the future can be shaped in ways that we want it to be different. Futurists try to help people imagine extreme versions of better futures so that we can find the motivation to take action today. The computer scientist Alan Kay said that the best way to predict the future is to invent it. \u003c/span>\u003c/p>\n\u003cp>\u003cb>What inspired you to write \u003c/b>\u003cb>\u003ci>Imaginable\u003c/i>\u003c/b>\u003cb>?\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003cspan style=\"font-weight: 400;\">McGonigal: I hit my limit of reading headlines and news stories that described world events like the pandemic and extreme weather as “unimaginable”. In recent years, we’ve had so many shocking political events in the United States, and extremism and new kinds of protests and social movements, and this word just kept showing up. It was exasperating because we’d predicted so much of this for a long time. It wasn’t that they were “unimaginable” or “unthinkable,” we just didn’t want to think about them because it’s stressful and it makes us feel anxious. Or, we didn’t have the tools or information to vividly imagine what living through a pandemic would be like or how social media might fuel extremism. I wanted to write a book to help people confidently see that no future is unthinkable because we refuse to think about it, or no future is unimaginable because we don’t believe that transformative change is possible. \u003c/span>\u003c/p>\n\u003cp>\u003cb>One of the book’s driving ideas is \u003c/b>\u003cb>\u003ci>urgent optimism\u003c/i>\u003c/b>\u003cb>. What is urgent optimism and why should we strive for it?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: Urgent optimism means we definitely need to act and not sit around and wait for the future to happen. We \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">will\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> take action to shape how the future turns out. The optimism comes from a sense of agency or self-efficacy where the future is shaped by actions that we take today to prepare, plan and change the way the world works. To stay engaged with the future we have to fuel the fires of hope and creativity. We have to feel that the future can be better due to our own actions. At the end of the day, urgent optimism allows for the mental flexibility to internalize a realistic sense of hope that is grounded in an awareness of risks and threats, but engages with new technologies, solutions, and movements that will make things better. \u003c/span>\u003c/p>\n\u003cp>\u003cb>What are some accessible futurist techniques that might translate well to schools or other youth-oriented environments? \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://janemcgonigal.com/2021/12/17/imaginable-how-to-see-the-future-coming-and-feel-ready-for-anything-even-things-that-seem-impossible-today/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-59463\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Imaginable-160x214.png\" alt=\"\" width=\"250\" height=\"335\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/06/Imaginable-160x214.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/06/Imaginable-800x1071.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/06/Imaginable-768x1028.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/06/Imaginable.png 822w\" sizes=\"auto, (max-width: 250px) 100vw, 250px\">\u003c/a>McGonigal: There’s a simple habit of collecting and sharing what we call signals of change. Anybody can gather signals, and they would definitely work for teachers who want to bring future-thinking into their classrooms. A signal of change could be a news story, a surprising social media post, or something from the world around you. It’s something you’ve never seen before that represents a new way of doing things or a new way of being in reality. You can take a picture of it or take notes about it. It’s not a hypothetical idea or fiction: it’s a real change happening somewhere.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Every art form has its medium, and signals of change are the raw material of the futurist. Writers use words, computer programmers use code, musicians use musical notes, and artists use paint or clay. We create ideas about the future out of these signals of change. Examples might include a “No Drone Zone” sign in a park, a pay-what-you-can restaurant in Berkeley that had no prices on the menu, or a story about the new virtual real estate market unfolding in the metaverse. These concrete examples make you stop in your tracks and say, “Wow! I guess things can be different.” These, to me, are signals of change. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Schools and teachers can create a culture of investigating signals, sharing signals, responding to them, and reflecting on them. Students might discuss whether the signal makes them feel more hopeful or more worried. Does it make them feel powerful? Are they curious to learn how to engage with it? Where will it lead? You can even organize signal scavenger hunts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Every subject benefits from future-thinking, and it makes learning more relevant because it’s about things happening in the world that are cool, interesting, weird, and surprising. My background is in gaming, so I’m always looking for opportunities to generate the positive emotions that we easily get from games, but maybe not from our everyday lives. The surprise, the delight, the curiosity inspired by signals of change are great ways to bring those positive emotions into the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What are some exciting futures for schools that have emerged from your work?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: One of the biggest ideas for driving change in schools that I’m excited to see is the concept of a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">grand challenge\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">. Instead of traditional subjects or declaring a major in university, students might undertake a challenge to solve a global issue like climate action, ending poverty, gender equality, or zero hunger. I’m excited to see how people use the idea of connecting learning at all levels and across disciplines to global grand challenges to create more meaningful learning experiences.\u003c/span>\u003c/p>\n\u003cp>\u003cb>In the book you describe a future-thinking technique where you immerse groups in large-scale scenarios and social simulations, usually set 10 years in the future. How can schools, parents, youth, or community groups run or participate in these scenarios?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: The most practical thing to do is take scenarios from the book, \u003c/span>\u003ca href=\"https://www.iftf.org/our-work/featured-projects/\">\u003cspan style=\"font-weight: 400;\">those we share\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> publicly at the Institute of the Future, or visit the \u003c/span>\u003ca href=\"https://urgentoptimists.org/\">\u003cspan style=\"font-weight: 400;\">Urgent Optimists website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which has a club you can join with new scenarios every month. Teachers, parents, community groups, or anybody can adapt scenarios to local lived experience. You play with it, see how people react and what emerges. It could be like a school newspaper or a school play, where kids are eager to roll up their sleeves and be a part of creating something together. It could be a simulation club, a scenario club, or a signals club, but they can be integrated in classrooms as well.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Can you share a powerful or memorable experience that emerged from your work with youth?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: We invited teens to a 10-year forecast conference and asked them to imagine a future rite of passage. A lot of teenagers don’t get driver’s licenses anymore, and it was such a rite of passage for decades. It meant freedom and independence and growing up. Today, teens are less interested in driving for sustainability reasons, economic reasons, or mental health reasons. We asked them “what do you think teenagers are going to do as rites of passage in the future?” The rite of passage that they came-up with that they all agreed sounded the most plausible was the first time that they would personally experience a climate catastrophe or terrible extreme weather. That was in 2018, before Greta Thunberg came on the scene and really channeled this righteous anger of young people. It was definitely a clue to us that this generation was already experiencing a pre-traumatic experience of climate change. They knew it was something that they would personally live through. The old teenage ritual was about freedom and independence, and this new rite of passage was going to be about coming to terms with loss and trauma. When young people imagine their future, we should believe them. What they’re saying is that they feel like there’s a lot of trauma and suffering coming, and they need ways to imagine better worlds.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Running a scenario seems to be as much about personal growth and building resilience as it is about predicting the future. What are the benefits of running a scenario or a simulation, even if they might not accurately predict the future?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: Future scenarios and simulations are all about how things could be different, so that fundamental creative skill of thinking differently is at the heart of it. It also is a big driver of hope, particularly for young people. Often, it’s less about preparing for the challenges of the future and more about imagining the world we want to wake up in. It’s about being the authors of our own worlds; to use the power of the future as a place where nobody has said no yet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Learning how to visualize the future more specifically can help people experience less depression and less anxiety. When we’re anxious, we tend to fixate on vivid mental images of things that scare us, but we can imagine a future where we deal with things effectively. We can imagine ourselves taking actions that are within our power in order to deal with situations. Or, we can just redirect our imagination towards something that is a better representation of our hopes and values so that we don’t get stuck. \u003c/span>\u003c/p>\n\u003cp>\u003cb>In the book you also discuss cultivating empathy for our future selves. Can you tell me more about that?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: It stems from research done at UCLA that used neuroimaging to study how we think about our future selves or our far-future selves. Our brain reacts to our future self as if they were a stranger. This explains why we often have a hard time taking action today that benefits our future selves, whether it’s saving money for a long term goal, exercising, sustainability choices, or even voting. It even leads to procrastination. We avoid doing tasks and hand them over to our future selves. Future me will be fine writing this paper! But, you’re still going to be you when you get there.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We can build a relationship with our future self by vividly imagining future-thinking scenarios and what our life in the future might look like. It’s kind of like neurological cross training because it helps us develop what is called hard empathy for our future self, which then can translate into empathy for other strangers or other people we perceive as different from ourselves. Our empathy grows by thinking about differences: how the future could be different, how our future selves could be different, and how other people’s experiences of a crisis or change is different. Some people are very motivated by helping others and not helping themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cb>And, finally, this is a nice segway into the empowering concept of \u003c/b>\u003cb>\u003ci>learned helpfulness\u003c/i>\u003c/b>\u003cb>.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: By imagining what we might do in a possible future, we can learn our own helpfulness. It is so powerful to imagine how our own unique skills and abilities and strengths, no matter how small, might be of service to others. We often give ourselves more creative latitude when we imagine our future selves. We think, “future me can be really powerful and capable and amazing and accomplished.” We set higher goals for our future self, and we can more easily see ourselves take action in the future because we’re not there yet and our imagination has room to play. We feel the power of our agency when we imagine ourselves doing things that tend to be more ambitious, more audacious. When we envision what we might do to help others in the future, we are empowered to realize we could take that action today and change the future accordingly.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Jane McGonigal is the author of “\u003ca href=\"https://www.amazon.com/Imaginable-Future-Coming-Anything-Even-Impossible-ebook/dp/B099ZQXPGP/?tag=offsitoftimfe-20\">Imaginable: How to See the Future Coming and Feel Ready for Anything—Even Things That Seem Impossible Today\u003c/a>.” You can follower her on Twitter at \u003ca href=\"https://twitter.com/avantgame\">@avantegame.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">Jane McGonigal is a game designer, future-forecaster, popular TED speaker, and the bestselling author of \u003c/span>\u003ca href=\"http://www.amazon.com/Reality-Broken-Games-Better-Change/dp/1594202850/?tag=offsitoftimfe-20\">\u003ci>\u003cspan style=\"font-weight: 400;\">Reality Is Broken\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and\u003c/span>\u003ca href=\"https://www.amazon.com/SuperBetter-Living-Gamefully-Jane-McGonigal/dp/0143109774/?tag=offsitoftimfe-20\"> \u003ci>\u003cspan style=\"font-weight: 400;\">SuperBetter\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Her new book, \u003c/span>\u003ca href=\"https://www.amazon.com/Imaginable-Future-Coming-Anything-Even-Impossible-ebook/dp/B099ZQXPGP/?tag=offsitoftimfe-20\">\u003ci>\u003cspan style=\"font-weight: 400;\">Imaginable: How to See the Future Coming and Feel Ready for Anything—Even Things That Seem Impossible Today\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400;\">, is a practical call to action that encourages readers to envision and shape a better future. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">Imaginable\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> offers a potent antidote to the sense of helplessness felt by so many as we face a growing climate crisis, global conflicts, runaway technology, and political divisiveness. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Drawing from her work as the Director of Games Research & Development at the \u003c/span>\u003ca href=\"https://www.iftf.org/home/\">\u003cspan style=\"font-weight: 400;\">Institute for the Future\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, McGonigal synthesizes cutting-edge research, playful future-thinking simulations, and an array of futurist methods to chart an actionable path forward. In our conversation, she shares how parents, teachers, community groups, and youth can mine futurist techniques to undertake powerful acts of imagination and confront an uncertain future with resilience and hope.\u003c/span>\u003c/p>\n\u003cp>\u003cb>When I think of a futurist, I imagine a 21st century oracle who parts the veils of time and glimpses into the future. So, what exactly is a futurist? What do they do?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: The type of futurist that I am tries to inspire others to think about how the future could be different in two ways. First, how might the future include new crises or risks or disruptions that we’ve never lived through before? The more deeply we can intellectually and emotionally place ourselves there, the better we can prepare. Secondly, futurists think about how the future can be shaped in ways that we want it to be different. Futurists try to help people imagine extreme versions of better futures so that we can find the motivation to take action today. The computer scientist Alan Kay said that the best way to predict the future is to invent it. \u003c/span>\u003c/p>\n\u003cp>\u003cb>What inspired you to write \u003c/b>\u003cb>\u003ci>Imaginable\u003c/i>\u003c/b>\u003cb>?\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003cspan style=\"font-weight: 400;\">McGonigal: I hit my limit of reading headlines and news stories that described world events like the pandemic and extreme weather as “unimaginable”. In recent years, we’ve had so many shocking political events in the United States, and extremism and new kinds of protests and social movements, and this word just kept showing up. It was exasperating because we’d predicted so much of this for a long time. It wasn’t that they were “unimaginable” or “unthinkable,” we just didn’t want to think about them because it’s stressful and it makes us feel anxious. Or, we didn’t have the tools or information to vividly imagine what living through a pandemic would be like or how social media might fuel extremism. I wanted to write a book to help people confidently see that no future is unthinkable because we refuse to think about it, or no future is unimaginable because we don’t believe that transformative change is possible. \u003c/span>\u003c/p>\n\u003cp>\u003cb>One of the book’s driving ideas is \u003c/b>\u003cb>\u003ci>urgent optimism\u003c/i>\u003c/b>\u003cb>. What is urgent optimism and why should we strive for it?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: Urgent optimism means we definitely need to act and not sit around and wait for the future to happen. We \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">will\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> take action to shape how the future turns out. The optimism comes from a sense of agency or self-efficacy where the future is shaped by actions that we take today to prepare, plan and change the way the world works. To stay engaged with the future we have to fuel the fires of hope and creativity. We have to feel that the future can be better due to our own actions. At the end of the day, urgent optimism allows for the mental flexibility to internalize a realistic sense of hope that is grounded in an awareness of risks and threats, but engages with new technologies, solutions, and movements that will make things better. \u003c/span>\u003c/p>\n\u003cp>\u003cb>What are some accessible futurist techniques that might translate well to schools or other youth-oriented environments? \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://janemcgonigal.com/2021/12/17/imaginable-how-to-see-the-future-coming-and-feel-ready-for-anything-even-things-that-seem-impossible-today/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-59463\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Imaginable-160x214.png\" alt=\"\" width=\"250\" height=\"335\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/06/Imaginable-160x214.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/06/Imaginable-800x1071.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/06/Imaginable-768x1028.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/06/Imaginable.png 822w\" sizes=\"auto, (max-width: 250px) 100vw, 250px\">\u003c/a>McGonigal: There’s a simple habit of collecting and sharing what we call signals of change. Anybody can gather signals, and they would definitely work for teachers who want to bring future-thinking into their classrooms. A signal of change could be a news story, a surprising social media post, or something from the world around you. It’s something you’ve never seen before that represents a new way of doing things or a new way of being in reality. You can take a picture of it or take notes about it. It’s not a hypothetical idea or fiction: it’s a real change happening somewhere.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Every art form has its medium, and signals of change are the raw material of the futurist. Writers use words, computer programmers use code, musicians use musical notes, and artists use paint or clay. We create ideas about the future out of these signals of change. Examples might include a “No Drone Zone” sign in a park, a pay-what-you-can restaurant in Berkeley that had no prices on the menu, or a story about the new virtual real estate market unfolding in the metaverse. These concrete examples make you stop in your tracks and say, “Wow! I guess things can be different.” These, to me, are signals of change. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Schools and teachers can create a culture of investigating signals, sharing signals, responding to them, and reflecting on them. Students might discuss whether the signal makes them feel more hopeful or more worried. Does it make them feel powerful? Are they curious to learn how to engage with it? Where will it lead? You can even organize signal scavenger hunts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Every subject benefits from future-thinking, and it makes learning more relevant because it’s about things happening in the world that are cool, interesting, weird, and surprising. My background is in gaming, so I’m always looking for opportunities to generate the positive emotions that we easily get from games, but maybe not from our everyday lives. The surprise, the delight, the curiosity inspired by signals of change are great ways to bring those positive emotions into the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What are some exciting futures for schools that have emerged from your work?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: One of the biggest ideas for driving change in schools that I’m excited to see is the concept of a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">grand challenge\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">. Instead of traditional subjects or declaring a major in university, students might undertake a challenge to solve a global issue like climate action, ending poverty, gender equality, or zero hunger. I’m excited to see how people use the idea of connecting learning at all levels and across disciplines to global grand challenges to create more meaningful learning experiences.\u003c/span>\u003c/p>\n\u003cp>\u003cb>In the book you describe a future-thinking technique where you immerse groups in large-scale scenarios and social simulations, usually set 10 years in the future. How can schools, parents, youth, or community groups run or participate in these scenarios?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: The most practical thing to do is take scenarios from the book, \u003c/span>\u003ca href=\"https://www.iftf.org/our-work/featured-projects/\">\u003cspan style=\"font-weight: 400;\">those we share\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> publicly at the Institute of the Future, or visit the \u003c/span>\u003ca href=\"https://urgentoptimists.org/\">\u003cspan style=\"font-weight: 400;\">Urgent Optimists website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which has a club you can join with new scenarios every month. Teachers, parents, community groups, or anybody can adapt scenarios to local lived experience. You play with it, see how people react and what emerges. It could be like a school newspaper or a school play, where kids are eager to roll up their sleeves and be a part of creating something together. It could be a simulation club, a scenario club, or a signals club, but they can be integrated in classrooms as well.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Can you share a powerful or memorable experience that emerged from your work with youth?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: We invited teens to a 10-year forecast conference and asked them to imagine a future rite of passage. A lot of teenagers don’t get driver’s licenses anymore, and it was such a rite of passage for decades. It meant freedom and independence and growing up. Today, teens are less interested in driving for sustainability reasons, economic reasons, or mental health reasons. We asked them “what do you think teenagers are going to do as rites of passage in the future?” The rite of passage that they came-up with that they all agreed sounded the most plausible was the first time that they would personally experience a climate catastrophe or terrible extreme weather. That was in 2018, before Greta Thunberg came on the scene and really channeled this righteous anger of young people. It was definitely a clue to us that this generation was already experiencing a pre-traumatic experience of climate change. They knew it was something that they would personally live through. The old teenage ritual was about freedom and independence, and this new rite of passage was going to be about coming to terms with loss and trauma. When young people imagine their future, we should believe them. What they’re saying is that they feel like there’s a lot of trauma and suffering coming, and they need ways to imagine better worlds.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Running a scenario seems to be as much about personal growth and building resilience as it is about predicting the future. What are the benefits of running a scenario or a simulation, even if they might not accurately predict the future?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: Future scenarios and simulations are all about how things could be different, so that fundamental creative skill of thinking differently is at the heart of it. It also is a big driver of hope, particularly for young people. Often, it’s less about preparing for the challenges of the future and more about imagining the world we want to wake up in. It’s about being the authors of our own worlds; to use the power of the future as a place where nobody has said no yet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Learning how to visualize the future more specifically can help people experience less depression and less anxiety. When we’re anxious, we tend to fixate on vivid mental images of things that scare us, but we can imagine a future where we deal with things effectively. We can imagine ourselves taking actions that are within our power in order to deal with situations. Or, we can just redirect our imagination towards something that is a better representation of our hopes and values so that we don’t get stuck. \u003c/span>\u003c/p>\n\u003cp>\u003cb>In the book you also discuss cultivating empathy for our future selves. Can you tell me more about that?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: It stems from research done at UCLA that used neuroimaging to study how we think about our future selves or our far-future selves. Our brain reacts to our future self as if they were a stranger. This explains why we often have a hard time taking action today that benefits our future selves, whether it’s saving money for a long term goal, exercising, sustainability choices, or even voting. It even leads to procrastination. We avoid doing tasks and hand them over to our future selves. Future me will be fine writing this paper! But, you’re still going to be you when you get there.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We can build a relationship with our future self by vividly imagining future-thinking scenarios and what our life in the future might look like. It’s kind of like neurological cross training because it helps us develop what is called hard empathy for our future self, which then can translate into empathy for other strangers or other people we perceive as different from ourselves. Our empathy grows by thinking about differences: how the future could be different, how our future selves could be different, and how other people’s experiences of a crisis or change is different. Some people are very motivated by helping others and not helping themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cb>And, finally, this is a nice segway into the empowering concept of \u003c/b>\u003cb>\u003ci>learned helpfulness\u003c/i>\u003c/b>\u003cb>.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: By imagining what we might do in a possible future, we can learn our own helpfulness. It is so powerful to imagine how our own unique skills and abilities and strengths, no matter how small, might be of service to others. We often give ourselves more creative latitude when we imagine our future selves. We think, “future me can be really powerful and capable and amazing and accomplished.” We set higher goals for our future self, and we can more easily see ourselves take action in the future because we’re not there yet and our imagination has room to play. We feel the power of our agency when we imagine ourselves doing things that tend to be more ambitious, more audacious. When we envision what we might do to help others in the future, we are empowered to realize we could take that action today and change the future accordingly.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Jane McGonigal is the author of “\u003ca href=\"https://www.amazon.com/Imaginable-Future-Coming-Anything-Even-Impossible-ebook/dp/B099ZQXPGP/?tag=offsitoftimfe-20\">Imaginable: How to See the Future Coming and Feel Ready for Anything—Even Things That Seem Impossible Today\u003c/a>.” You can follower her on Twitter at \u003ca href=\"https://twitter.com/avantgame\">@avantegame.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p1\">Staring at a blank page can be daunting for anyone with a writing assignment. As one writes, there are all kinds of rules to adhere to: grammar, spelling, punctuation, etc. In school, writing can feel like a chore if it’s part of a class assignment or a topic the student doesn’t care about. But for those who have experienced the thrill of writing fan fiction, there’s a certain flow that can feel liberating.\u003c/p>\n\u003cp class=\"p3\">“I’ve had several students over the years who’ve come to me with the fan fiction that they’ve written that’s in the hundreds of pages,” said \u003ca href=\"https://juliaetorres.blog/about/\">Julia Torres\u003c/a>, a teacher-librarian in Denver Public Schools. “I had one student, his name was Arturo, and he had written several novels’ worth of fan fiction. And they want you to read it as their teacher because they want your feedback.”\u003c/p>\n\u003cp class=\"p1\">Fan fiction is a type of writing that builds upon or takes liberties with existing stories. Writers can create alternate endings for stories, create parallel worlds, develop side characters more deeply or cross over characters from different stories. Some of the most popular fan fic subjects are \u003ca href=\"https://archiveofourown.org/tags/Harry%20Potter%20-%20J*d*%20K*d*%20Rowling/works\">Harry Potter\u003c/a>, \u003ca href=\"https://archiveofourown.org/tags/Sherlock%20Holmes%20*a*%20Related%20Fandoms/works\">Sherlock Holmes\u003c/a> and \u003ca href=\"https://archiveofourown.org/tags/Marvel/works\">Marvel\u003c/a> comics. There’s also fan fiction about real people, like members of the K-pop band \u003ca href=\"https://archiveofourown.org/tags/%EB%B0%A9%ED%83%84%EC%86%8C%EB%85%84%EB%8B%A8%20%7C%20Bangtan%20Boys%20%7C%20BTS/works\">BTS\u003c/a>. Fan fiction can be challenging because writers have to be knowledgable about what existing characters would do or how their worlds operate.\u003c/p>\n\u003cp>“The imagined worlds that I have read are free of a lot of the oppressive structures that we have in the real world,” said Torres. “So that’s a place where our students escape from all of that, and they might do that through their favorite fantasy characters.”\u003c/p>\n\u003cp class=\"p1\">Fan fic can also enhance existing stories by \u003ca href=\"https://www.latimes.com/books/la-ca-jc-fob-roshani-chokshi-20180411-story.html\">adding characters\u003c/a> students don’t see, like Black, Indigenous and People of Color.\u003c/p>\n\u003ch2 class=\"p1\">\u003cb>Reading Fan Fiction \u003c/b>\u003c/h2>\n\u003cp class=\"p1\">“The main thing I love about fan fiction is that it’s so inclusive,” said \u003ca href=\"https://mtvernonlibrary.weebly.com/\">Julie Stivers\u003c/a>, librarian at Mt. Vernon Middle School in North Carolina. She said fan fiction can provide students with stories they might not be getting as part of the curriculum, either because they’re not represented in the books or they just aren’t interesting. “We’re about 90 percent BIPOC students [at school] and I want my collection to be 90 percent BIPOC.” She said there’s greater motivation for students to read when they’re provided with stories that build upon interests they already have.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">“If you’re a student who doesn’t read a lot, I can probably find a fan fic story for you,” said Stivers. “Let’s say you love manga and anime, there’s literally hundreds of thousands of stories you can find online. It’s another access point for literacy for kids.”*\u003c/p>\n\u003cp class=\"p1\">As a librarian, Stivers will read in advance anything she recommends to students in order to monitor for what’s age appropriate. And in the era of distance learning, she said reading fan fic can be far more accessible than waiting for a physical book; it’s a lot easier to print out pages of fan fic for students to read instead of waiting for a physical book to arrive or wait for it be returned by the patron. Fan fic can also be written by fandoms quickly, whereas authors might take several years to write a book.\u003c/p>\n\u003ch2 class=\"p1\">\u003cb>Teaching Fan Fiction\u003c/b>\u003c/h2>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">“When I was in high school, I did not enjoy reading,” said Andrew Tucker, an English teacher at \u003c/span>\u003cspan class=\"s2\">Manchester Valley High School in Maryland. It wasn’t until his Shakespeare teacher showed him that a love of literature has the same value as a love for movies, video games or comic books. He learned how to analyze stories and think about characters beyond the typical literary canon and tap into what he loved to read, watch and play growing up. As a kid, Tucker loved Star Wars, Batman, Godzilla and Dragon Ball Z. \u003c/span>\u003c/p>\n\u003cp class=\"p4\">You can see stories everywhere — in books, movies and games. And one type of story Tucker teaches his students is the \u003ca href=\"http://www.sfcenter.ku.edu/Workshop-stuff/Joseph-Campbell-Hero-Journey.htm\">Hero’s Journey\u003c/a>. It’s a framework for telling stories that was popularized by Joseph Campbell in the 1950s but dates back to ancient mythology. One of the most visible modern examples of the Hero’s Journey is in the movie Star Wars. When Tucker teaches a unit on Beowulf fan fiction, he’ll start by showing students a clip from Star Wars to show how Luke Skywalker answers the call to adventure and crosses the threshold – key elements to the Hero’s Journey. Then, students write from the perspective of someone who is not a main Beowulf character – the mother of the monster Grendel. Tucker advises students to make up any details they want, but they can’t contradict anything that’s in the original poem.\u003c/p>\n\u003cp class=\"p6\">“I even had a student say one time, ‘Are we essentially writing Grendel fan fiction?’ I said, ‘Yes, you are. But you’re showing me that you understand, A, how to write a narrative, and B, that you can write from a different point of view.’\u003cspan class=\"s4\">”\u003c/span>\u003c/p>\n\u003cp class=\"p9\">Tucker’s excitement about stories caught the attention of Kirstie Troutman, a school colleague. Her son, Drew, is passionate about writing, so she hired Tucker as a tutor to help him explore fan fiction.\u003c/p>\n\u003cp class=\"p6\">“If your child was into sports, you’d search for the teams that could build those skills and the coaches,” said Troutman. “[Writing] is where my son’s interest is, so I found the coach to match him with his interest.”\u003c/p>\n\u003ch2 class=\"p9\">\u003cspan class=\"s5\">\u003cb>Fan Fiction and Learning\u003c/b>\u003c/span>\u003c/h2>\n\u003cp class=\"p9\">When Tanner Higgin was a junior high school student, he wasn’t motivated to do homework. He would do the bare minimum to stay on a college-bound path. But when he discovered a Star Wars fan fiction community through an America Online hub, his world and word count expanded.\u003c/p>\n\u003cp class=\"p6\">“It was a tremendous amount of of writing,” said Higgin of his contributions.\u003c/p>\n\u003cp class=\"p9\">The Star Wars community was designed as a massive role-playing game. It involved writing dialogue and storylines for characters, creating challenges and organizing the members of the community. Higgin started writing for Han Solo but ultimately got recruited to write for the Imperial forces and bring order to an unruly group.\u003c/p>\n\u003cp class=\"p6\">“The Imperial side of this community was constantly facing mutinies,” recalled Higgin. “There was always someone looking to grab power and usurp power so you needed a lot of management to keep those things in check.”\u003c/p>\n\u003cp class=\"p9\">Higgin’s organizational skills gained him attention in the group and he was asked to take on more management roles. This meant holding regular meetings, sending official emails and creating rules and regulations for the community.\u003c/p>\n\u003cp class=\"p6\">“I ended up getting promoted and was one of the leaders for a time and really found myself extending my leadership skills,” said Higgin. All of the Star Wars fan fiction writing and community organizing skills were crucial developmental experiences he didn’t appreciate until he was a school teacher trying to motivate his own students.\u003c/p>\n\u003cp class=\"p6\">“This was really my introduction to the idea that you could take something you love and put your own spin on it, and most importantly, work with other people to build a shared world and –sort of like improvisational theater – play off of the contributions of other people and really try and think from the perspective of a character and act how that character would respond to other people,” said Higgin, who is Director of Education Editorial Strategy at \u003ca href=\"https://www.tannerhiggin.com/about/\">Common Sense\u003c/a>. “It was really a kind of mind-blowing, mind-expanding way of thinking about what art is.”\u003cspan class=\"Apple-converted-space\"> \u003c/span>\u003c/p>\n\u003ch2 class=\"p9\">\u003cspan class=\"s5\">\u003cb>Fan Fic community \u003c/b>\u003c/span>\u003c/h2>\n\u003cp class=\"p9\">One unique element of fan fiction is the community that coalesces in support of writers. The feedback writers get in fan fiction communities helps them get better.\u003c/p>\n\u003cp class=\"p9\">Professor \u003ca href=\"https://journals.sagepub.com/doi/abs/10.2304/elea.2006.3.2.170\">Rebecca Black\u003c/a> learned about how helpful fan fiction communities can be when she studied English Language Learners who write fan fiction. These students felt insecure about their language skills in school, but \u003ca href=\"https://journals.sagepub.com/doi/abs/10.2304/elea.2006.3.2.170\">developed confidence by practicing writing in fan fic\u003c/a> forums and getting feedback.\u003c/p>\n\u003cp class=\"p6\">“They really represented themselves as ‘I’m not a good writer,’ ‘I’m not very good in English,’ ‘I hate English class,’ ‘I hate school,’ but they would spend hours and hours writing these stories online that people were reading and giving them feedback on,” said Black, professor of informatics at UC Irvine.\u003c/p>\n\u003cp class=\"p9\">Engaging in online forums might feel risky for parents of adolescents, but Black says that the community is mostly focused on writing. It’s also a place where teens can role-play some of the issues they’re dealing with through characters in their stories.\u003c/p>\n\u003cp class=\"p4\">\u003cspan class=\"s4\">“\u003c/span>\u003cspan class=\"s2\">I’ve been part of sites where people were very strong in their critique of writing and feedback,” said Black, “but never just sort of wanton abuse that I think a lot of parents worry about.” \u003c/span>\u003c/p>\n\u003cp class=\"p9\">However, fan fiction isn’t without its critics. Fan fiction is getting more visibility for its sexual reputation with the popularity of sexual storylines, the HBO show “Euphoria” and the \u003ca href=\"https://www.npd.com/wps/portal/npd/us/news/press-releases/2019/fifty-shades-of-grey-was-the-best-selling-book-of-the-decade-in-the-us-the-npd-group-says/\">best-selling book of the decade\u003c/a>, “50 Shades of Gray.” For those reasons – in addition to time constraints and testing requirements – teachers have mostly kept their distance from deep fan fiction. However, that doesn’t mean teens will stay away.\u003c/p>\n\u003cp class=\"p9\">For students who are interested in writing fan fiction, teacher-librarian Julia Torres recommends the tools at \u003ca href=\"https://nanowrimo.org/\">NaNoWriMo\u003c/a> that can help people get into the writer’s habit. As for reading fan fiction, \u003ca href=\"https://www.fanfiction.net/\">fanfiction.net\u003c/a> has a ratings system for what’s appropriate, like what you see in movies, and teens flock to \u003ca href=\"https://archiveofourown.org/\">Archive of Our Own\u003c/a>.\u003c/p>\n\u003cp>“Please, give your students the freedom to read it without having to prove to you that it fits some sort of adult guidelines,” said Torres, “because being able to indulge in a reading life that is free of restrictions is something that we don’t really often allow kids to do. And there’s a reason for their curiosity.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p9\">\u003cem>*An earlier version of this story misquoted the number of stories. We regret this error. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">Staring at a blank page can be daunting for anyone with a writing assignment. As one writes, there are all kinds of rules to adhere to: grammar, spelling, punctuation, etc. In school, writing can feel like a chore if it’s part of a class assignment or a topic the student doesn’t care about. But for those who have experienced the thrill of writing fan fiction, there’s a certain flow that can feel liberating.\u003c/p>\n\u003cp class=\"p3\">“I’ve had several students over the years who’ve come to me with the fan fiction that they’ve written that’s in the hundreds of pages,” said \u003ca href=\"https://juliaetorres.blog/about/\">Julia Torres\u003c/a>, a teacher-librarian in Denver Public Schools. “I had one student, his name was Arturo, and he had written several novels’ worth of fan fiction. And they want you to read it as their teacher because they want your feedback.”\u003c/p>\n\u003cp class=\"p1\">Fan fiction is a type of writing that builds upon or takes liberties with existing stories. Writers can create alternate endings for stories, create parallel worlds, develop side characters more deeply or cross over characters from different stories. Some of the most popular fan fic subjects are \u003ca href=\"https://archiveofourown.org/tags/Harry%20Potter%20-%20J*d*%20K*d*%20Rowling/works\">Harry Potter\u003c/a>, \u003ca href=\"https://archiveofourown.org/tags/Sherlock%20Holmes%20*a*%20Related%20Fandoms/works\">Sherlock Holmes\u003c/a> and \u003ca href=\"https://archiveofourown.org/tags/Marvel/works\">Marvel\u003c/a> comics. There’s also fan fiction about real people, like members of the K-pop band \u003ca href=\"https://archiveofourown.org/tags/%EB%B0%A9%ED%83%84%EC%86%8C%EB%85%84%EB%8B%A8%20%7C%20Bangtan%20Boys%20%7C%20BTS/works\">BTS\u003c/a>. Fan fiction can be challenging because writers have to be knowledgable about what existing characters would do or how their worlds operate.\u003c/p>\n\u003cp>“The imagined worlds that I have read are free of a lot of the oppressive structures that we have in the real world,” said Torres. “So that’s a place where our students escape from all of that, and they might do that through their favorite fantasy characters.”\u003c/p>\n\u003cp class=\"p1\">Fan fic can also enhance existing stories by \u003ca href=\"https://www.latimes.com/books/la-ca-jc-fob-roshani-chokshi-20180411-story.html\">adding characters\u003c/a> students don’t see, like Black, Indigenous and People of Color.\u003c/p>\n\u003ch2 class=\"p1\">\u003cb>Reading Fan Fiction \u003c/b>\u003c/h2>\n\u003cp class=\"p1\">“The main thing I love about fan fiction is that it’s so inclusive,” said \u003ca href=\"https://mtvernonlibrary.weebly.com/\">Julie Stivers\u003c/a>, librarian at Mt. Vernon Middle School in North Carolina. She said fan fiction can provide students with stories they might not be getting as part of the curriculum, either because they’re not represented in the books or they just aren’t interesting. “We’re about 90 percent BIPOC students [at school] and I want my collection to be 90 percent BIPOC.” She said there’s greater motivation for students to read when they’re provided with stories that build upon interests they already have.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">“If you’re a student who doesn’t read a lot, I can probably find a fan fic story for you,” said Stivers. “Let’s say you love manga and anime, there’s literally hundreds of thousands of stories you can find online. It’s another access point for literacy for kids.”*\u003c/p>\n\u003cp class=\"p1\">As a librarian, Stivers will read in advance anything she recommends to students in order to monitor for what’s age appropriate. And in the era of distance learning, she said reading fan fic can be far more accessible than waiting for a physical book; it’s a lot easier to print out pages of fan fic for students to read instead of waiting for a physical book to arrive or wait for it be returned by the patron. Fan fic can also be written by fandoms quickly, whereas authors might take several years to write a book.\u003c/p>\n\u003ch2 class=\"p1\">\u003cb>Teaching Fan Fiction\u003c/b>\u003c/h2>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">“When I was in high school, I did not enjoy reading,” said Andrew Tucker, an English teacher at \u003c/span>\u003cspan class=\"s2\">Manchester Valley High School in Maryland. It wasn’t until his Shakespeare teacher showed him that a love of literature has the same value as a love for movies, video games or comic books. He learned how to analyze stories and think about characters beyond the typical literary canon and tap into what he loved to read, watch and play growing up. As a kid, Tucker loved Star Wars, Batman, Godzilla and Dragon Ball Z. \u003c/span>\u003c/p>\n\u003cp class=\"p4\">You can see stories everywhere — in books, movies and games. And one type of story Tucker teaches his students is the \u003ca href=\"http://www.sfcenter.ku.edu/Workshop-stuff/Joseph-Campbell-Hero-Journey.htm\">Hero’s Journey\u003c/a>. It’s a framework for telling stories that was popularized by Joseph Campbell in the 1950s but dates back to ancient mythology. One of the most visible modern examples of the Hero’s Journey is in the movie Star Wars. When Tucker teaches a unit on Beowulf fan fiction, he’ll start by showing students a clip from Star Wars to show how Luke Skywalker answers the call to adventure and crosses the threshold – key elements to the Hero’s Journey. Then, students write from the perspective of someone who is not a main Beowulf character – the mother of the monster Grendel. Tucker advises students to make up any details they want, but they can’t contradict anything that’s in the original poem.\u003c/p>\n\u003cp class=\"p6\">“I even had a student say one time, ‘Are we essentially writing Grendel fan fiction?’ I said, ‘Yes, you are. But you’re showing me that you understand, A, how to write a narrative, and B, that you can write from a different point of view.’\u003cspan class=\"s4\">”\u003c/span>\u003c/p>\n\u003cp class=\"p9\">Tucker’s excitement about stories caught the attention of Kirstie Troutman, a school colleague. Her son, Drew, is passionate about writing, so she hired Tucker as a tutor to help him explore fan fiction.\u003c/p>\n\u003cp class=\"p6\">“If your child was into sports, you’d search for the teams that could build those skills and the coaches,” said Troutman. “[Writing] is where my son’s interest is, so I found the coach to match him with his interest.”\u003c/p>\n\u003ch2 class=\"p9\">\u003cspan class=\"s5\">\u003cb>Fan Fiction and Learning\u003c/b>\u003c/span>\u003c/h2>\n\u003cp class=\"p9\">When Tanner Higgin was a junior high school student, he wasn’t motivated to do homework. He would do the bare minimum to stay on a college-bound path. But when he discovered a Star Wars fan fiction community through an America Online hub, his world and word count expanded.\u003c/p>\n\u003cp class=\"p6\">“It was a tremendous amount of of writing,” said Higgin of his contributions.\u003c/p>\n\u003cp class=\"p9\">The Star Wars community was designed as a massive role-playing game. It involved writing dialogue and storylines for characters, creating challenges and organizing the members of the community. Higgin started writing for Han Solo but ultimately got recruited to write for the Imperial forces and bring order to an unruly group.\u003c/p>\n\u003cp class=\"p6\">“The Imperial side of this community was constantly facing mutinies,” recalled Higgin. “There was always someone looking to grab power and usurp power so you needed a lot of management to keep those things in check.”\u003c/p>\n\u003cp class=\"p9\">Higgin’s organizational skills gained him attention in the group and he was asked to take on more management roles. This meant holding regular meetings, sending official emails and creating rules and regulations for the community.\u003c/p>\n\u003cp class=\"p6\">“I ended up getting promoted and was one of the leaders for a time and really found myself extending my leadership skills,” said Higgin. All of the Star Wars fan fiction writing and community organizing skills were crucial developmental experiences he didn’t appreciate until he was a school teacher trying to motivate his own students.\u003c/p>\n\u003cp class=\"p6\">“This was really my introduction to the idea that you could take something you love and put your own spin on it, and most importantly, work with other people to build a shared world and –sort of like improvisational theater – play off of the contributions of other people and really try and think from the perspective of a character and act how that character would respond to other people,” said Higgin, who is Director of Education Editorial Strategy at \u003ca href=\"https://www.tannerhiggin.com/about/\">Common Sense\u003c/a>. “It was really a kind of mind-blowing, mind-expanding way of thinking about what art is.”\u003cspan class=\"Apple-converted-space\"> \u003c/span>\u003c/p>\n\u003ch2 class=\"p9\">\u003cspan class=\"s5\">\u003cb>Fan Fic community \u003c/b>\u003c/span>\u003c/h2>\n\u003cp class=\"p9\">One unique element of fan fiction is the community that coalesces in support of writers. The feedback writers get in fan fiction communities helps them get better.\u003c/p>\n\u003cp class=\"p9\">Professor \u003ca href=\"https://journals.sagepub.com/doi/abs/10.2304/elea.2006.3.2.170\">Rebecca Black\u003c/a> learned about how helpful fan fiction communities can be when she studied English Language Learners who write fan fiction. These students felt insecure about their language skills in school, but \u003ca href=\"https://journals.sagepub.com/doi/abs/10.2304/elea.2006.3.2.170\">developed confidence by practicing writing in fan fic\u003c/a> forums and getting feedback.\u003c/p>\n\u003cp class=\"p6\">“They really represented themselves as ‘I’m not a good writer,’ ‘I’m not very good in English,’ ‘I hate English class,’ ‘I hate school,’ but they would spend hours and hours writing these stories online that people were reading and giving them feedback on,” said Black, professor of informatics at UC Irvine.\u003c/p>\n\u003cp class=\"p9\">Engaging in online forums might feel risky for parents of adolescents, but Black says that the community is mostly focused on writing. It’s also a place where teens can role-play some of the issues they’re dealing with through characters in their stories.\u003c/p>\n\u003cp class=\"p4\">\u003cspan class=\"s4\">“\u003c/span>\u003cspan class=\"s2\">I’ve been part of sites where people were very strong in their critique of writing and feedback,” said Black, “but never just sort of wanton abuse that I think a lot of parents worry about.” \u003c/span>\u003c/p>\n\u003cp class=\"p9\">However, fan fiction isn’t without its critics. Fan fiction is getting more visibility for its sexual reputation with the popularity of sexual storylines, the HBO show “Euphoria” and the \u003ca href=\"https://www.npd.com/wps/portal/npd/us/news/press-releases/2019/fifty-shades-of-grey-was-the-best-selling-book-of-the-decade-in-the-us-the-npd-group-says/\">best-selling book of the decade\u003c/a>, “50 Shades of Gray.” For those reasons – in addition to time constraints and testing requirements – teachers have mostly kept their distance from deep fan fiction. However, that doesn’t mean teens will stay away.\u003c/p>\n\u003cp class=\"p9\">For students who are interested in writing fan fiction, teacher-librarian Julia Torres recommends the tools at \u003ca href=\"https://nanowrimo.org/\">NaNoWriMo\u003c/a> that can help people get into the writer’s habit. As for reading fan fiction, \u003ca href=\"https://www.fanfiction.net/\">fanfiction.net\u003c/a> has a ratings system for what’s appropriate, like what you see in movies, and teens flock to \u003ca href=\"https://archiveofourown.org/\">Archive of Our Own\u003c/a>.\u003c/p>\n\u003cp>“Please, give your students the freedom to read it without having to prove to you that it fits some sort of adult guidelines,” said Torres, “because being able to indulge in a reading life that is free of restrictions is something that we don’t really often allow kids to do. And there’s a reason for their curiosity.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "10 Comfort Games That Encourage Kindness, Community and Well-Being",
"title": "10 Comfort Games That Encourage Kindness, Community and Well-Being",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In the world’s first history book, Herodotus recounts how the ancient Lydians faced a prolonged period of food scarcity. Months passed without relief and despair set in, spurring the desperate Lydians to implement an unusual solution. Life was organized according to a two-day schedule, where they fasted on the first day and played games to distract from hunger, while on the second day they ate and abstained from play. Herodotus writes that the people lived according to this pattern for eighteen years, survived the famine, and invented some of the games that we enjoy today.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three thousand years later, we stand to learn much from the Lydians. Games might be a timely balm as we grapple with our own social crisis. French philosopher David Émile Durkeim believed that games are a cornerstone of human bonding, while their power to absorb and distract helps ease our thoughts from the troubles at hand. Also, digital games can simulate vast navigable virtual spaces, an attractive commodity when access to real world space is restricted. But, unlike the Lydians, we already have tens of thousands of games ready to go, many of which have been designed to dissolve physical distance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we adjust to a prolonged sojourn in the great indoors, the games included here may help ease the burden of confinement. Players can draw comfort from bridging distance through online collaboration, traveling the virtual world, sharing struggles, or getting a daily fitness fix, all without having to step outside.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Kind Words\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"http://popcannibal.com/kindwords/\">\u003ci>\u003cspan style=\"font-weight: 400\">Kind Words\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">’ core mechanic is meaningful human contact. Players can anonymously write short letters to share their struggles or respond to others with supportive words. After the tutorial, all letters and responses are produced by real people. This little game with a big heart seems ideally suited to our current circumstances as it transcends space with its anonymous virtual network that encourages positive interactions, mutual comfort and support. It’s also a fun way for kids to exercise reading, writing and \u003ca href=\"https://www.kqed.org/mindshift/54853/why-its-imperative-we-all-learn-to-be-emotion-scientists\">emotional intelligence\u003c/a> through empathetic engagements. Not surprisingly, many recent letters address social distancing issues which grant ample opportunity to connect on the foundation of shared experience.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=wnJ2sRTkZo8\u003c/p>\n\u003ch2>\u003cb>Journey\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Doesn’t it feel like a good time for a mystical pilgrimage across the desert? \u003c/span>\u003ca href=\"https://thatgamecompany.com/journey/\">\u003ci>\u003cspan style=\"font-weight: 400\">Journey\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a striking work of video game art where a player traverses a surreal desert landscape as they make their way to a distant mountain. The soothing soundtrack, austere expanses and calming rhythm of play are a powerful antidote to the doldrums of social isolation. The best part is that you are not alone. At every level, one might encounter another anonymous player with whom they can exchange magic scarves and form a temporary alliance. Communication is limited to avatar motion and nonverbal chimes or “pings.” Strangely, these \u003c/span>\u003ca href=\"https://www.eurogamer.net/articles/2018-07-08-how-journey-only-truly-made-sense-when-almost-everything-had-been-cut\">\u003cspan style=\"font-weight: 400\">constraints deepen the emotional connection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between players as it impedes potentially toxic behavior. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Journey\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is a powerful metaphor that binds inward and outward voyages, but perhaps the most relevant message it delivers is its persistent reminder that less is more.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=bkL94nKSd2M\u003c/p>\n\u003ch2>\u003cb>Stardew Valley \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pastoral life calls in \u003c/span>\u003ca href=\"https://www.stardewvalley.net/\">\u003ci>\u003cspan style=\"font-weight: 400\">Stardew Valley\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, where you’re an urban office worker who inherits an abandoned plot of land from your grandfather. Fed-up with the city grind, you decide to take the plunge and start a new life in Pelican Town, an idyllic 16-bit farming community. Soon, you’re clearing land, managing crops, monitoring your sleep cycles, visiting the general store, socializing with the townsfolk and exploring the surrounding countryside. The surprise hit of 2016 is a refreshing tend-and-befriend game with throwback graphics and diverse tasks that will keep you blissfully occupied for hours. You can also farm with friends: there’s a \u003c/span>\u003ca href=\"https://www.gamesradar.com/stardew-valley-co-op-multiplayer-how-to/\">\u003cspan style=\"font-weight: 400\">multiplayer co-op\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> version that lets up to four players work together, share an income and even tie the knot. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=ot7uXNQskhs\u003c/p>\n\u003ch2>\u003cb>Animal Crossing: New Horizon\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fresh off the press, \u003c/span>\u003ca href=\"https://www.nintendo.com/games/detail/animal-crossing-new-horizons-switch/\">\u003cspan style=\"font-weight: 400\">\u003cem>Animal Crossing: New Horizons\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is the latest installment of the enduring life simulation franchise where players explore a cartoony paradiscal island and build a thriving community of cutesy animal citizens. The open-ended sim is a highly customizable sandbox where players build, collect, craft, grow, fish, trade, play and socialize. Time on the island is tied to the real world clock, the weather is in flux and the flora and fauna change according to the seasons. Four can collaborate on the same system and up to eight online players can meet to work and play on the island.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=_3YNL0OWio0\u003c/p>\n\u003ch2>\u003cb>GeoGuessr\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While we await regularly scheduled flights to resume, \u003c/span>\u003ca href=\"https://www.geoguessr.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">GeoGuessr\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> lets us explore the world from the comfort of home. It leverages Google Maps and Street View technology to drop you somewhere on the globe to wander around searching for clues to determine your location. Street signs, landscapes, flora, fauna, company logos, store signs and architecture all provide clues to help you figure out whether you’ve been beamed to the heart of Mongolia or deposited in downtown Nairobi. There are diverse challenges available and those who aren’t ready to go global can choose to materialize at landmarks, specific countries, or U.S. capitals. Once you’ve satisfied your wanderlust, hand it over to the kids for an entertaining boost to their geographic knowledge and critical thinking skills.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Outer Wilds\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After you’ve exhausted your virtual tour of the world, you might consider heading off planet to the \u003c/span>\u003ca href=\"https://www.mobiusdigitalgames.com/outer-wilds.html\">\u003ci>\u003cspan style=\"font-weight: 400\">Outer Wilds\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. The recent winner of BAFTA’s Best Game of 2020 award is sci-fi on the surface, but \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Outer Wilds\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is a gentle, carefully crafted masterpiece that rewards careful exploration. This time, you’re a rookie alien astronaut caught in a 22-minute time loop that always ends with a massive supernova, blackout and you wake up at the campfire starting position again. Rinse, but not quite repeat, as every churn of the \u003c/span>\u003ca href=\"https://www.imdb.com/title/tt0107048/\">\u003ci>\u003cspan style=\"font-weight: 400\">Groundhog Day\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> cycle reveals a new piece of the puzzle as you learn why you are trapped in the loop. It is ultimately a story about community and connection that caused \u003c/span>\u003ca href=\"https://www.polygon.com/2019/12/13/21011871/outer-wilds-goty-best-games-of-the-year\">\u003cspan style=\"font-weight: 400\">one reviewer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to confess that \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“Outer Wilds\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">’\u003c/span> \u003cspan style=\"font-weight: 400\">final revelations left a mark that will be on my soul...one that pulls at me every time I hear its simple, enthralling theme music.” \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=d6LGnVCL1_A\u003c/p>\n\u003ch2>\u003cb>Dungeons & Dragons\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In case you didn’t notice, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Dungeons & Dragons\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is back and bigger than ever. The iconic sword and sorcery tabletop role-playing game (RPG) with the eccentric dice has enjoyed a massive resurgence as an embodied alternative to online socialization. Besides its mainstream popularity, educators, therapists and parents have leveraged \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">D&D\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to encourage \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51787/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write\">\u003cspan style=\"font-weight: 400\">literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51790/how-dungeons-dragons-primes-students-for-interdisciplinary-learning-including-stem\">\u003cspan style=\"font-weight: 400\">STEM\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">\u003cspan style=\"font-weight: 400\">social and emotional wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The pen-and-paper game was designed to be played around a table; however, it takes more than a lockdown to subdue. Wizards of the Coast curates a wealth of \u003c/span>\u003ca href=\"https://dnd.wizards.com/articles/remote\">\u003cspan style=\"font-weight: 400\">free tools and resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help transition your \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">D&D\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> campaign online, and Polygon offers \u003c/span>\u003ca href=\"https://www.polygon.com/2020/3/17/21182538/how-to-play-dungeons-dragons-pen-and-paper-games-online-virtual-tabletop-coronavirus\">\u003cspan style=\"font-weight: 400\">a guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help make the shift with other RPGs. Roleplay is cathartic, and tabletop RPGs are ultimately collaborative storytelling experiences, a fundamental human impulse to strengthen social cohesion.\u003c/span>\u003c/p>\n\u003cp>https://youtu.be/2PEt5RdNHNw\u003c/p>\n\u003ch2>\u003cb>Minecraft\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.minecraft.net/en-us/\">\u003ci>\u003cspan style=\"font-weight: 400\">Minecraft\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> is in a category all its own, and a mainstay of every video game list ever. It’s the second best selling title of all time, the commercial video game most widely used \u003c/span>\u003ca href=\"https://education.minecraft.net/\">\u003cspan style=\"font-weight: 400\">in education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and it remains enormously popular with players of all ages. Blockish avatars explore, mine and build structures ranging from simple homes to sophisticated circuits. Geographically distanced friends can collaborate on projects, and it’s even possible \u003c/span>\u003ca href=\"https://www.businessinsider.com/virtual-computers-built-inside-minecraft-2015-2\">\u003cspan style=\"font-weight: 400\">to build a computer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://blog.connectedcamps.com/creative-minecraft-theater/\">\u003cspan style=\"font-weight: 400\">stage a live performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the virtual world. For tens of millions of youth (and adults) around the world, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Minecraft\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is a safe and familiar place to converse, compete, collaborate and, best of all, create.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Ring Fit Adventure and Just Dance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, physical exercise is a cornerstone of wellbeing, and games can help with that too. There is no end to online fitness videos but, let’s face it, sometimes the motivation just isn’t there. Some may be more willing to build up a sweat if they have to battle monsters and clear obstacles in a dungeon. Nintendo’s \u003c/span>\u003ca href=\"https://www.nintendo.com/games/detail/ring-fit-adventure-switch/\">\u003ci>\u003cspan style=\"font-weight: 400\">Ring Fit Adventure\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, the spiritual successor to \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Wii_Sports\">\u003cspan style=\"font-weight: 400\">Wii Sports\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, uses motion sensors, a plastic ring peripheral and an RPG narrative to incentivize a workout. It also includes more traditional guided exercise routines. If you prefer to boogie, \u003c/span>\u003ca href=\"https://www.ubisoft.com/en-ca/game/just-dance-2020/\">\u003ci>\u003cspan style=\"font-weight: 400\">Just Dance\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> curates classic and contemporary dance hits and scores players on how well they can execute the guided moves, while co-op mode allows for dance offs and collaborative routines.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=ClIanDEQSyk\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dutch historian John Huizinga believed that games are magic circles whose self-contained rules and protocols separate them apart from the real word. Today, it might be more applicable to think of games as magic networks rather than circles, meaningfully connecting people far and wide through designed experiences, and offering a refuge from our refuge. A wayward Danish prince who was also trapped at home once said, “I could be bounded in a nutshell, and count myself a king of infinite space.” With a little help from modern technology, so can we.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In the world’s first history book, Herodotus recounts how the ancient Lydians faced a prolonged period of food scarcity. Months passed without relief and despair set in, spurring the desperate Lydians to implement an unusual solution. Life was organized according to a two-day schedule, where they fasted on the first day and played games to distract from hunger, while on the second day they ate and abstained from play. Herodotus writes that the people lived according to this pattern for eighteen years, survived the famine, and invented some of the games that we enjoy today.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three thousand years later, we stand to learn much from the Lydians. Games might be a timely balm as we grapple with our own social crisis. French philosopher David Émile Durkeim believed that games are a cornerstone of human bonding, while their power to absorb and distract helps ease our thoughts from the troubles at hand. Also, digital games can simulate vast navigable virtual spaces, an attractive commodity when access to real world space is restricted. But, unlike the Lydians, we already have tens of thousands of games ready to go, many of which have been designed to dissolve physical distance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we adjust to a prolonged sojourn in the great indoors, the games included here may help ease the burden of confinement. Players can draw comfort from bridging distance through online collaboration, traveling the virtual world, sharing struggles, or getting a daily fitness fix, all without having to step outside.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Kind Words\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"http://popcannibal.com/kindwords/\">\u003ci>\u003cspan style=\"font-weight: 400\">Kind Words\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">’ core mechanic is meaningful human contact. Players can anonymously write short letters to share their struggles or respond to others with supportive words. After the tutorial, all letters and responses are produced by real people. This little game with a big heart seems ideally suited to our current circumstances as it transcends space with its anonymous virtual network that encourages positive interactions, mutual comfort and support. It’s also a fun way for kids to exercise reading, writing and \u003ca href=\"https://www.kqed.org/mindshift/54853/why-its-imperative-we-all-learn-to-be-emotion-scientists\">emotional intelligence\u003c/a> through empathetic engagements. Not surprisingly, many recent letters address social distancing issues which grant ample opportunity to connect on the foundation of shared experience.\u003c/span>\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/wnJ2sRTkZo8'\n title='//www.youtube.com/embed/wnJ2sRTkZo8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>\u003cb>Journey\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Doesn’t it feel like a good time for a mystical pilgrimage across the desert? \u003c/span>\u003ca href=\"https://thatgamecompany.com/journey/\">\u003ci>\u003cspan style=\"font-weight: 400\">Journey\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a striking work of video game art where a player traverses a surreal desert landscape as they make their way to a distant mountain. The soothing soundtrack, austere expanses and calming rhythm of play are a powerful antidote to the doldrums of social isolation. The best part is that you are not alone. At every level, one might encounter another anonymous player with whom they can exchange magic scarves and form a temporary alliance. Communication is limited to avatar motion and nonverbal chimes or “pings.” Strangely, these \u003c/span>\u003ca href=\"https://www.eurogamer.net/articles/2018-07-08-how-journey-only-truly-made-sense-when-almost-everything-had-been-cut\">\u003cspan style=\"font-weight: 400\">constraints deepen the emotional connection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between players as it impedes potentially toxic behavior. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Journey\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is a powerful metaphor that binds inward and outward voyages, but perhaps the most relevant message it delivers is its persistent reminder that less is more.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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/bkL94nKSd2M'\n title='//www.youtube.com/embed/bkL94nKSd2M'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>\u003cb>Stardew Valley \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pastoral life calls in \u003c/span>\u003ca href=\"https://www.stardewvalley.net/\">\u003ci>\u003cspan style=\"font-weight: 400\">Stardew Valley\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, where you’re an urban office worker who inherits an abandoned plot of land from your grandfather. Fed-up with the city grind, you decide to take the plunge and start a new life in Pelican Town, an idyllic 16-bit farming community. Soon, you’re clearing land, managing crops, monitoring your sleep cycles, visiting the general store, socializing with the townsfolk and exploring the surrounding countryside. The surprise hit of 2016 is a refreshing tend-and-befriend game with throwback graphics and diverse tasks that will keep you blissfully occupied for hours. You can also farm with friends: there’s a \u003c/span>\u003ca href=\"https://www.gamesradar.com/stardew-valley-co-op-multiplayer-how-to/\">\u003cspan style=\"font-weight: 400\">multiplayer co-op\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> version that lets up to four players work together, share an income and even tie the knot. \u003c/span>\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/ot7uXNQskhs'\n title='//www.youtube.com/embed/ot7uXNQskhs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>\u003cb>Animal Crossing: New Horizon\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fresh off the press, \u003c/span>\u003ca href=\"https://www.nintendo.com/games/detail/animal-crossing-new-horizons-switch/\">\u003cspan style=\"font-weight: 400\">\u003cem>Animal Crossing: New Horizons\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is the latest installment of the enduring life simulation franchise where players explore a cartoony paradiscal island and build a thriving community of cutesy animal citizens. The open-ended sim is a highly customizable sandbox where players build, collect, craft, grow, fish, trade, play and socialize. Time on the island is tied to the real world clock, the weather is in flux and the flora and fauna change according to the seasons. Four can collaborate on the same system and up to eight online players can meet to work and play on the island.\u003c/span>\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/_3YNL0OWio0'\n title='//www.youtube.com/embed/_3YNL0OWio0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>\u003cb>GeoGuessr\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While we await regularly scheduled flights to resume, \u003c/span>\u003ca href=\"https://www.geoguessr.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">GeoGuessr\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> lets us explore the world from the comfort of home. It leverages Google Maps and Street View technology to drop you somewhere on the globe to wander around searching for clues to determine your location. Street signs, landscapes, flora, fauna, company logos, store signs and architecture all provide clues to help you figure out whether you’ve been beamed to the heart of Mongolia or deposited in downtown Nairobi. There are diverse challenges available and those who aren’t ready to go global can choose to materialize at landmarks, specific countries, or U.S. capitals. Once you’ve satisfied your wanderlust, hand it over to the kids for an entertaining boost to their geographic knowledge and critical thinking skills.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Outer Wilds\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After you’ve exhausted your virtual tour of the world, you might consider heading off planet to the \u003c/span>\u003ca href=\"https://www.mobiusdigitalgames.com/outer-wilds.html\">\u003ci>\u003cspan style=\"font-weight: 400\">Outer Wilds\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. The recent winner of BAFTA’s Best Game of 2020 award is sci-fi on the surface, but \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Outer Wilds\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is a gentle, carefully crafted masterpiece that rewards careful exploration. This time, you’re a rookie alien astronaut caught in a 22-minute time loop that always ends with a massive supernova, blackout and you wake up at the campfire starting position again. Rinse, but not quite repeat, as every churn of the \u003c/span>\u003ca href=\"https://www.imdb.com/title/tt0107048/\">\u003ci>\u003cspan style=\"font-weight: 400\">Groundhog Day\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> cycle reveals a new piece of the puzzle as you learn why you are trapped in the loop. It is ultimately a story about community and connection that caused \u003c/span>\u003ca href=\"https://www.polygon.com/2019/12/13/21011871/outer-wilds-goty-best-games-of-the-year\">\u003cspan style=\"font-weight: 400\">one reviewer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to confess that \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“Outer Wilds\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">’\u003c/span> \u003cspan style=\"font-weight: 400\">final revelations left a mark that will be on my soul...one that pulls at me every time I hear its simple, enthralling theme music.” \u003c/span>\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/d6LGnVCL1_A'\n title='//www.youtube.com/embed/d6LGnVCL1_A'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>\u003cb>Dungeons & Dragons\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In case you didn’t notice, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Dungeons & Dragons\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is back and bigger than ever. The iconic sword and sorcery tabletop role-playing game (RPG) with the eccentric dice has enjoyed a massive resurgence as an embodied alternative to online socialization. Besides its mainstream popularity, educators, therapists and parents have leveraged \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">D&D\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to encourage \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51787/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write\">\u003cspan style=\"font-weight: 400\">literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51790/how-dungeons-dragons-primes-students-for-interdisciplinary-learning-including-stem\">\u003cspan style=\"font-weight: 400\">STEM\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">\u003cspan style=\"font-weight: 400\">social and emotional wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The pen-and-paper game was designed to be played around a table; however, it takes more than a lockdown to subdue. Wizards of the Coast curates a wealth of \u003c/span>\u003ca href=\"https://dnd.wizards.com/articles/remote\">\u003cspan style=\"font-weight: 400\">free tools and resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help transition your \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">D&D\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> campaign online, and Polygon offers \u003c/span>\u003ca href=\"https://www.polygon.com/2020/3/17/21182538/how-to-play-dungeons-dragons-pen-and-paper-games-online-virtual-tabletop-coronavirus\">\u003cspan style=\"font-weight: 400\">a guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help make the shift with other RPGs. Roleplay is cathartic, and tabletop RPGs are ultimately collaborative storytelling experiences, a fundamental human impulse to strengthen social cohesion.\u003c/span>\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/2PEt5RdNHNw'\n title='//www.youtube.com/embed/2PEt5RdNHNw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>\u003cb>Minecraft\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.minecraft.net/en-us/\">\u003ci>\u003cspan style=\"font-weight: 400\">Minecraft\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> is in a category all its own, and a mainstay of every video game list ever. It’s the second best selling title of all time, the commercial video game most widely used \u003c/span>\u003ca href=\"https://education.minecraft.net/\">\u003cspan style=\"font-weight: 400\">in education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and it remains enormously popular with players of all ages. Blockish avatars explore, mine and build structures ranging from simple homes to sophisticated circuits. Geographically distanced friends can collaborate on projects, and it’s even possible \u003c/span>\u003ca href=\"https://www.businessinsider.com/virtual-computers-built-inside-minecraft-2015-2\">\u003cspan style=\"font-weight: 400\">to build a computer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://blog.connectedcamps.com/creative-minecraft-theater/\">\u003cspan style=\"font-weight: 400\">stage a live performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the virtual world. For tens of millions of youth (and adults) around the world, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Minecraft\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is a safe and familiar place to converse, compete, collaborate and, best of all, create.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Ring Fit Adventure and Just Dance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, physical exercise is a cornerstone of wellbeing, and games can help with that too. There is no end to online fitness videos but, let’s face it, sometimes the motivation just isn’t there. Some may be more willing to build up a sweat if they have to battle monsters and clear obstacles in a dungeon. Nintendo’s \u003c/span>\u003ca href=\"https://www.nintendo.com/games/detail/ring-fit-adventure-switch/\">\u003ci>\u003cspan style=\"font-weight: 400\">Ring Fit Adventure\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, the spiritual successor to \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Wii_Sports\">\u003cspan style=\"font-weight: 400\">Wii Sports\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, uses motion sensors, a plastic ring peripheral and an RPG narrative to incentivize a workout. It also includes more traditional guided exercise routines. If you prefer to boogie, \u003c/span>\u003ca href=\"https://www.ubisoft.com/en-ca/game/just-dance-2020/\">\u003ci>\u003cspan style=\"font-weight: 400\">Just Dance\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> curates classic and contemporary dance hits and scores players on how well they can execute the guided moves, while co-op mode allows for dance offs and collaborative routines.\u003c/span>\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/ClIanDEQSyk'\n title='//www.youtube.com/embed/ClIanDEQSyk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dutch historian John Huizinga believed that games are magic circles whose self-contained rules and protocols separate them apart from the real word. Today, it might be more applicable to think of games as magic networks rather than circles, meaningfully connecting people far and wide through designed experiences, and offering a refuge from our refuge. A wayward Danish prince who was also trapped at home once said, “I could be bounded in a nutshell, and count myself a king of infinite space.” With a little help from modern technology, so can we.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A Video Game About Conflict Resolution Helps Develop Empathy for Refugees",
"title": "A Video Game About Conflict Resolution Helps Develop Empathy for Refugees",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Lual Mayen, a video game developer based in Washington, D.C., remembers the first time he saw a computer. He was just a kid at the time. It was 2007, and his family was registering for benefits at a refugee camp in Uganda, where they'd settled after fleeing civil war in South Sudan.\u003c/p>\n\u003cp>He didn't tell anyone at first, but in that moment he knew in his heart that he wanted to learn to code, he says. More than a decade later, Mayen is garnering international recognition from Facebook and the global gaming community for an innovative video game that brings players into the life of a refugee. The latest version of the game — called \"Salaam,\" which means \"peace\" in Arabic — will be released on Thursday.\u003c/p>\n\u003cp>But before that could happen, Mayen had to get his mom to take him seriously.\u003c/p>\n\u003cp>When he eventually confessed his dream to his mother, he says she laughed at him. \"She looked at me like I was crazy. 'What are you going to do with a computer? Who's gonna train you?' But because she was a mother to me, she didn't discourage me.\"\u003c/p>\n\u003cp>Mayen says his mother quietly began putting away part of her earnings from mending clothes for other refugees at the camp. After three years she saved $300 and surprised him with a laptop.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mayen was astonished and grateful for the gift, but he says it also came with a downside. He worried that if he didn't take advantage of her gift, his mother would take his or his brothers' desires less seriously. Also, he wasn't sure where to begin learning to use it.\u003c/p>\n\u003cp>His first hurdle to mastering the computer was simple but significant: finding a place to charge it. He eventually found a generator in a distant part of the refugee camp and says he walked three hours each direction to get there every day.\u003c/p>\n\u003cp>Next, he needed instruction. He couldn't access the Internet, but a friend gave him coding tutorials loaded onto a flash drive. That same friend also gave him a copy of his first video game: Grand Theft Auto.\u003c/p>\n\u003cp>Mayen says he was drawn to the game, which is famously violent, but \"I felt like this is what is actually happening in my country. This is war.\" He started to wonder what if, instead of a game that encourages players to take violent actions, \"I could make the same thing happen, but for peace and conflict resolution?\"\u003c/p>\n\u003cp>That was the inspiration for the mobile phone game, Salaam, which he spent the following months creating. In the game, players take on the identity of a refugee escaping a conflict zone and have to gather resources like food and medicine while running away from violence to stay alive.\u003c/p>\n\u003cfigure id=\"attachment_55033\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55033\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/game_diptych-1_custom-2142cdda5f1e85ab4862af63c1216e17e1da8b32-e1576134958974.jpg\" alt=\"\" width=\"1920\" height=\"1169\">\u003cfigcaption class=\"wp-caption-text\">Screen shots of Salaam. Players gather resources like food and medicine while running away from violence to stay alive. \u003ccite>(Salaam Game)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mayen shared the game on his Facebook page, and that's when he started attracting international attention. Most notably, more than 26 million people watched via livestream as Mayen was \u003ca href=\"https://www.facebook.com/fbgaminghome/blog/the-game-awards-2018-recognizing-this-years-global-gaming-citizens\">named a Global Gaming Citizen\u003c/a> at the 2018 Game Awards in Los Angeles, for using gaming to promote \"positivity\" and community.\u003c/p>\n\u003cp>Even within that category Mayen is a standout, says Leo Olebe. He's the global director of games partnerships at Facebook, which co-developed the Global Gaming Citizen category for the Game Awards. \"In the games business, it's really easy to fall back on orcs and goblins,\" says Olebe. \"It's really hard to take this throughline of peace and conflict resolution and carry it through everything that you do. And Lual does that. It's mind-blowing stuff.\"\u003c/p>\n\u003cp>Mayen is now focused on bringing Salaam to a larger audience by releasing an enhanced version on Facebook Instant Games, through the company he created, \u003ca href=\"https://junubgames.com/\">Junub Games\u003c/a>. His vision is to use the game to inspire empathy for refugees. And he says he's working on a charitable component so that when players make in-app purchases of extra resources in the game, a portion would go to a grassroots organization at a refugee camp. As people pay to \"stay alive\" a little longer in the game, they're supporting actual refugees' lives.\u003c/p>\n\u003cp>Olebe says so-called \"social impact games\" like Salaam are a category that has the potential to push the industry to expand its definition of success.\u003c/p>\n\u003cp>\"Lual is actually making a difference in this world by inspiring people to be better,\" he says. \"That's a very different and important metric relative to retention rates or lifetime value of a player or other things people talk about more often in the games industry. I don't even know how you place a value on helping somebody better understand the world. He's playing a whole different game altogether.\"\u003c/p>\n\u003cfigure id=\"attachment_55034\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55034\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/20191104_dull_videogame-128-2_custom-a2559173009cbcff5a21ee7c7514f58a78281b2f-e1576135007615.jpg\" alt=\"\" width=\"1920\" height=\"1498\">\u003cfigcaption class=\"wp-caption-text\">South Sudanese refugee Lual Mayen explains his video game during a visit to NPR. \u003ccite>(Catie Dull/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Games where a player takes on another person's perspective or becomes immersed in a specific environment can be beneficial in building positive interpersonal relationships, according to \u003ca href=\"https://centerhealthyminds.org/about/people/tammi-kral\">Tammi Kral\u003c/a>, a research assistant at the Center for Healthy Minds at University of Wisconsin-Madison who is not affiliated with Junub Games or Salaam. Kral says that as video game developers explore the potential for games to inspire \"prosocial\" behavior, they would do well to collaborate with psychologists and behavioral scientists who understand the impact of games on specific brain networks.\u003c/p>\n\u003cp>The video game also comes at a time when the Trump administration has \u003ca href=\"https://www.npr.org/2019/09/26/764839236/trump-administration-drastically-cuts-number-of-refugees-allowed-to-enter-the-u\">slashed the number of refugees\u003c/a> who will be permitted to resettle in the U.S. in the coming year by nearly half to 18,000 — a record low since the modern refugee program was established in 1980.\u003c/p>\n\u003cp>Building empathy for refugees is especially pressing \"under an administration that overtly expresses anti-immigrant sentiment and promulgates harmful policies against refugees and immigrants,\" says Rachel Landry, acting director of refugee resettlement and asylum policy and advocacy at the \u003ca href=\"https://www.rescue.org/\">International Rescue Committee.\u003c/a>\u003c/p>\n\u003cp>Mayen says Junub plans to premiere the newer, enhanced version of Salaam on December 12 during the livestream of the 2019 Game Awards. He says the main objective of the game remains the same: taking a character from a war-torn environment to a peaceful context that's left intentionally undefined.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"It's not a country. It's not a camp. It's just a place you can have peace of mind,\" he says. \"It's not about the destination. The main thing is helping people understand the journey of the refugee and to have empathy for what refugees have to go through.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Kid+In+A+Refugee+Camp+Thought+Video+Games+Fell+From+Heaven.+Now+He+Makes+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Lual Mayen, a video game developer based in Washington, D.C., remembers the first time he saw a computer. He was just a kid at the time. It was 2007, and his family was registering for benefits at a refugee camp in Uganda, where they'd settled after fleeing civil war in South Sudan.\u003c/p>\n\u003cp>He didn't tell anyone at first, but in that moment he knew in his heart that he wanted to learn to code, he says. More than a decade later, Mayen is garnering international recognition from Facebook and the global gaming community for an innovative video game that brings players into the life of a refugee. The latest version of the game — called \"Salaam,\" which means \"peace\" in Arabic — will be released on Thursday.\u003c/p>\n\u003cp>But before that could happen, Mayen had to get his mom to take him seriously.\u003c/p>\n\u003cp>When he eventually confessed his dream to his mother, he says she laughed at him. \"She looked at me like I was crazy. 'What are you going to do with a computer? Who's gonna train you?' But because she was a mother to me, she didn't discourage me.\"\u003c/p>\n\u003cp>Mayen says his mother quietly began putting away part of her earnings from mending clothes for other refugees at the camp. After three years she saved $300 and surprised him with a laptop.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mayen was astonished and grateful for the gift, but he says it also came with a downside. He worried that if he didn't take advantage of her gift, his mother would take his or his brothers' desires less seriously. Also, he wasn't sure where to begin learning to use it.\u003c/p>\n\u003cp>His first hurdle to mastering the computer was simple but significant: finding a place to charge it. He eventually found a generator in a distant part of the refugee camp and says he walked three hours each direction to get there every day.\u003c/p>\n\u003cp>Next, he needed instruction. He couldn't access the Internet, but a friend gave him coding tutorials loaded onto a flash drive. That same friend also gave him a copy of his first video game: Grand Theft Auto.\u003c/p>\n\u003cp>Mayen says he was drawn to the game, which is famously violent, but \"I felt like this is what is actually happening in my country. This is war.\" He started to wonder what if, instead of a game that encourages players to take violent actions, \"I could make the same thing happen, but for peace and conflict resolution?\"\u003c/p>\n\u003cp>That was the inspiration for the mobile phone game, Salaam, which he spent the following months creating. In the game, players take on the identity of a refugee escaping a conflict zone and have to gather resources like food and medicine while running away from violence to stay alive.\u003c/p>\n\u003cfigure id=\"attachment_55033\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55033\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/game_diptych-1_custom-2142cdda5f1e85ab4862af63c1216e17e1da8b32-e1576134958974.jpg\" alt=\"\" width=\"1920\" height=\"1169\">\u003cfigcaption class=\"wp-caption-text\">Screen shots of Salaam. Players gather resources like food and medicine while running away from violence to stay alive. \u003ccite>(Salaam Game)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mayen shared the game on his Facebook page, and that's when he started attracting international attention. Most notably, more than 26 million people watched via livestream as Mayen was \u003ca href=\"https://www.facebook.com/fbgaminghome/blog/the-game-awards-2018-recognizing-this-years-global-gaming-citizens\">named a Global Gaming Citizen\u003c/a> at the 2018 Game Awards in Los Angeles, for using gaming to promote \"positivity\" and community.\u003c/p>\n\u003cp>Even within that category Mayen is a standout, says Leo Olebe. He's the global director of games partnerships at Facebook, which co-developed the Global Gaming Citizen category for the Game Awards. \"In the games business, it's really easy to fall back on orcs and goblins,\" says Olebe. \"It's really hard to take this throughline of peace and conflict resolution and carry it through everything that you do. And Lual does that. It's mind-blowing stuff.\"\u003c/p>\n\u003cp>Mayen is now focused on bringing Salaam to a larger audience by releasing an enhanced version on Facebook Instant Games, through the company he created, \u003ca href=\"https://junubgames.com/\">Junub Games\u003c/a>. His vision is to use the game to inspire empathy for refugees. And he says he's working on a charitable component so that when players make in-app purchases of extra resources in the game, a portion would go to a grassroots organization at a refugee camp. As people pay to \"stay alive\" a little longer in the game, they're supporting actual refugees' lives.\u003c/p>\n\u003cp>Olebe says so-called \"social impact games\" like Salaam are a category that has the potential to push the industry to expand its definition of success.\u003c/p>\n\u003cp>\"Lual is actually making a difference in this world by inspiring people to be better,\" he says. \"That's a very different and important metric relative to retention rates or lifetime value of a player or other things people talk about more often in the games industry. I don't even know how you place a value on helping somebody better understand the world. He's playing a whole different game altogether.\"\u003c/p>\n\u003cfigure id=\"attachment_55034\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55034\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/20191104_dull_videogame-128-2_custom-a2559173009cbcff5a21ee7c7514f58a78281b2f-e1576135007615.jpg\" alt=\"\" width=\"1920\" height=\"1498\">\u003cfigcaption class=\"wp-caption-text\">South Sudanese refugee Lual Mayen explains his video game during a visit to NPR. \u003ccite>(Catie Dull/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Games where a player takes on another person's perspective or becomes immersed in a specific environment can be beneficial in building positive interpersonal relationships, according to \u003ca href=\"https://centerhealthyminds.org/about/people/tammi-kral\">Tammi Kral\u003c/a>, a research assistant at the Center for Healthy Minds at University of Wisconsin-Madison who is not affiliated with Junub Games or Salaam. Kral says that as video game developers explore the potential for games to inspire \"prosocial\" behavior, they would do well to collaborate with psychologists and behavioral scientists who understand the impact of games on specific brain networks.\u003c/p>\n\u003cp>The video game also comes at a time when the Trump administration has \u003ca href=\"https://www.npr.org/2019/09/26/764839236/trump-administration-drastically-cuts-number-of-refugees-allowed-to-enter-the-u\">slashed the number of refugees\u003c/a> who will be permitted to resettle in the U.S. in the coming year by nearly half to 18,000 — a record low since the modern refugee program was established in 1980.\u003c/p>\n\u003cp>Building empathy for refugees is especially pressing \"under an administration that overtly expresses anti-immigrant sentiment and promulgates harmful policies against refugees and immigrants,\" says Rachel Landry, acting director of refugee resettlement and asylum policy and advocacy at the \u003ca href=\"https://www.rescue.org/\">International Rescue Committee.\u003c/a>\u003c/p>\n\u003cp>Mayen says Junub plans to premiere the newer, enhanced version of Salaam on December 12 during the livestream of the 2019 Game Awards. He says the main objective of the game remains the same: taking a character from a war-torn environment to a peaceful context that's left intentionally undefined.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It's not a country. It's not a camp. It's just a place you can have peace of mind,\" he says. \"It's not about the destination. The main thing is helping people understand the journey of the refugee and to have empathy for what refugees have to go through.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Kid+In+A+Refugee+Camp+Thought+Video+Games+Fell+From+Heaven.+Now+He+Makes+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Schools Spark Excitement for Learning with Role Playing and Games",
"title": "How Schools Spark Excitement for Learning with Role Playing and Games",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Michael Matera’s students don’t merely learn about medieval Europe, they live it. Albeit, with a few monsters and enchanted items thrown in the mix.\u003c/p>\n\u003cp>The Milwaukee teacher’s Grade 6 history class is an ongoing role-playing game called \u003ca href=\"http://realmofnobles.com/\">Realm of Nobles\u003c/a>, where students join guilds, earn achievements, make trades and wage the occasional epic battle in an imaginary medieval kingdom. Matera has played the game for years, and maintains that the fusion of history, fantasy, narrative and role-play is an effective formula to engage students in learning.\u003c/p>\n\u003cp>“The excitement and the pride in their accomplishments are all through the roof. I love seeing kids gaining real-world skills, taking risks and learning from defeat in this gamified class,” said Matera, who wrote \u003cem>\u003ca href=\"https://www.amazon.com/Explore-Like-Pirate-Gamification-Game-Inspired/dp/0986155500\">Explore Like a Pirate: Gamification and Game-Inspired Course Design to Engage, Enrich and Elevate Your Learners\u003c/a>,\u003c/em> a manual for teachers who aspire to design their classes as games.\u003c/p>\n\u003cp>A growing number of educators like Matera are remodeling their classes by fusing game elements to their instructional environments. But, does switching grades for experience points and homework for quests amount only to cosmetic surgery? Is school merely being “reskinned” with a new paint job without fundamentally altering the age-old classroom rituals?\u003c/p>\n\u003cp>\u003cstrong>The Rise of the EduLARP\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The use of simulations and role-play in education is not a recent development. Model United Nations, historical re-enactments, mock trials and other types of dramatic simulations have been in the teacher toolbox for decades. What is new, however, is that the simulation is packaged as a game and sustained for an extended period, often spanning the entire school year.\u003c/p>\n\u003cp>This particular union of role-play, narrative, and game owes no small debt to \u003cem>Dungeons & Dragons\u003c/em>, the classic role-playing game (RPG) that is enjoying a \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">recent resurgence\u003c/a>. \u003cem>D&D\u003c/em> pioneered and popularized an array of RPG conventions that are now video game and tabletop staples, like experience points (XP), levels, loot, character classes and boss fights.\u003c/p>\n\u003cp>In the mid-'70s some eager \u003cem>D&D\u003c/em> fans donned armor, weapons, gowns and cloaks, and transplanted RPG elements to the real world in the form of live-action role-play, or LARPs. Players stay in character as they interact and battle in elaborate adventures set in real-life forests and fields that evoke medieval fantasy. The popularity of LARPs in Scandinavia inspired a pair of Danish educators to open the \u003ca href=\"https://osterskov.dk/in-english/\">Østerskov School\u003c/a> that teaches with \u003ca href=\"https://nordiclarp.org/2015/03/04/learning-by-playing-larp-as-a-teaching-method/\">edularps\u003c/a>. Today, edularps are found in schools in Sweden, Finland and Denmark, and even some \u003ca href=\"http://www.lihighschool.org/2018/07/25/larping-with-lihigh/\">U.S. schools\u003c/a> have jumped into the fray.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=OrltkfHwZ70\u003c/p>\n\u003cp>Sanne Harder, a game designer and educator who worked at the Østerskov School, thinks that edularps are not only a fun way to learn, but also a better way to learn.\u003c/p>\n\u003cp>“When I choose to use role-play as a means of teaching, it is because it is an excellent way of organizing teaching, not because the hobby appeals to its fans,” wrote Harder. “In the 21st century, being a teacher is not about teaching pupils facts, it is about helping them internalize knowledge, skills, and competencies.”\u003c/p>\n\u003cp>Sarah Lynne Bowman and Anne Standiford conducted a \u003ca href=\"http://ijrp.subcultures.nl/wp-content/uploads/2016/12/IJRP-5-Bowman-and-Standiford.pdf\">2016 mixed methods study\u003c/a> of edularps at an L.A. charter school and found that they encouraged “greater motivation, engagement, interaction with peers, collaboration, and comprehension of material,” which is promising, but the area is new and the research nascent.\u003c/p>\n\u003cp>\u003cstrong>Choosing a Road to Victory\u003c/strong>\u003c/p>\n\u003cp>Edularps, and other class-as-game variants like alternate reality games (ARGs), pervasive games and gamified class, are popping up in \u003ca href=\"https://www.kqed.org/mindshift/37884/how-students-can-channel-the-odyssey-into-an-alternate-reality-epic\">schools\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/40025/how-games-can-be-used-to-teach-college-level-chinese\">universities\u003c/a> and even \u003ca href=\"https://www.kqed.org/mindshift/47914/how-a-sword-and-sorcery-camp-uses-immersive-role-play-to-teach-steam\">camps\u003c/a> across North America. While the sword-and-sorcery motif remains prevalent, some educators have diversified into themes and settings that better fit their learning goals.\u003c/p>\n\u003cp>While still a high school science teacher, University of Connecticut assistant professor Stephen Slota designed a unit-length game to teach human reproduction and sexually transmitted diseases. “The students worked in teams of three to control a character avatar in a fictitious village, and their goal was to engage in an epidemiological study of the area by investigating locales and speaking to non-player characters as enacted by the instructor,” said Slota, who edited \u003ca href=\"https://www.amazon.com/Exploding-Castle-Psychological-Perspectives-Contemporary/dp/1681239353\">\u003cem>Exploding the Castle: Rethinking How Video Games & Game Mechanics Can Shape The Future Of Education\u003c/em>\u003c/a>, a collection of game-based learning essays.\u003c/p>\n\u003cp>Slota has since developed half a dozen class-as-games for subjects as far-flung as education technology, Latin, psychology and biology. Matera also sets one of his games during the Cold War, and the edularps at the Østerskov School involve a wide range of themes and settings.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=gGbltSuAcqE\u003c/p>\n\u003cp>The games tend to be flexible and students are able to alter the unfolding experience through the choices they make. This freedom to shape their circumstances and the accompanying sense of agency is a big part of what engages them in learning.\u003c/p>\n\u003cp>“I’ve found — both anecdotally and in my research — that freedom to push and pull at the game’s narrative and ruleset provides students with a sense of greater personal ownership, and therefore greater depth of knowledge about content than usually accompanies schoolwork,” said Slota.\u003c/p>\n\u003cp>Matera also stresses the importance of student agency, and feels that it marks a significant departure from typical classroom dynamics.\u003c/p>\n\u003cp>“Games have clear objects, but no one set path to that victory. This is where strategy comes into play. An RPG, as with many well-designed games, allows for the players to create their own path to victory,” said Matera. “This level of customization and personalization feels different than traditional school because it is different. Students have an opportunity to create their own experience within the game. They earn badges, items and power-ups that allow them to have a unique game characters. This leads to endless strategies, trades and allegiances to help successfully make it through the Realm.”\u003c/p>\n\u003cp>Houston-area teacher Kade Wells also personalizes his class by using a \u003cem>D&D\u003c/em>-style character class system. He gives his students a basic personality test and, based on the results, assigns them one of four roles designed to support classroom management.\u003c/p>\n\u003cp>“\u003cem>Protectors\u003c/em> keep the peace and manage group outbursts; \u003cem>Initiators\u003c/em> get things ready and help to get materials, sharpen pencils and put things away; \u003cem>Diplomats\u003c/em> help group members and facilitate all processes and are ultimately responsible for the group’s behavior; \u003cem>Sages\u003c/em> keep the records, help with attendance, make sure that things are orderly and accounted for,” said Wells, who has found the class system empowers his students to self-regulate and take greater ownership of their environment.\u003c/p>\n\u003cp>\u003cstrong>There’s an App for That\u003c/strong>\u003c/p>\n\u003cp>Matera, Slota and Wells design their games from scratch, cannibalizing a pastiche of web applications, pen-and-paper elements, learning management systems, Google apps, spreadsheets and any other available tools that they can bend to their playful purposes. But teachers who don’t have the time, confidence or knowledge to dive into the DIY approach can turn to commercial software designed to help educators run their classes as games.\u003c/p>\n\u003cp>Rezzly’s \u003ca href=\"https://portal.3dgamelab.org/users/sign_in\">3D GameLab\u003c/a>, the University of Michigan’s \u003ca href=\"https://www.gradecraft.com/\">GradeCraft\u003c/a>, NEXED’s \u003ca href=\"https://answerables.com/\">Answerables\u003c/a> and \u003ca href=\"https://www.classcraft.com/gamification/\">Classcraft\u003c/a> are gameful learning management systems that have tapped into the class-as-game zeitgeist to help educators keep track of quests, levels, experience points, badges and other game features.\u003c/p>\n\u003cp>“They will do anything for XP [experience points] and GP [gold pieces] to level up their avatar,” said Carrie Casey, a Wisconsin middle-school science teacher who uses Classcraft. “I have seen some of my students who will not hand in work — work hard to get their work in for me so they get XP and do not disappoint their team.”\u003c/p>\n\u003cp>It has also helped Casey reach some challenging students: “I have connected to them through gaming where no other teacher has connected to them that year.”\u003c/p>\n\u003cp>Canadian teacher Justin Matheson says that his Grade 6 students loved the sword-and-sorcery motif, and he credits Classcraft’s video game qualities for fostering perseverance. “With video games, people get to a point where things become increasingly difficult and they experience repeated failure. Then, you are encouraged to try again and again, and to seek help through outside resources to find success. This is the most notable benefit that I have seen in my class. My students see difficulties as speed bumps instead of roadblocks.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Grafting \u003cem>Dungeons & Dragons\u003c/em>-style RPG elements to classrooms can have an effect that delves much deeper than mere optics. Games and classes are both systems that operate with rules. When the rules that typically govern the class are hacked by the rules of the game, a fundamental shift can take place. Games offer a valuable palette of functions and features that can be creatively repurposed to rewrite some of education’s more problematic operations. Educators who are not satisfied with business as usual can tap into the power of play and design the change they want to see.\u003c/p>\n\n",
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"excerpt": "Game savvy teachers are giving kids the ability to play in teams and set out for conquests through role-playing games. Through the gameplay, kids create meaningful learning experiences with another, both socially and academically. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Michael Matera’s students don’t merely learn about medieval Europe, they live it. Albeit, with a few monsters and enchanted items thrown in the mix.\u003c/p>\n\u003cp>The Milwaukee teacher’s Grade 6 history class is an ongoing role-playing game called \u003ca href=\"http://realmofnobles.com/\">Realm of Nobles\u003c/a>, where students join guilds, earn achievements, make trades and wage the occasional epic battle in an imaginary medieval kingdom. Matera has played the game for years, and maintains that the fusion of history, fantasy, narrative and role-play is an effective formula to engage students in learning.\u003c/p>\n\u003cp>“The excitement and the pride in their accomplishments are all through the roof. I love seeing kids gaining real-world skills, taking risks and learning from defeat in this gamified class,” said Matera, who wrote \u003cem>\u003ca href=\"https://www.amazon.com/Explore-Like-Pirate-Gamification-Game-Inspired/dp/0986155500\">Explore Like a Pirate: Gamification and Game-Inspired Course Design to Engage, Enrich and Elevate Your Learners\u003c/a>,\u003c/em> a manual for teachers who aspire to design their classes as games.\u003c/p>\n\u003cp>A growing number of educators like Matera are remodeling their classes by fusing game elements to their instructional environments. But, does switching grades for experience points and homework for quests amount only to cosmetic surgery? Is school merely being “reskinned” with a new paint job without fundamentally altering the age-old classroom rituals?\u003c/p>\n\u003cp>\u003cstrong>The Rise of the EduLARP\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The use of simulations and role-play in education is not a recent development. Model United Nations, historical re-enactments, mock trials and other types of dramatic simulations have been in the teacher toolbox for decades. What is new, however, is that the simulation is packaged as a game and sustained for an extended period, often spanning the entire school year.\u003c/p>\n\u003cp>This particular union of role-play, narrative, and game owes no small debt to \u003cem>Dungeons & Dragons\u003c/em>, the classic role-playing game (RPG) that is enjoying a \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">recent resurgence\u003c/a>. \u003cem>D&D\u003c/em> pioneered and popularized an array of RPG conventions that are now video game and tabletop staples, like experience points (XP), levels, loot, character classes and boss fights.\u003c/p>\n\u003cp>In the mid-'70s some eager \u003cem>D&D\u003c/em> fans donned armor, weapons, gowns and cloaks, and transplanted RPG elements to the real world in the form of live-action role-play, or LARPs. Players stay in character as they interact and battle in elaborate adventures set in real-life forests and fields that evoke medieval fantasy. The popularity of LARPs in Scandinavia inspired a pair of Danish educators to open the \u003ca href=\"https://osterskov.dk/in-english/\">Østerskov School\u003c/a> that teaches with \u003ca href=\"https://nordiclarp.org/2015/03/04/learning-by-playing-larp-as-a-teaching-method/\">edularps\u003c/a>. Today, edularps are found in schools in Sweden, Finland and Denmark, and even some \u003ca href=\"http://www.lihighschool.org/2018/07/25/larping-with-lihigh/\">U.S. schools\u003c/a> have jumped into the fray.\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/OrltkfHwZ70'\n title='//www.youtube.com/embed/OrltkfHwZ70'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Sanne Harder, a game designer and educator who worked at the Østerskov School, thinks that edularps are not only a fun way to learn, but also a better way to learn.\u003c/p>\n\u003cp>“When I choose to use role-play as a means of teaching, it is because it is an excellent way of organizing teaching, not because the hobby appeals to its fans,” wrote Harder. “In the 21st century, being a teacher is not about teaching pupils facts, it is about helping them internalize knowledge, skills, and competencies.”\u003c/p>\n\u003cp>Sarah Lynne Bowman and Anne Standiford conducted a \u003ca href=\"http://ijrp.subcultures.nl/wp-content/uploads/2016/12/IJRP-5-Bowman-and-Standiford.pdf\">2016 mixed methods study\u003c/a> of edularps at an L.A. charter school and found that they encouraged “greater motivation, engagement, interaction with peers, collaboration, and comprehension of material,” which is promising, but the area is new and the research nascent.\u003c/p>\n\u003cp>\u003cstrong>Choosing a Road to Victory\u003c/strong>\u003c/p>\n\u003cp>Edularps, and other class-as-game variants like alternate reality games (ARGs), pervasive games and gamified class, are popping up in \u003ca href=\"https://www.kqed.org/mindshift/37884/how-students-can-channel-the-odyssey-into-an-alternate-reality-epic\">schools\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/40025/how-games-can-be-used-to-teach-college-level-chinese\">universities\u003c/a> and even \u003ca href=\"https://www.kqed.org/mindshift/47914/how-a-sword-and-sorcery-camp-uses-immersive-role-play-to-teach-steam\">camps\u003c/a> across North America. While the sword-and-sorcery motif remains prevalent, some educators have diversified into themes and settings that better fit their learning goals.\u003c/p>\n\u003cp>While still a high school science teacher, University of Connecticut assistant professor Stephen Slota designed a unit-length game to teach human reproduction and sexually transmitted diseases. “The students worked in teams of three to control a character avatar in a fictitious village, and their goal was to engage in an epidemiological study of the area by investigating locales and speaking to non-player characters as enacted by the instructor,” said Slota, who edited \u003ca href=\"https://www.amazon.com/Exploding-Castle-Psychological-Perspectives-Contemporary/dp/1681239353\">\u003cem>Exploding the Castle: Rethinking How Video Games & Game Mechanics Can Shape The Future Of Education\u003c/em>\u003c/a>, a collection of game-based learning essays.\u003c/p>\n\u003cp>Slota has since developed half a dozen class-as-games for subjects as far-flung as education technology, Latin, psychology and biology. Matera also sets one of his games during the Cold War, and the edularps at the Østerskov School involve a wide range of themes and settings.\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/gGbltSuAcqE'\n title='//www.youtube.com/embed/gGbltSuAcqE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>The games tend to be flexible and students are able to alter the unfolding experience through the choices they make. This freedom to shape their circumstances and the accompanying sense of agency is a big part of what engages them in learning.\u003c/p>\n\u003cp>“I’ve found — both anecdotally and in my research — that freedom to push and pull at the game’s narrative and ruleset provides students with a sense of greater personal ownership, and therefore greater depth of knowledge about content than usually accompanies schoolwork,” said Slota.\u003c/p>\n\u003cp>Matera also stresses the importance of student agency, and feels that it marks a significant departure from typical classroom dynamics.\u003c/p>\n\u003cp>“Games have clear objects, but no one set path to that victory. This is where strategy comes into play. An RPG, as with many well-designed games, allows for the players to create their own path to victory,” said Matera. “This level of customization and personalization feels different than traditional school because it is different. Students have an opportunity to create their own experience within the game. They earn badges, items and power-ups that allow them to have a unique game characters. This leads to endless strategies, trades and allegiances to help successfully make it through the Realm.”\u003c/p>\n\u003cp>Houston-area teacher Kade Wells also personalizes his class by using a \u003cem>D&D\u003c/em>-style character class system. He gives his students a basic personality test and, based on the results, assigns them one of four roles designed to support classroom management.\u003c/p>\n\u003cp>“\u003cem>Protectors\u003c/em> keep the peace and manage group outbursts; \u003cem>Initiators\u003c/em> get things ready and help to get materials, sharpen pencils and put things away; \u003cem>Diplomats\u003c/em> help group members and facilitate all processes and are ultimately responsible for the group’s behavior; \u003cem>Sages\u003c/em> keep the records, help with attendance, make sure that things are orderly and accounted for,” said Wells, who has found the class system empowers his students to self-regulate and take greater ownership of their environment.\u003c/p>\n\u003cp>\u003cstrong>There’s an App for That\u003c/strong>\u003c/p>\n\u003cp>Matera, Slota and Wells design their games from scratch, cannibalizing a pastiche of web applications, pen-and-paper elements, learning management systems, Google apps, spreadsheets and any other available tools that they can bend to their playful purposes. But teachers who don’t have the time, confidence or knowledge to dive into the DIY approach can turn to commercial software designed to help educators run their classes as games.\u003c/p>\n\u003cp>Rezzly’s \u003ca href=\"https://portal.3dgamelab.org/users/sign_in\">3D GameLab\u003c/a>, the University of Michigan’s \u003ca href=\"https://www.gradecraft.com/\">GradeCraft\u003c/a>, NEXED’s \u003ca href=\"https://answerables.com/\">Answerables\u003c/a> and \u003ca href=\"https://www.classcraft.com/gamification/\">Classcraft\u003c/a> are gameful learning management systems that have tapped into the class-as-game zeitgeist to help educators keep track of quests, levels, experience points, badges and other game features.\u003c/p>\n\u003cp>“They will do anything for XP [experience points] and GP [gold pieces] to level up their avatar,” said Carrie Casey, a Wisconsin middle-school science teacher who uses Classcraft. “I have seen some of my students who will not hand in work — work hard to get their work in for me so they get XP and do not disappoint their team.”\u003c/p>\n\u003cp>It has also helped Casey reach some challenging students: “I have connected to them through gaming where no other teacher has connected to them that year.”\u003c/p>\n\u003cp>Canadian teacher Justin Matheson says that his Grade 6 students loved the sword-and-sorcery motif, and he credits Classcraft’s video game qualities for fostering perseverance. “With video games, people get to a point where things become increasingly difficult and they experience repeated failure. Then, you are encouraged to try again and again, and to seek help through outside resources to find success. This is the most notable benefit that I have seen in my class. My students see difficulties as speed bumps instead of roadblocks.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Grafting \u003cem>Dungeons & Dragons\u003c/em>-style RPG elements to classrooms can have an effect that delves much deeper than mere optics. Games and classes are both systems that operate with rules. When the rules that typically govern the class are hacked by the rules of the game, a fundamental shift can take place. Games offer a valuable palette of functions and features that can be creatively repurposed to rewrite some of education’s more problematic operations. Educators who are not satisfied with business as usual can tap into the power of play and design the change they want to see.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How 'Dungeons & Dragons' Primes Students for Interdisciplinary Learning, Including STEM",
"title": "How 'Dungeons & Dragons' Primes Students for Interdisciplinary Learning, Including STEM",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>A group of Grade 9 students in Texas who substantially outperformed their district on a statewide standardized test all had one surprising thing in common: they all were members of the school’s \u003cem>Dungeons & Dragons\u003c/em> club.\u003c/p>\n\u003cp>A coincidence? Otherwise, how does a fantasy role-playing game produce improved test scores? The obvious explanation is that the club draws the bright kids who are already academically inclined. But many of the kids in the club at the Title I school had histories of struggling with academics.\u003c/p>\n\u003cp>For Kade Wells, the teacher who runs the club at Davis Ninth Grade School outside Houston, the answer is simple: “Playing \u003cem>Dungeons & Dragons\u003c/em> makes you smarter.”\u003c/p>\n\u003cp>The declaration is bold, but the scholarly support and anecdotal evidence is compelling. Studies have shown that the highly social and collaborative nature of the popular fantasy role-playing game cultivates a range of social-emotional skills, which can lay the foundation for improved learning. In addition to these crucial soft skills, teachers and professors who have used the game also claim it directly benefits core academic competencies.\u003c/p>\n\u003cp>David Simkins, a professor at the Rochester Institute of Technology, is an expert on games and learning. His research indicates that role-playing games (RPGs) can boost learning and stimulate intellectual curiosity and growth.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"\u003cem>Dungeons & Dragons\u003c/em>, and other narrative role playing games of its kind, provide many opportunities for learning,” said Simkins. “Participation in narrative role play can open up interests in topics such as mathematics, science, history, culture, ethics, critical reading, and media production. When \u003cem>D&D\u003c/em> and its cousins are played in an inviting, encouraging, compassionate, and intellectually engaged environment, play opens the door to truly amazing possibilities for learning.”\u003c/p>\n\u003cp>\u003cstrong>A Multidisciplinary Dungeon Crawl\u003c/strong>\u003c/p>\n\u003cp>Countless video games inspired by \u003cem>Dungeons & Dragons\u003c/em> are rendered with immersive, graphic rich environments, but the tabletop original demands that players conjure the three-dimensional world in their mind’s eye. Books, maps and many-sided dice govern the rules of these kingdoms of the imagination, and the players are guided by a Dungeon Master, or DM, who is the narrative architect and referee of the emerging campaigns. The open-ended game can last for months, or even years.\u003c/p>\n\u003cp>It’s not difficult to see how collaborative world-building involving storytelling, decision making, invention, research, calculations, negotiation, role-play, and active spatial visualization can stimulate a developing intellect. And, despite the burnish of fantasy, invented realms are derivative, and thus applicable, to the real world.\u003c/p>\n\u003cp>“Geography from maps, recursive math from die rolling and adding/subtracting modifiers, philosophy, logic from the ever-present need for decision making, science in regards to the ecology of an environment, the weather, the climate of different terrains, as well as many scientific details learned from monsters, which were almost all taken from mythology or reality in one way or another,” said Wells, cataloging what his kids learn from the game.\u003c/p>\n\u003cp>\u003cem>Dungeons & Dragons\u003c/em> is an innately multidisciplinary and multimodal experience, which is why scholars and educators like Wells tend to describe its learning benefits in terms of lists and inventories. Its implementation as an instructional tool, then, is not only fun, but also becomes a sort of curricular node with the capacity to engage students in a wide array of skills and subjects.\u003c/p>\n\u003cp>In one striking example, educational researcher and teacher Alexandra Carter used a student-modified version of \u003cem>Dungeons & Dragons\u003c/em> as the centerpiece of a yearlong program with a Grade 3 class that combined math, reading, writing, and social studies. Many students in the class struggled with academic and behavioral challenges, but rooting their core subjects in the game produced remarkable results.\u003c/p>\n\u003cp>In \u003ca href=\"https://www.researchgate.net/publication/290614869_Using_Dungeons_and_Dragons_to_Integrate_Curricula_in_an_Elementary_Classroom\">a paper\u003c/a> she authored recounting the experience, Carter describes a wealth of student success stories, both behavioral and academic. “I was able to see progress in all of the students,” summarizes Carter, “and was especially impressed with the work that those who struggled the most produced.”\u003c/p>\n\u003cp>Carter observes that a great deal of the project’s success hinged on students being motivated to learn and practice skills that applied to the game. Students often have trouble appreciating the value of what they learn in school when it is abstracted from its real-world purpose. In this case, learning was meaningful for the students because it had traction in a fantasy world that stood in as a facsimile for the real one, the central dynamic of play and a key feature of its value for development and learning.\u003c/p>\n\u003cp>\u003cstrong>Sorcery for STEM\u003c/strong>\u003c/p>\n\u003cp>Although \u003cem>Dungeons & Dragons\u003c/em> seems better suited to teach humanities, every shield block and fireball relies on a little bit of science and lots of math.\u003c/p>\n\u003cp>“It may seem odd, but in a fantasy game with magic, players often have to learn about basic physics and chemistry to determine what to do,\" said Ian Slater who teaches at York University and runs \u003ca href=\"http://www.blackdragongames.ca/\">Black Dragon Games\u003c/a>. \"Not to determine how a magic-user can shoot a lightning bolt from their fingers, but rather to determine, for example, if a suit of plate mail would be magnetized by the strike of a lightning bolt.”\u003c/p>\n\u003cp>Incorporating games of any sort into the curriculum generally requires that \u003ca href=\"http://ithrivegames.org/putting-it-in-context-using-commercial-video-games-in-education/\">teachers create context\u003c/a> to direct play towards the learning objectives. RPGs like \u003cem>Dungeons & Dragons\u003c/em> are pliable systems that lend themselves to be creatively modified, which makes them ideal to serve diverse curricular purposes. UK educator Chris Leach, for example, reworked the game and leveraged the fantasy motif to instruct Grade 6 students on the basics of \u003ca href=\"https://www.theguardian.com/teacher-network/teacher-blog/2013/may/09/teaching-algorithms-binary-code-dungeons-and-dragons\">algorithms and binary\u003c/a>, the foundation of computational thinking.\u003c/p>\n\u003cp>“If you are at all 'science enabled' as a DM there are ample opportunities to discuss scientific topics, even if magic bends reality in ways that science would not allow,\" said Slater. \"Even examples of scientifically impossible magic can be used as tools to discuss what science actually does say about a subject.\"\u003c/p>\n\u003cp>With a little ingenuity, chemistry can be applied to the existing alchemy scheme; physics operates in every projectile, fall, and collision; biology lurks in the countless flora and fauna that populate the world, and the game’s engineer class is an open invitation to justify contraptions with hard science. And math is the low hanging fruit.\u003c/p>\n\u003cp>“Math is constant, and completely necessary to play the game,” said Wells.\u003c/p>\n\u003cp>\u003cem>D&D\u003c/em> is fundamentally a numbers game, and players must consult charts and tables to modify their rolls of dice, and calculate everything from currency exchanges to their projected experience points. Those who want to be masters of their destiny can leverage math, especially probability and calculus, to bend the numbers in their favor.\u003c/p>\n\u003cp>“\u003cem>D&D\u003c/em> is full of this sort of basic mathematical stuff, and players soak it up as they play,\" said Slater. “Indeed, since knowing how these mechanics work has direct implications for the survival of their character, players tend to learn the mathematics pretty quickly.”\u003c/p>\n\u003cp>There are numerous websites, forums and online calculators to assist players with \u003ca href=\"http://monkeysushi.net/gaming/DnD/math.html\">mathematical assistance\u003c/a> to further their progress. With no coaxing from parents and teachers, players are motivated to research and access these resources to optimize their play, an inevitable boon to their numeracy skills. Carter observed many of her previously demoralized students become invested in math due to the game.\u003c/p>\n\u003cp>“One student, who frequently demonstrated an apprehension towards math that translated into poor performance in class, on assignments, and during assessments, made significant progress as we worked through the project,\" wrote Carter. The student offered answers to questions, she writes, \"and slowly transferred this confidence in math as it applied to the project into a confidence in regular math.”\u003c/p>\n\u003cp>\u003cstrong>The Benevolent Subversions of the Chaotic Good\u003c/strong>\u003c/p>\n\u003cp>These intriguing case studies point to what a comprehensive learning program might look like if subjects and skills were not taught in isolation from each other, but integrated into a single cohesive system where students are intrinsically motivated to participate. It combines project-based learning, game-based learning, social-emotional learning and any number of other hyphenated initiatives that aim to invigorate an education system that is too-often out of step with the world it hopes to service.\u003c/p>\n\u003cp>The teachers and professors who have experimented with \u003cem>D&D\u003c/em> in their practice are also players who have experienced the force of shaping and reshaping stories. Whether deliberately or inadvertently, they use the power learned in the realms of fantasy to hack an all too real educational narrative. In \u003cem>Dungeons & Dragons\u003c/em> parlance, their race is Human, their class is Pedagog, and their moral alignment is clearly Chaotic Good, whose description in the \u003ca href=\"http://dnd.wizards.com/products/tabletop-games/rpg-products/rpg_playershandbook\">\u003cem>Player’s Handbook\u003c/em>\u003c/a> is eerily suitable:\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>A chaotic good character does what is necessary to bring about change for the better, disdains bureaucratic organizations that get in the way of social improvement, and places a high value on personal freedom, not only for oneself, but for others as well. \u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>Dungeons & Dragons \u003c/em>is a salient example of an imaginative and timely intervention, but sword-and-sorcery is not for everybody. The plasticity of RPG systems allows for the implementation of any theme or setting, and students can be enlisted to help design the games around a specific topic. Also, teachers like Kade Wells are not only using RPGs in their classes, but turning their classes into role-playing games which further restructures the operations of a traditional education system.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Ultimately, whether using games, RPGs, or any other initiatives, teachers have an unprecedented opportunity to exercise and model creativity, passion, problem-solving, and courage to re-author their personal and institutional narratives. With these mildly subversive but benevolent grassroots interventions they can rewrite the story of student, teacher and school into a legendary epic for the ages, and perhaps save the world along the way.\u003c/p>\n\n",
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"excerpt": "Although Dungeons and Dragons is known more for its creative play and storytelling, science understanding, geography and math skills are weaved into the powers that advance the fun. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A group of Grade 9 students in Texas who substantially outperformed their district on a statewide standardized test all had one surprising thing in common: they all were members of the school’s \u003cem>Dungeons & Dragons\u003c/em> club.\u003c/p>\n\u003cp>A coincidence? Otherwise, how does a fantasy role-playing game produce improved test scores? The obvious explanation is that the club draws the bright kids who are already academically inclined. But many of the kids in the club at the Title I school had histories of struggling with academics.\u003c/p>\n\u003cp>For Kade Wells, the teacher who runs the club at Davis Ninth Grade School outside Houston, the answer is simple: “Playing \u003cem>Dungeons & Dragons\u003c/em> makes you smarter.”\u003c/p>\n\u003cp>The declaration is bold, but the scholarly support and anecdotal evidence is compelling. Studies have shown that the highly social and collaborative nature of the popular fantasy role-playing game cultivates a range of social-emotional skills, which can lay the foundation for improved learning. In addition to these crucial soft skills, teachers and professors who have used the game also claim it directly benefits core academic competencies.\u003c/p>\n\u003cp>David Simkins, a professor at the Rochester Institute of Technology, is an expert on games and learning. His research indicates that role-playing games (RPGs) can boost learning and stimulate intellectual curiosity and growth.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"\u003cem>Dungeons & Dragons\u003c/em>, and other narrative role playing games of its kind, provide many opportunities for learning,” said Simkins. “Participation in narrative role play can open up interests in topics such as mathematics, science, history, culture, ethics, critical reading, and media production. When \u003cem>D&D\u003c/em> and its cousins are played in an inviting, encouraging, compassionate, and intellectually engaged environment, play opens the door to truly amazing possibilities for learning.”\u003c/p>\n\u003cp>\u003cstrong>A Multidisciplinary Dungeon Crawl\u003c/strong>\u003c/p>\n\u003cp>Countless video games inspired by \u003cem>Dungeons & Dragons\u003c/em> are rendered with immersive, graphic rich environments, but the tabletop original demands that players conjure the three-dimensional world in their mind’s eye. Books, maps and many-sided dice govern the rules of these kingdoms of the imagination, and the players are guided by a Dungeon Master, or DM, who is the narrative architect and referee of the emerging campaigns. The open-ended game can last for months, or even years.\u003c/p>\n\u003cp>It’s not difficult to see how collaborative world-building involving storytelling, decision making, invention, research, calculations, negotiation, role-play, and active spatial visualization can stimulate a developing intellect. And, despite the burnish of fantasy, invented realms are derivative, and thus applicable, to the real world.\u003c/p>\n\u003cp>“Geography from maps, recursive math from die rolling and adding/subtracting modifiers, philosophy, logic from the ever-present need for decision making, science in regards to the ecology of an environment, the weather, the climate of different terrains, as well as many scientific details learned from monsters, which were almost all taken from mythology or reality in one way or another,” said Wells, cataloging what his kids learn from the game.\u003c/p>\n\u003cp>\u003cem>Dungeons & Dragons\u003c/em> is an innately multidisciplinary and multimodal experience, which is why scholars and educators like Wells tend to describe its learning benefits in terms of lists and inventories. Its implementation as an instructional tool, then, is not only fun, but also becomes a sort of curricular node with the capacity to engage students in a wide array of skills and subjects.\u003c/p>\n\u003cp>In one striking example, educational researcher and teacher Alexandra Carter used a student-modified version of \u003cem>Dungeons & Dragons\u003c/em> as the centerpiece of a yearlong program with a Grade 3 class that combined math, reading, writing, and social studies. Many students in the class struggled with academic and behavioral challenges, but rooting their core subjects in the game produced remarkable results.\u003c/p>\n\u003cp>In \u003ca href=\"https://www.researchgate.net/publication/290614869_Using_Dungeons_and_Dragons_to_Integrate_Curricula_in_an_Elementary_Classroom\">a paper\u003c/a> she authored recounting the experience, Carter describes a wealth of student success stories, both behavioral and academic. “I was able to see progress in all of the students,” summarizes Carter, “and was especially impressed with the work that those who struggled the most produced.”\u003c/p>\n\u003cp>Carter observes that a great deal of the project’s success hinged on students being motivated to learn and practice skills that applied to the game. Students often have trouble appreciating the value of what they learn in school when it is abstracted from its real-world purpose. In this case, learning was meaningful for the students because it had traction in a fantasy world that stood in as a facsimile for the real one, the central dynamic of play and a key feature of its value for development and learning.\u003c/p>\n\u003cp>\u003cstrong>Sorcery for STEM\u003c/strong>\u003c/p>\n\u003cp>Although \u003cem>Dungeons & Dragons\u003c/em> seems better suited to teach humanities, every shield block and fireball relies on a little bit of science and lots of math.\u003c/p>\n\u003cp>“It may seem odd, but in a fantasy game with magic, players often have to learn about basic physics and chemistry to determine what to do,\" said Ian Slater who teaches at York University and runs \u003ca href=\"http://www.blackdragongames.ca/\">Black Dragon Games\u003c/a>. \"Not to determine how a magic-user can shoot a lightning bolt from their fingers, but rather to determine, for example, if a suit of plate mail would be magnetized by the strike of a lightning bolt.”\u003c/p>\n\u003cp>Incorporating games of any sort into the curriculum generally requires that \u003ca href=\"http://ithrivegames.org/putting-it-in-context-using-commercial-video-games-in-education/\">teachers create context\u003c/a> to direct play towards the learning objectives. RPGs like \u003cem>Dungeons & Dragons\u003c/em> are pliable systems that lend themselves to be creatively modified, which makes them ideal to serve diverse curricular purposes. UK educator Chris Leach, for example, reworked the game and leveraged the fantasy motif to instruct Grade 6 students on the basics of \u003ca href=\"https://www.theguardian.com/teacher-network/teacher-blog/2013/may/09/teaching-algorithms-binary-code-dungeons-and-dragons\">algorithms and binary\u003c/a>, the foundation of computational thinking.\u003c/p>\n\u003cp>“If you are at all 'science enabled' as a DM there are ample opportunities to discuss scientific topics, even if magic bends reality in ways that science would not allow,\" said Slater. \"Even examples of scientifically impossible magic can be used as tools to discuss what science actually does say about a subject.\"\u003c/p>\n\u003cp>With a little ingenuity, chemistry can be applied to the existing alchemy scheme; physics operates in every projectile, fall, and collision; biology lurks in the countless flora and fauna that populate the world, and the game’s engineer class is an open invitation to justify contraptions with hard science. And math is the low hanging fruit.\u003c/p>\n\u003cp>“Math is constant, and completely necessary to play the game,” said Wells.\u003c/p>\n\u003cp>\u003cem>D&D\u003c/em> is fundamentally a numbers game, and players must consult charts and tables to modify their rolls of dice, and calculate everything from currency exchanges to their projected experience points. Those who want to be masters of their destiny can leverage math, especially probability and calculus, to bend the numbers in their favor.\u003c/p>\n\u003cp>“\u003cem>D&D\u003c/em> is full of this sort of basic mathematical stuff, and players soak it up as they play,\" said Slater. “Indeed, since knowing how these mechanics work has direct implications for the survival of their character, players tend to learn the mathematics pretty quickly.”\u003c/p>\n\u003cp>There are numerous websites, forums and online calculators to assist players with \u003ca href=\"http://monkeysushi.net/gaming/DnD/math.html\">mathematical assistance\u003c/a> to further their progress. With no coaxing from parents and teachers, players are motivated to research and access these resources to optimize their play, an inevitable boon to their numeracy skills. Carter observed many of her previously demoralized students become invested in math due to the game.\u003c/p>\n\u003cp>“One student, who frequently demonstrated an apprehension towards math that translated into poor performance in class, on assignments, and during assessments, made significant progress as we worked through the project,\" wrote Carter. The student offered answers to questions, she writes, \"and slowly transferred this confidence in math as it applied to the project into a confidence in regular math.”\u003c/p>\n\u003cp>\u003cstrong>The Benevolent Subversions of the Chaotic Good\u003c/strong>\u003c/p>\n\u003cp>These intriguing case studies point to what a comprehensive learning program might look like if subjects and skills were not taught in isolation from each other, but integrated into a single cohesive system where students are intrinsically motivated to participate. It combines project-based learning, game-based learning, social-emotional learning and any number of other hyphenated initiatives that aim to invigorate an education system that is too-often out of step with the world it hopes to service.\u003c/p>\n\u003cp>The teachers and professors who have experimented with \u003cem>D&D\u003c/em> in their practice are also players who have experienced the force of shaping and reshaping stories. Whether deliberately or inadvertently, they use the power learned in the realms of fantasy to hack an all too real educational narrative. In \u003cem>Dungeons & Dragons\u003c/em> parlance, their race is Human, their class is Pedagog, and their moral alignment is clearly Chaotic Good, whose description in the \u003ca href=\"http://dnd.wizards.com/products/tabletop-games/rpg-products/rpg_playershandbook\">\u003cem>Player’s Handbook\u003c/em>\u003c/a> is eerily suitable:\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>A chaotic good character does what is necessary to bring about change for the better, disdains bureaucratic organizations that get in the way of social improvement, and places a high value on personal freedom, not only for oneself, but for others as well. \u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>Dungeons & Dragons \u003c/em>is a salient example of an imaginative and timely intervention, but sword-and-sorcery is not for everybody. The plasticity of RPG systems allows for the implementation of any theme or setting, and students can be enlisted to help design the games around a specific topic. Also, teachers like Kade Wells are not only using RPGs in their classes, but turning their classes into role-playing games which further restructures the operations of a traditional education system.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ultimately, whether using games, RPGs, or any other initiatives, teachers have an unprecedented opportunity to exercise and model creativity, passion, problem-solving, and courage to re-author their personal and institutional narratives. With these mildly subversive but benevolent grassroots interventions they can rewrite the story of student, teacher and school into a legendary epic for the ages, and perhaps save the world along the way.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Data Privacy Lessons in Alternative Reality Games Can Help Kids In Real Life",
"title": "How Data Privacy Lessons in Alternative Reality Games Can Help Kids In Real Life",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Ubiquitous social media platforms—including Facebook, Twitter and Instagram—have created a venue for people to share and connect with others. We use these services by clicking “I Agree” on Terms of Service screens, trading off some of our private and personal data for seemingly free services. While these services say data collection helps create a better user experience, that data is also potentially exploitable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The news about how third parties \u003c/span>\u003ca href=\"https://www.nytimes.com/2018/03/19/technology/facebook-cambridge-analytica-explained.html\">\u003cspan style=\"font-weight: 400\">obtain and use Facebook users’\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> data to wage political campaigns and the mounting evidence of election interference have shined a spotlight on just how secure our data is when we share online. Educating youth about data security can fall under the larger umbrella of\u003c/span>\u003ca href=\"https://www.commonsensemedia.org/videos/what-is-digital-citizenship\"> \u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as social media uses and misuses and learning how not to embarrass or endanger oneself while using the internet. But few resources compare to actually experiencing a data and privacy breach. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure that students learn about online privacy and data security, high school English language arts teachers \u003c/span>\u003ca href=\"https://thealternateclassroom.org/\">\u003cspan style=\"font-weight: 400\">John Fallon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Connecticut and\u003c/span>\u003ca href=\"http://www.ludiclearning.org/\"> \u003cspan style=\"font-weight: 400\">Paul Darvasi\u003c/span>\u003c/a> (who also reports for \u003ca href=\"https://www.kqed.org/author/pauldarvasi\">\u003cem>MindShift\u003c/em>\u003c/a>)\u003cspan style=\"font-weight: 400\"> in Toronto co-created Blind Protocol, an\u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Alternate_reality_game\"> \u003cspan style=\"font-weight: 400\">alternate reality game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. ARGs blend fiction with the real world by creating narratives and puzzles that take participants deeper into the story by way of their actions. F\u003c/span>\u003cspan style=\"font-weight: 400\">allon and Darvasi’s ARG goal was not to inform students on how to actually hack or spy; rather, they use game tactics to teach about the vulnerability of their data.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every decision and click you make is being recorded and scraped by somebody who doesn’t have your privacy and interests at heart,” Fallon says to his students. “Think carefully about whether you want your cookie crumbs to be spread.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_51774\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51774 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668.jpeg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-1200x900.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-1180x885.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-960x720.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-240x180.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-375x281.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-520x390.jpeg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">John Fallon's students create work that will earn them faux bitcoins that can be used for purchasing and launching protocols against the other team so they can uncover their identities. \u003ccite>(Courtesy of John Fallon)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>HOW ALTERNATE REALITY BEGINS\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ARG unit starts with the viewing of several privacy-focused films, including the Edward Snowden documentary\u003c/span>\u003ca href=\"http://watchdocumentaries.com/citizenfour/\">\u003cspan style=\"font-weight: 400\"> “\u003c/span>\u003cspan style=\"font-weight: 400\">Citizenfour\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” PBS Frontline's\u003c/span>\u003ca href=\"https://www.pbs.org/wgbh/frontline/film/united-states-of-secrets/\">\u003cspan style=\"font-weight: 400\"> “\u003c/span>\u003cspan style=\"font-weight: 400\">The United States of Secrets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” which is about the National Security Administration, and the film “Terms and Conditions May Apply.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the teachers are ready to begin the ARG -- Fallon in Connecticut with his Fairfield Country Day School students and Darvasi in Toronto with his Royal St. George's College pupils -- students start out by viewing a TED Talk about online privacy and data surveillance. (The two classes are experiencing the ARG separately and the students are unaware of each other's existence, until they eventually interact halfway through the four-week unit.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“All of a sudden, I get a phone call,” Darvasi said. Fallon gets the same fake phone call, too, as each follows the same setup. Each teacher then steps outside his classroom, leaving the students alone. Then the video restarts, seemingly gets hacked and a voice urges students to check their email. Students then find an email from a mysterious entity named HORUS that has an email with the school domain address. The message from HORUS contains a video message with instructions for the ARG. \u003c/span>\u003c/p>\n\u003cp>https://vimeo.com/200696219\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are then given a series of clues that unlock more clues as the game progresses. For example, clues in the email lead students to four canopic jars containing USB drives. Details on the jars unlock access to the contents of the password-protected USB drives. The clues within the drives lead students to a game manual buried somewhere on campus that allows them to unlock more clues. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the second week, students come up with user profiles on a PDF that include four details -- a self-selected image, nickname, symbol and motto -- and turn them into their teacher, who acts as a conduit for HORUS. Several days later, much to their shock, according to the teachers, the students find a stash of profiles delivered by HORUS that include photos, nicknames, symbols and mottos -- but the profiles are not their own. They are surprised to discover that, somewhere else in the world, HORUS has clearly led another group of students through the same steps. The questions is: Who are they and where are they?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students’ game goal is to uncover the location and identities of their newly discovered counterparts. The process of uncovering this data is the win condition of the game, and the central mechanic that drives student engagement and learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“John and I play dumb,” said Darvasi, who said it’s up to the students to solve the game while the teachers act as intermediaries. “We tell the students we know a little more than you do. Obviously, they know we're pulling the wool over their eyes and we’re in on it, but they still happily play along.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_51776\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51776 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Library-Clue-e1533161308966.jpg\" alt=\"\" width=\"1920\" height=\"1695\">\u003cfigcaption class=\"wp-caption-text\">A clue for a side mission was planted at the school library inside a digital privacy book, \"I Know Who You Are and I Saw What You Did: Social Networks and the Death of Privacy\" by Lori Andrews. \u003ccite>(Courtesy of Paul Darvasi)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the process of uncovering data about the other students with four details and additional tools, students learn about how much data people, especially teens, reveal about themselves online and how little information it takes to identify someone. \u003c/span>\u003c/p>\n\u003cp>\u003cb>LAUNCHING PROTOCOLS\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through an additional series of clues, students are led to another important tool to unlock the game: a catalog of 20 protocols. Inspired by the NSA ANT \u003ca href=\"https://gizmodo.com/a-peek-inside-the-nsas-spy-gear-catalog-1491827763\">catalog\u003c/a> that detailed the types of protocols that can be launched against a target for cyber surveillance (with names such as GOPHERSET and COTTONMOUTH-1), Darvasi and Fallon created their own catalog from which students can purchase protocols with faux cryptocurrency they’re given at the start of the game. No student has enough to buy a protocol on their own, so students have to pool their money and make selections strategically as a group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Darvasi’s students in Toronto can pool together 55 faux bitcoins to purchase and launch the \u003ca href=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Catalog-Protocol-16.pdf\">BOTTING\u003c/a> protocol against an opponent. The student targeted at Fallon’s school in Connecticut would then have 48 hours to record audio of 10 words of Darvasi’s students choosing and send it back to them through an intermediary (Darvasi or Fallon). For a higher price of 65 faux bitcoins, students can launch \u003ca href=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Catalog-Protocol-008.pdf\">MORPHLING\u003c/a>, which would give the opponent 48 hours to record a one-minute video explaining three ways to stay safe while using Facebook, while making their school mascot (or a close approximation of) appear in the video in some way during the entire minute. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, the students on the receiving end of the protocol are trying to comply with the request while revealing as little information as possible. The goal is to avoid having their true identities revealed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an example of how snippets of data can reveal a bigger picture, students launched a desktop protocol, in which the opponent is required to take a screenshot of their own computer desktop. The student whose screenshot was submitted left his first name on one file and last name on another document that was visible. Opponents searched for that student’s name and identified their Facebook profile -- where he was wearing his school colors -- and won. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_51775\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51775 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Pole-Poster-Clue-e1533161469485.jpg\" alt=\"\" width=\"1920\" height=\"1920\">\u003cfigcaption class=\"wp-caption-text\">One of several clues planted near Darvasi's school that helped students advance in the game. (Courtesy of Paul Darvasi)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>MAKING LEARNING REAL\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Running the game with two different groups imbues students with\u003c/span> \u003cspan style=\"font-weight: 400\">the sensation of online vulnerability without actually putting anyone’s real-life data at risk. The two teachers run the game together, but are exploring playing with more classes around the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, the teachers’ learning goal is to drive home a deeper understanding of what it takes to maintain good online security and privacy practices. More than \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, students learn \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> they should be careful about what they post on social media. “Students learn why they must change passwords, and why they should be careful about their digital footprints,” Fallon said. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fallon and Darvasi carefully mediate the entire experience, pulling the game’s strings and levers in the background, as students play in class. “The game is metaphorical, not real—but the impact is,” said Fallon, who now teaches at a different school. Students know they are in a game and that their actual identities are safe. “If a group of strangers from another country only needed a street sign and your school colors to figure out where you are, think about how vulnerable you are online.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Ubiquitous social media platforms—including Facebook, Twitter and Instagram—have created a venue for people to share and connect with others. We use these services by clicking “I Agree” on Terms of Service screens, trading off some of our private and personal data for seemingly free services. While these services say data collection helps create a better user experience, that data is also potentially exploitable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The news about how third parties \u003c/span>\u003ca href=\"https://www.nytimes.com/2018/03/19/technology/facebook-cambridge-analytica-explained.html\">\u003cspan style=\"font-weight: 400\">obtain and use Facebook users’\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> data to wage political campaigns and the mounting evidence of election interference have shined a spotlight on just how secure our data is when we share online. Educating youth about data security can fall under the larger umbrella of\u003c/span>\u003ca href=\"https://www.commonsensemedia.org/videos/what-is-digital-citizenship\"> \u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as social media uses and misuses and learning how not to embarrass or endanger oneself while using the internet. But few resources compare to actually experiencing a data and privacy breach. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure that students learn about online privacy and data security, high school English language arts teachers \u003c/span>\u003ca href=\"https://thealternateclassroom.org/\">\u003cspan style=\"font-weight: 400\">John Fallon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Connecticut and\u003c/span>\u003ca href=\"http://www.ludiclearning.org/\"> \u003cspan style=\"font-weight: 400\">Paul Darvasi\u003c/span>\u003c/a> (who also reports for \u003ca href=\"https://www.kqed.org/author/pauldarvasi\">\u003cem>MindShift\u003c/em>\u003c/a>)\u003cspan style=\"font-weight: 400\"> in Toronto co-created Blind Protocol, an\u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Alternate_reality_game\"> \u003cspan style=\"font-weight: 400\">alternate reality game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. ARGs blend fiction with the real world by creating narratives and puzzles that take participants deeper into the story by way of their actions. F\u003c/span>\u003cspan style=\"font-weight: 400\">allon and Darvasi’s ARG goal was not to inform students on how to actually hack or spy; rather, they use game tactics to teach about the vulnerability of their data.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every decision and click you make is being recorded and scraped by somebody who doesn’t have your privacy and interests at heart,” Fallon says to his students. “Think carefully about whether you want your cookie crumbs to be spread.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_51774\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51774 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668.jpeg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-1200x900.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-1180x885.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-960x720.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-240x180.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-375x281.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-520x390.jpeg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">John Fallon's students create work that will earn them faux bitcoins that can be used for purchasing and launching protocols against the other team so they can uncover their identities. \u003ccite>(Courtesy of John Fallon)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>HOW ALTERNATE REALITY BEGINS\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ARG unit starts with the viewing of several privacy-focused films, including the Edward Snowden documentary\u003c/span>\u003ca href=\"http://watchdocumentaries.com/citizenfour/\">\u003cspan style=\"font-weight: 400\"> “\u003c/span>\u003cspan style=\"font-weight: 400\">Citizenfour\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” PBS Frontline's\u003c/span>\u003ca href=\"https://www.pbs.org/wgbh/frontline/film/united-states-of-secrets/\">\u003cspan style=\"font-weight: 400\"> “\u003c/span>\u003cspan style=\"font-weight: 400\">The United States of Secrets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” which is about the National Security Administration, and the film “Terms and Conditions May Apply.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the teachers are ready to begin the ARG -- Fallon in Connecticut with his Fairfield Country Day School students and Darvasi in Toronto with his Royal St. George's College pupils -- students start out by viewing a TED Talk about online privacy and data surveillance. (The two classes are experiencing the ARG separately and the students are unaware of each other's existence, until they eventually interact halfway through the four-week unit.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“All of a sudden, I get a phone call,” Darvasi said. Fallon gets the same fake phone call, too, as each follows the same setup. Each teacher then steps outside his classroom, leaving the students alone. Then the video restarts, seemingly gets hacked and a voice urges students to check their email. Students then find an email from a mysterious entity named HORUS that has an email with the school domain address. The message from HORUS contains a video message with instructions for the ARG. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Students are then given a series of clues that unlock more clues as the game progresses. For example, clues in the email lead students to four canopic jars containing USB drives. Details on the jars unlock access to the contents of the password-protected USB drives. The clues within the drives lead students to a game manual buried somewhere on campus that allows them to unlock more clues. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the second week, students come up with user profiles on a PDF that include four details -- a self-selected image, nickname, symbol and motto -- and turn them into their teacher, who acts as a conduit for HORUS. Several days later, much to their shock, according to the teachers, the students find a stash of profiles delivered by HORUS that include photos, nicknames, symbols and mottos -- but the profiles are not their own. They are surprised to discover that, somewhere else in the world, HORUS has clearly led another group of students through the same steps. The questions is: Who are they and where are they?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students’ game goal is to uncover the location and identities of their newly discovered counterparts. The process of uncovering this data is the win condition of the game, and the central mechanic that drives student engagement and learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“John and I play dumb,” said Darvasi, who said it’s up to the students to solve the game while the teachers act as intermediaries. “We tell the students we know a little more than you do. Obviously, they know we're pulling the wool over their eyes and we’re in on it, but they still happily play along.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_51776\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51776 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Library-Clue-e1533161308966.jpg\" alt=\"\" width=\"1920\" height=\"1695\">\u003cfigcaption class=\"wp-caption-text\">A clue for a side mission was planted at the school library inside a digital privacy book, \"I Know Who You Are and I Saw What You Did: Social Networks and the Death of Privacy\" by Lori Andrews. \u003ccite>(Courtesy of Paul Darvasi)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the process of uncovering data about the other students with four details and additional tools, students learn about how much data people, especially teens, reveal about themselves online and how little information it takes to identify someone. \u003c/span>\u003c/p>\n\u003cp>\u003cb>LAUNCHING PROTOCOLS\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through an additional series of clues, students are led to another important tool to unlock the game: a catalog of 20 protocols. Inspired by the NSA ANT \u003ca href=\"https://gizmodo.com/a-peek-inside-the-nsas-spy-gear-catalog-1491827763\">catalog\u003c/a> that detailed the types of protocols that can be launched against a target for cyber surveillance (with names such as GOPHERSET and COTTONMOUTH-1), Darvasi and Fallon created their own catalog from which students can purchase protocols with faux cryptocurrency they’re given at the start of the game. No student has enough to buy a protocol on their own, so students have to pool their money and make selections strategically as a group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Darvasi’s students in Toronto can pool together 55 faux bitcoins to purchase and launch the \u003ca href=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Catalog-Protocol-16.pdf\">BOTTING\u003c/a> protocol against an opponent. The student targeted at Fallon’s school in Connecticut would then have 48 hours to record audio of 10 words of Darvasi’s students choosing and send it back to them through an intermediary (Darvasi or Fallon). For a higher price of 65 faux bitcoins, students can launch \u003ca href=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Catalog-Protocol-008.pdf\">MORPHLING\u003c/a>, which would give the opponent 48 hours to record a one-minute video explaining three ways to stay safe while using Facebook, while making their school mascot (or a close approximation of) appear in the video in some way during the entire minute. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, the students on the receiving end of the protocol are trying to comply with the request while revealing as little information as possible. The goal is to avoid having their true identities revealed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an example of how snippets of data can reveal a bigger picture, students launched a desktop protocol, in which the opponent is required to take a screenshot of their own computer desktop. The student whose screenshot was submitted left his first name on one file and last name on another document that was visible. Opponents searched for that student’s name and identified their Facebook profile -- where he was wearing his school colors -- and won. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_51775\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51775 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Pole-Poster-Clue-e1533161469485.jpg\" alt=\"\" width=\"1920\" height=\"1920\">\u003cfigcaption class=\"wp-caption-text\">One of several clues planted near Darvasi's school that helped students advance in the game. (Courtesy of Paul Darvasi)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>MAKING LEARNING REAL\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Running the game with two different groups imbues students with\u003c/span> \u003cspan style=\"font-weight: 400\">the sensation of online vulnerability without actually putting anyone’s real-life data at risk. The two teachers run the game together, but are exploring playing with more classes around the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, the teachers’ learning goal is to drive home a deeper understanding of what it takes to maintain good online security and privacy practices. More than \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, students learn \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> they should be careful about what they post on social media. “Students learn why they must change passwords, and why they should be careful about their digital footprints,” Fallon said. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fallon and Darvasi carefully mediate the entire experience, pulling the game’s strings and levers in the background, as students play in class. “The game is metaphorical, not real—but the impact is,” said Fallon, who now teaches at a different school. Students know they are in a game and that their actual identities are safe. “If a group of strangers from another country only needed a street sign and your school colors to figure out where you are, think about how vulnerable you are online.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Adapted from\u003c/span>\u003c/i> \u003ca href=\"http://bit.ly/GBLinAction\">\u003ci>\u003cspan style=\"font-weight: 400\">Game-Based Learning in Action: How an Expert Affinity Group Teaches with Games\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> by \u003c/span>\u003c/i>\u003ca href=\"http://matthewfarber.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Matthew Farber\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> published by Peter Lang.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Professor Karen Schrier, \u003c/span>\u003cspan style=\"font-weight: 400\">Founding Director of the \u003c/span>\u003ca href=\"https://www.marist.edu/commarts/mediaarts/gamesandemergingmedia/\">\u003cspan style=\"font-weight: 400\">Games & Emerging Media program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at Marist College, developed the Ethics, Practice, and Implementation Categorization (EPIC) Framework in 2015 for the use of use video games in ethics education, proposing seven educational goals, and 12 strategies for ethics games. For example, the video game \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Journey\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> can help students to convey emotion and perspective, while iCivics’ \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Argument Wars\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> teaches the deliberation of real world issues. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Games offer more to players than goals of winning. The experiences along the way may often present ethical challenges to players. The idea of the EPIC Framework is to be a tool for teachers to refer to when considering which games to use in classrooms. The goals and strategies were drawn from a literature review of vetted frameworks. Schrier told me:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">I thought about the different types of goals a teacher might have in trying to teach ethics. Goals might be building ethical awareness, enhancing character, or helping students practice reflection. I also looked at 12 different strategies that might be used in ethics education, things like role-play or modeling of behavior, simulating scenarios or issues. I used it to help teachers understand the appropriate game to meet their own goals and strategies.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.amazon.com/dp/1433144743/ref=cm_sw_r_cp_ep_dp_arCeBbF4GJDDY\">\u003cimg class=\"size-thumbnail wp-image-51437 alignright\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/cover_front-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\">\u003c/a>Educational goals also include enhancing emotional intelligence, practicing self-care, and cultivating facility with major ethics issues, approaches, and frameworks. The 12 strategies game designers use to deepen a player’s understanding of ethics are:\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Emotion, mood, and tone\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Diaries or personal reflection devices\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Role-taking and role-playing\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Story or narrative\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Modeling through avatar or character\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Choices and consequences\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Simulation\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Social interaction and collaboration\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Deliberation, dialogue, and discourse\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Applications to real-world issues\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Procedural exploration and interaction\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> ‘Nudges’ or contextual and/or personalized clues\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">When considering a game to teach ethics, Schrier said one must consider what might be the best match for the teacher’s classroom. “The context and goals of the classroom need to be at the forefront,” said Schrier. You can’t just drop in [the US History game series] Mission US, or [the immigration game] \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Migrant Trail \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">without thinking through the kinds of strategies and goals you want to meet.” Educators must also play the game in advance and “think about the maturity of the students and the goals they have,” Schrier told me in 2016.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Members of The Tribe, \u003c/span>\u003cspan style=\"font-weight: 400\">an affinity group of game-based learning teachers,\u003c/span>\u003cspan style=\"font-weight: 400\"> use games as a safe space for students to experiment with identity. \u003c/span>\u003cspan style=\"font-weight: 400\">Using\u003c/span>\u003ca href=\"https://gonehome.game/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Gone Home\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Paul Darvasi (who also reports on game-based learning for MindShift) and Alexander Husøy’s students became the character Katie Greenbriar in a role-playing game as they explored an empty house filled with family secrets. Then they engaged students in discussions about a game’s mood and tone \u003c/span>\u003cspan style=\"font-weight: 400\"> Through \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">World of Warcraft\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Peggy Sheehy asked her students about their hero’s journey through adolescence. \u003c/span>\u003cspan style=\"font-weight: 400\">Glen Irvin had his students learn Spanish by role-playing as businesspersons in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Minecraft \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">game and then reflected on the acquired learned vocabulary on his Schoology page.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schrier’s list of strategies includes the use of open-ended assessments for student reflections. The way students interact with games is different. “Everybody is different,” said Schrier. “We [as designers] might go in thinking we’re making this great educational game. But games, like people, are complex. Not everyone will respond to every game the same way.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-thumbnail wp-image-51438\" style=\"margin-right: 0px !important\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Matthew-Farber-e1528905083931-160x168.jpg\" alt=\"\" width=\"160\" height=\"168\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/Matthew-Farber-e1528905083931-160x168.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Matthew-Farber-e1528905083931-240x252.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Matthew-Farber-e1528905083931-375x393.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Matthew-Farber-e1528905083931.jpg 407w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cem>Matthew Farber, Ed.D. is an assistant professor of Technology, Innovation, and Pedagogy at the University of Northern Colorado. With Karen Schrier, he co-authored the UNESCO MGIEP working paper, \u003ca href=\"https://s3-us-west-2.amazonaws.com/lms-chi/pdfs/JWCXudtfuH665AE93_working-paper-5.pdf\">The Limits and Strengths of Using Digital Games as “Empathy Machines.”\u003c/a> He is also the author of \u003ca href=\"https://www.amazon.com/dp/1433135027/ref=cm_sw_r_cp_ep_dp_Zg83ybD87G2N0\">Gamify Your Classroom: A Field Guide to Game-Based Learning — Revised Edition\u003c/a>, and \u003ca href=\"https://www.amazon.com/Game-Based-Learning-Action-Literacies-Epistemologies/dp/1433144743/ref=asap_bc?ie=UTF8\">Game-Based Learning in Action: How an Expert Affinity Group Teaches with Games\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>_\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Adapted from\u003c/span>\u003c/i> \u003ca href=\"http://bit.ly/GBLinAction\">\u003ci>\u003cspan style=\"font-weight: 400\">Game-Based Learning in Action: How an Expert Affinity Group Teaches with Games\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> by \u003c/span>\u003c/i>\u003ca href=\"http://matthewfarber.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Matthew Farber\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> published by Peter Lang.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Professor Karen Schrier, \u003c/span>\u003cspan style=\"font-weight: 400\">Founding Director of the \u003c/span>\u003ca href=\"https://www.marist.edu/commarts/mediaarts/gamesandemergingmedia/\">\u003cspan style=\"font-weight: 400\">Games & Emerging Media program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at Marist College, developed the Ethics, Practice, and Implementation Categorization (EPIC) Framework in 2015 for the use of use video games in ethics education, proposing seven educational goals, and 12 strategies for ethics games. For example, the video game \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Journey\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> can help students to convey emotion and perspective, while iCivics’ \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Argument Wars\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> teaches the deliberation of real world issues. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Games offer more to players than goals of winning. The experiences along the way may often present ethical challenges to players. The idea of the EPIC Framework is to be a tool for teachers to refer to when considering which games to use in classrooms. The goals and strategies were drawn from a literature review of vetted frameworks. Schrier told me:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">I thought about the different types of goals a teacher might have in trying to teach ethics. Goals might be building ethical awareness, enhancing character, or helping students practice reflection. I also looked at 12 different strategies that might be used in ethics education, things like role-play or modeling of behavior, simulating scenarios or issues. I used it to help teachers understand the appropriate game to meet their own goals and strategies.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.amazon.com/dp/1433144743/ref=cm_sw_r_cp_ep_dp_arCeBbF4GJDDY\">\u003cimg class=\"size-thumbnail wp-image-51437 alignright\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/cover_front-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\">\u003c/a>Educational goals also include enhancing emotional intelligence, practicing self-care, and cultivating facility with major ethics issues, approaches, and frameworks. The 12 strategies game designers use to deepen a player’s understanding of ethics are:\u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Emotion, mood, and tone\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Diaries or personal reflection devices\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Role-taking and role-playing\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Story or narrative\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Modeling through avatar or character\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Choices and consequences\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Simulation\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Social interaction and collaboration\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Deliberation, dialogue, and discourse\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Applications to real-world issues\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Procedural exploration and interaction\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> ‘Nudges’ or contextual and/or personalized clues\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">When considering a game to teach ethics, Schrier said one must consider what might be the best match for the teacher’s classroom. “The context and goals of the classroom need to be at the forefront,” said Schrier. You can’t just drop in [the US History game series] Mission US, or [the immigration game] \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Migrant Trail \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">without thinking through the kinds of strategies and goals you want to meet.” Educators must also play the game in advance and “think about the maturity of the students and the goals they have,” Schrier told me in 2016.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Members of The Tribe, \u003c/span>\u003cspan style=\"font-weight: 400\">an affinity group of game-based learning teachers,\u003c/span>\u003cspan style=\"font-weight: 400\"> use games as a safe space for students to experiment with identity. \u003c/span>\u003cspan style=\"font-weight: 400\">Using\u003c/span>\u003ca href=\"https://gonehome.game/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Gone Home\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Paul Darvasi (who also reports on game-based learning for MindShift) and Alexander Husøy’s students became the character Katie Greenbriar in a role-playing game as they explored an empty house filled with family secrets. Then they engaged students in discussions about a game’s mood and tone \u003c/span>\u003cspan style=\"font-weight: 400\"> Through \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">World of Warcraft\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Peggy Sheehy asked her students about their hero’s journey through adolescence. \u003c/span>\u003cspan style=\"font-weight: 400\">Glen Irvin had his students learn Spanish by role-playing as businesspersons in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Minecraft \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">game and then reflected on the acquired learned vocabulary on his Schoology page.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schrier’s list of strategies includes the use of open-ended assessments for student reflections. The way students interact with games is different. “Everybody is different,” said Schrier. “We [as designers] might go in thinking we’re making this great educational game. But games, like people, are complex. Not everyone will respond to every game the same way.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-thumbnail wp-image-51438\" style=\"margin-right: 0px !important\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Matthew-Farber-e1528905083931-160x168.jpg\" alt=\"\" width=\"160\" height=\"168\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/Matthew-Farber-e1528905083931-160x168.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Matthew-Farber-e1528905083931-240x252.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Matthew-Farber-e1528905083931-375x393.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Matthew-Farber-e1528905083931.jpg 407w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cem>Matthew Farber, Ed.D. is an assistant professor of Technology, Innovation, and Pedagogy at the University of Northern Colorado. With Karen Schrier, he co-authored the UNESCO MGIEP working paper, \u003ca href=\"https://s3-us-west-2.amazonaws.com/lms-chi/pdfs/JWCXudtfuH665AE93_working-paper-5.pdf\">The Limits and Strengths of Using Digital Games as “Empathy Machines.”\u003c/a> He is also the author of \u003ca href=\"https://www.amazon.com/dp/1433135027/ref=cm_sw_r_cp_ep_dp_Zg83ybD87G2N0\">Gamify Your Classroom: A Field Guide to Game-Based Learning — Revised Edition\u003c/a>, and \u003ca href=\"https://www.amazon.com/Game-Based-Learning-Action-Literacies-Epistemologies/dp/1433144743/ref=asap_bc?ie=UTF8\">Game-Based Learning in Action: How an Expert Affinity Group Teaches with Games\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>_\u003c/p>\n\n\u003c/div>\u003c/p>",
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"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.",
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"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?",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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},
"tech-nation": {
"id": "tech-nation",
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