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"content": "\u003cp>\u003cstrong>By Tanner Higgin, \u003ca href=\"https://www.commonsense.org/education/\">Common Sense Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>The success and popularity of \u003ca href=\"https://minecraft.net/\">Minecraft\u003c/a> in and out of classrooms is no surprise. It's one of the best examples of the\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\"> potential of learning with games\u003c/a> because it embraces exploration, discovery, creation, collaboration, and problem-solving while allowing teachers to shepherd play toward any subject area.\u003c/p>\n\u003cp>But Minecraft is not the only game of this kind. Take a look at some of these.\u003c/p>\n\u003ch3>1. \u003ca href=\"http://www.garrysmod.com/\">Garry's Mod \u003c/a>\u003c/h3>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/game/garrys-mod\">\u003cimg class=\"alignright wp-image-32720\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/garryscreenshot-140x140.jpg\" alt=\"garryscreenshot\" width=\"250\" height=\"141\">\u003c/a>Garry's Mod\u003ca href=\"http://www.graphite.org/game/garrys-mod\"> \u003c/a>(\u003cem>GMod)\u003c/em> is a sandbox game like Minecraft but instead of building and exploring, students use a fun physics engine that simulates things like gravity and mass. They also use a virtual toy box of assets from Valve Software's popular games. The tool is a step up in complexity from the elegant simplicity of Minecraft, but with Garry's Mod\u003cem>,\u003c/em> students are exposed to physics concepts while having madcap fun.\u003c/p>\n\u003ch3>2. \u003ca href=\"https://kerbalspaceprogram.com/\">Kerbal Space Program \u003c/a>\u003c/h3>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/game-reviews/kerbal-space-program\">\u003cimg class=\"alignright wp-image-32721\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/kerbal_screenshot-140x140.jpeg\" alt=\"kerbal_screenshot\" width=\"250\" height=\"141\">\u003c/a>Kerbal Space Program has a robust physics engine too, but it's more focused than Garry's Mod. Players purchase rocket parts, put them together, and then see if they can get a ship into orbit, to one of two moons, or even to another planet. These aren't easy tasks, so play is focused on trial and error testing, and, like Minecraft, seeking help from the community is part of a successful strategy.\u003c/p>\n\u003ch3>3. \u003ca href=\"http://www.soundshapesgame.com/home/public.html\">Sound Shapes\u003cem> \u003c/em>\u003c/a>\u003c/h3>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/game-reviews/sound-shapes\">\u003cimg class=\"alignright wp-image-32722\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/soundshapes_screenshot-140x140.jpg\" alt=\"soundshapes_screenshot\" width=\"250\" height=\"141\">\u003c/a>Sound Shapes\u003ca href=\"http://www.soundshapesgame.com/home/public.html\">\u003cem> \u003c/em>\u003c/a>is a visually stunning platform puzzle game set to a rich musical soundscape. Even better: students can create and share their own levels – like interactive sheet music -- using sounds and objects unlocked by playing the platform game. It's an accessible entry point into musical composition as well as game design, and provides an experience that builds on the creativity of Minecraft while offering something wholly unique for music lovers.\u003c/p>\n\u003ch3>4. \u003ca href=\"http://www.diy.org\">DIY \u003c/a>\u003c/h3>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/app-reviews/diy-app-creative-community-for-kids\">\u003cimg class=\"alignright wp-image-32724\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Screen-Shot-2013-11-18-at-3.26.57-PM-140x140.png\" alt=\"DIY\" width=\"250\" height=\"170\">\u003c/a>For creative kids who want to get their hands dirty, check out DIY, a site where students can find things to build, instructions for how to build them, and ways to share their creations with others. All projects are aligned to 50 skills that run the gamut from outdoors to indoors, and feature various challenges to complete and cool badges to earn and display.\u003c/p>\n\u003ch3>5. \u003ca href=\"http://www.stencyl.com/\">STENCYL \u003c/a>\u003c/h3>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/game/stencyl\">\u003cimg class=\"alignright wp-image-32726\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/screen568x568-140x140.jpg\" alt=\"screen568x568\" width=\"250\" height=\"141\">\u003c/a>Computer programming is a great next step for students who love to mod Minecraft or toy around with the redstone resource (which simulates basic logic and circuitry). One solid entry-level tool is Stencyl, a game creation program focused on codeless, cross-platform game making. By snapping blocks of code together, students can create games that can be published and played on a variety of platforms including mobile phones.\u003c/p>\n\u003ch3>6. \u003ca href=\"http://www.codecademy.com/\">CODECADEMY\u003c/a>\u003c/h3>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/website-reviews/codecademy\">\u003cimg class=\"alignright wp-image-32727\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Screen-Shot-2013-11-18-at-3.31.05-PM-140x140.png\" alt=\"Screen Shot 2013-11-18 at 3.31.05 PM\" width=\"250\" height=\"154\">\u003c/a>Codecademy is a web-based, self-paced site that teaches actual industry-standard languages like PHP, Javascript, Python, Ruby, HTML, and CSS. While students don't create publishable games like they would in Stencyl, their learning is purpose-driven and contextualized, e.g. JavaScript for web development or Ruby for app development. And students do get to see their code's output directly onscreen.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Minecraft has introduced a lot of youth to games as well as the critical thinking, problem solving, and creation skills necessary for self-motivated learning. The games and sites on this list have the potential to extend that learning, providing fresh outlets for self-expression in the digital world and beyond.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tanner Higgin is director, education editorial strategy at \u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=frtTj172IE2WOhWN95x36BykyXYVkFUKNVMzLQYOAaiOC8vN6NnUCA..&URL=http%3a%2f%2fwww.commonsense.org%2feducation\">Common Sense Education\u003c/a>, which helps educators find the best edtech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology thoughtfully, critically, and creatively. Go to \u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=frtTj172IE2WOhWN95x36BykyXYVkFUKNVMzLQYOAaiOC8vN6NnUCA..&URL=http%3a%2f%2fwww.commonsense.org%2feducation\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Tanner Higgin, \u003ca href=\"https://www.commonsense.org/education/\">Common Sense Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>The success and popularity of \u003ca href=\"https://minecraft.net/\">Minecraft\u003c/a> in and out of classrooms is no surprise. It's one of the best examples of the\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\"> potential of learning with games\u003c/a> because it embraces exploration, discovery, creation, collaboration, and problem-solving while allowing teachers to shepherd play toward any subject area.\u003c/p>\n\u003cp>But Minecraft is not the only game of this kind. Take a look at some of these.\u003c/p>\n\u003ch3>1. \u003ca href=\"http://www.garrysmod.com/\">Garry's Mod \u003c/a>\u003c/h3>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/game/garrys-mod\">\u003cimg class=\"alignright wp-image-32720\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/garryscreenshot-140x140.jpg\" alt=\"garryscreenshot\" width=\"250\" height=\"141\">\u003c/a>Garry's Mod\u003ca href=\"http://www.graphite.org/game/garrys-mod\"> \u003c/a>(\u003cem>GMod)\u003c/em> is a sandbox game like Minecraft but instead of building and exploring, students use a fun physics engine that simulates things like gravity and mass. They also use a virtual toy box of assets from Valve Software's popular games. The tool is a step up in complexity from the elegant simplicity of Minecraft, but with Garry's Mod\u003cem>,\u003c/em> students are exposed to physics concepts while having madcap fun.\u003c/p>\n\u003ch3>2. \u003ca href=\"https://kerbalspaceprogram.com/\">Kerbal Space Program \u003c/a>\u003c/h3>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/game-reviews/kerbal-space-program\">\u003cimg class=\"alignright wp-image-32721\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/kerbal_screenshot-140x140.jpeg\" alt=\"kerbal_screenshot\" width=\"250\" height=\"141\">\u003c/a>Kerbal Space Program has a robust physics engine too, but it's more focused than Garry's Mod. Players purchase rocket parts, put them together, and then see if they can get a ship into orbit, to one of two moons, or even to another planet. These aren't easy tasks, so play is focused on trial and error testing, and, like Minecraft, seeking help from the community is part of a successful strategy.\u003c/p>\n\u003ch3>3. \u003ca href=\"http://www.soundshapesgame.com/home/public.html\">Sound Shapes\u003cem> \u003c/em>\u003c/a>\u003c/h3>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/game-reviews/sound-shapes\">\u003cimg class=\"alignright wp-image-32722\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/soundshapes_screenshot-140x140.jpg\" alt=\"soundshapes_screenshot\" width=\"250\" height=\"141\">\u003c/a>Sound Shapes\u003ca href=\"http://www.soundshapesgame.com/home/public.html\">\u003cem> \u003c/em>\u003c/a>is a visually stunning platform puzzle game set to a rich musical soundscape. Even better: students can create and share their own levels – like interactive sheet music -- using sounds and objects unlocked by playing the platform game. It's an accessible entry point into musical composition as well as game design, and provides an experience that builds on the creativity of Minecraft while offering something wholly unique for music lovers.\u003c/p>\n\u003ch3>4. \u003ca href=\"http://www.diy.org\">DIY \u003c/a>\u003c/h3>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/app-reviews/diy-app-creative-community-for-kids\">\u003cimg class=\"alignright wp-image-32724\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Screen-Shot-2013-11-18-at-3.26.57-PM-140x140.png\" alt=\"DIY\" width=\"250\" height=\"170\">\u003c/a>For creative kids who want to get their hands dirty, check out DIY, a site where students can find things to build, instructions for how to build them, and ways to share their creations with others. All projects are aligned to 50 skills that run the gamut from outdoors to indoors, and feature various challenges to complete and cool badges to earn and display.\u003c/p>\n\u003ch3>5. \u003ca href=\"http://www.stencyl.com/\">STENCYL \u003c/a>\u003c/h3>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/game/stencyl\">\u003cimg class=\"alignright wp-image-32726\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/screen568x568-140x140.jpg\" alt=\"screen568x568\" width=\"250\" height=\"141\">\u003c/a>Computer programming is a great next step for students who love to mod Minecraft or toy around with the redstone resource (which simulates basic logic and circuitry). One solid entry-level tool is Stencyl, a game creation program focused on codeless, cross-platform game making. By snapping blocks of code together, students can create games that can be published and played on a variety of platforms including mobile phones.\u003c/p>\n\u003ch3>6. \u003ca href=\"http://www.codecademy.com/\">CODECADEMY\u003c/a>\u003c/h3>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/website-reviews/codecademy\">\u003cimg class=\"alignright wp-image-32727\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Screen-Shot-2013-11-18-at-3.31.05-PM-140x140.png\" alt=\"Screen Shot 2013-11-18 at 3.31.05 PM\" width=\"250\" height=\"154\">\u003c/a>Codecademy is a web-based, self-paced site that teaches actual industry-standard languages like PHP, Javascript, Python, Ruby, HTML, and CSS. While students don't create publishable games like they would in Stencyl, their learning is purpose-driven and contextualized, e.g. JavaScript for web development or Ruby for app development. And students do get to see their code's output directly onscreen.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Minecraft has introduced a lot of youth to games as well as the critical thinking, problem solving, and creation skills necessary for self-motivated learning. The games and sites on this list have the potential to extend that learning, providing fresh outlets for self-expression in the digital world and beyond.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tanner Higgin is director, education editorial strategy at \u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=frtTj172IE2WOhWN95x36BykyXYVkFUKNVMzLQYOAaiOC8vN6NnUCA..&URL=http%3a%2f%2fwww.commonsense.org%2feducation\">Common Sense Education\u003c/a>, which helps educators find the best edtech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology thoughtfully, critically, and creatively. Go to \u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=frtTj172IE2WOhWN95x36BykyXYVkFUKNVMzLQYOAaiOC8vN6NnUCA..&URL=http%3a%2f%2fwww.commonsense.org%2feducation\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_32478\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32478\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/FactsRight300.jpg\" alt=\"FactsRight300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/FactsRight300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/FactsRight300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/FactsRight300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The playful approach to learning a new concept that kids usually take when playing a video game can be just the right jumping-off point for diving deeply into a topic. Games can’t do all the teaching, but can engage kids to start thinking. At least that’s how \u003ca href=\"http://education.mit.edu/\">MIT’s Education Arcade\u003c/a> and the \u003ca href=\"http://www.learninggamesnetwork.org/about\">Learning Games Network\u003c/a> are approaching their new free game \u003ca href=\"http://www.quandarygame.org/\">Quandary\u003c/a>. The two groups designed the video game to teach ethics while aligning with Common Core State Standards in English Language Arts for third through eighth graders.\u003c/p>\n\u003cp>\u003cstrong>THE GAME\u003c/strong>\u003c/p>\n\u003cp>Quandary approaches the broad topic of ethics by helping students understand how to take a different perspective and learn how to empathize. In the game, Earth residents have colonized the far away planet of Braxos. The player is the captain of the mission and has to make important decisions about survival in the new world that will affect her crew and the residents of Braxos.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We see games as an organized space for playful exploration and through the process people encounter and form new ideas and concepts, they begin to construct knowledge.”\u003c/aside>\n\u003cp>The game currently has three episodes that follow a similar pattern. The player learns a little about a problem on the planet through a comic strip narrative. He then must interview different characters and organize their statements into facts, solutions, and other opinions. After accurately categorizing various kinds of statements, the player can present characters with different solutions or facts to dig into the issues deeper, gathering more information. Through play, the issue becomes more complex and the game shifts. If the captain fails to thoroughly investigate the problem, he or she will miss valuable pieces of information.\u003c/p>\n\u003cp>“Every time I play a fact, the value of each drops down, so I can only play them a limited number of times,” explained Peter Stidwill, executive producer of the Learning Games Network in an\u003ca href=\"http://www.brainpop.com/educators/community/\"> BrainPOP Educators\u003c/a> webinar. “So I can’t play facts willy-nilly; I really have to think through what I’m going to do.” Players have to think critically about the right facts to elicit important information from different characters, some of which prove to be pretty stubborn.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After the fact-finding stage, the player must make a recommendation to a council back on Earth and justify why he’s urging that course of action. “If I haven’t gone through the process of finding out information from the characters then I actually don’t have the information to hand,” Stidwill said. And that means fewer points. The player also has to predict how each character will react to the decision, further testing their ability to take perspectives and show empathy. Ultimately, the game will show the player the outcome their decision achieved and how it affected the colony.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/empathy-the-key-to-social-and-emotional-learning/\">Empathy: They Key to Social and Emotional Learning\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“There’s a number of ways to get a good outcome, but there’s also plenty of ways to get a bad outcome,” Stidwill said. Players are accumulating points as they play, but they win the most points by accurately predicting each character’s reaction. “We wanted a game to get the player to understand that in any situation there are multiple points of view,” said Scot Osterweil, creative director of MIT’s Education Arcade. “So you get more points for interviewing more people.”\u003c/p>\n\u003cfigure id=\"attachment_32486\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-32486\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Quandary-300x349.jpg\" alt=\"Quandary\" width=\"300\" height=\"349\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Osterweil is careful to say the game doesn’t teach ethics, per se. “We see games as an organized space for playful exploration and through the process people encounter and form new ideas and concepts, they begin to construct knowledge,” Osterweil said. “But I would argue that the beauty of the game is that it’s a free and voluntary space, the risk therefore is that the player might enjoy playing the game and walk away and never think about it again.” That’s why the discussion component is so important.\u003c/p>\n\u003cp>The game developers tried to increase the player’s sense of agency by playing off a common childhood fantasy of traveling to another world where he or she is the boss. “We think that by projecting themselves as the Captain they’ll be more deeply engaged,” said Osterweil. Thus, they get the chance to be imaginative, trying out different choices and even replaying the game to see how different tactics affect their score.\u003c/p>\n\u003cp>\u003cstrong>COMMUNICATION ABOUT PLAY\u003c/strong>\u003c/p>\n\u003cp>The Quandary developers encourage kids to play in pairs so they can discuss how and why they're making choices. What's more, a conversation with an adult after the child has played will offer more opportunities to make those ideas around perspective and empathy stick. “We’re not trying to make ethics fun, we’re trying to ask, where is the pleasure kids already get from these kinds of dilemmas and how do we capture it and maybe codify it in a game,” Osterweil said.\u003c/p>\n\u003cp>It might seem strange that a video game could promote empathy given some \u003ca href=\"http://www.nytimes.com/2010/06/27/fashion/27StudiedEmpathy.html?_r=0\">research suggesting video game play can actually dull empathy\u003c/a> because they take place in a simulated world, rather than the real one. But Quandary's developers don't see those critiques as applicable in their game. Instead, they see it as a tool that allows players to experience a diverse set of character viewpoints. \"The game offers a unique decision-making mechanic, one where the choices and outcomes available to players are not a binary 'good or bad', and where there are no easy, right answers,\" said Stidwill. \"It's designed to promote reflection and discussion - and from what we've seen, it does this really well.\"\u003c/p>\n\u003cp>The two organizations have developed \u003ca href=\"http://www.quandarygame.org/teachers\">several tools\u003c/a> for teachers to use if assigning the game in class, including an implementation video, game flow chart, and sample lesson plan. There’s also a mapping document showing how different parts of the game address Common Core standards. They’ve also tried to open up thinking around the game by providing a few deeper, discussion questions, like an exploration of what other options might have solved the dilemma besides the choices offered in the game.\u003c/p>\n\u003cp>Quandary has a new iPhone and Android app that offers almost the same experience as the web-based game, with one exception. In the app, players can create their own character.\u003c/p>\n\u003cp>“The thing that takes this to the next level is you can give these characters a name, job title, and a statement,” Stidwill said. After the Learning Game Network approves the character, other players can then use it. “As a character creator you can see how other players have interacted with your characters,” Stidwill said. “This is actual content creation, so it really takes idea of perspective-taking and the creative element to the next level.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Players who have created characters can \u003ca href=\"http://www.quandarygame.org/contest\">enter them into a contest\u003c/a> Learning Games Network is running until December 6th. The creator of the best character will win the opportunity to become a member of the design team working on the next episode of Quandary. Both the web-based and app version of the game are available for free.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32478\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32478\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/FactsRight300.jpg\" alt=\"FactsRight300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/FactsRight300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/FactsRight300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/FactsRight300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The playful approach to learning a new concept that kids usually take when playing a video game can be just the right jumping-off point for diving deeply into a topic. Games can’t do all the teaching, but can engage kids to start thinking. At least that’s how \u003ca href=\"http://education.mit.edu/\">MIT’s Education Arcade\u003c/a> and the \u003ca href=\"http://www.learninggamesnetwork.org/about\">Learning Games Network\u003c/a> are approaching their new free game \u003ca href=\"http://www.quandarygame.org/\">Quandary\u003c/a>. The two groups designed the video game to teach ethics while aligning with Common Core State Standards in English Language Arts for third through eighth graders.\u003c/p>\n\u003cp>\u003cstrong>THE GAME\u003c/strong>\u003c/p>\n\u003cp>Quandary approaches the broad topic of ethics by helping students understand how to take a different perspective and learn how to empathize. In the game, Earth residents have colonized the far away planet of Braxos. The player is the captain of the mission and has to make important decisions about survival in the new world that will affect her crew and the residents of Braxos.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We see games as an organized space for playful exploration and through the process people encounter and form new ideas and concepts, they begin to construct knowledge.”\u003c/aside>\n\u003cp>The game currently has three episodes that follow a similar pattern. The player learns a little about a problem on the planet through a comic strip narrative. He then must interview different characters and organize their statements into facts, solutions, and other opinions. After accurately categorizing various kinds of statements, the player can present characters with different solutions or facts to dig into the issues deeper, gathering more information. Through play, the issue becomes more complex and the game shifts. If the captain fails to thoroughly investigate the problem, he or she will miss valuable pieces of information.\u003c/p>\n\u003cp>“Every time I play a fact, the value of each drops down, so I can only play them a limited number of times,” explained Peter Stidwill, executive producer of the Learning Games Network in an\u003ca href=\"http://www.brainpop.com/educators/community/\"> BrainPOP Educators\u003c/a> webinar. “So I can’t play facts willy-nilly; I really have to think through what I’m going to do.” Players have to think critically about the right facts to elicit important information from different characters, some of which prove to be pretty stubborn.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After the fact-finding stage, the player must make a recommendation to a council back on Earth and justify why he’s urging that course of action. “If I haven’t gone through the process of finding out information from the characters then I actually don’t have the information to hand,” Stidwill said. And that means fewer points. The player also has to predict how each character will react to the decision, further testing their ability to take perspectives and show empathy. Ultimately, the game will show the player the outcome their decision achieved and how it affected the colony.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/empathy-the-key-to-social-and-emotional-learning/\">Empathy: They Key to Social and Emotional Learning\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“There’s a number of ways to get a good outcome, but there’s also plenty of ways to get a bad outcome,” Stidwill said. Players are accumulating points as they play, but they win the most points by accurately predicting each character’s reaction. “We wanted a game to get the player to understand that in any situation there are multiple points of view,” said Scot Osterweil, creative director of MIT’s Education Arcade. “So you get more points for interviewing more people.”\u003c/p>\n\u003cfigure id=\"attachment_32486\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-32486\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Quandary-300x349.jpg\" alt=\"Quandary\" width=\"300\" height=\"349\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Osterweil is careful to say the game doesn’t teach ethics, per se. “We see games as an organized space for playful exploration and through the process people encounter and form new ideas and concepts, they begin to construct knowledge,” Osterweil said. “But I would argue that the beauty of the game is that it’s a free and voluntary space, the risk therefore is that the player might enjoy playing the game and walk away and never think about it again.” That’s why the discussion component is so important.\u003c/p>\n\u003cp>The game developers tried to increase the player’s sense of agency by playing off a common childhood fantasy of traveling to another world where he or she is the boss. “We think that by projecting themselves as the Captain they’ll be more deeply engaged,” said Osterweil. Thus, they get the chance to be imaginative, trying out different choices and even replaying the game to see how different tactics affect their score.\u003c/p>\n\u003cp>\u003cstrong>COMMUNICATION ABOUT PLAY\u003c/strong>\u003c/p>\n\u003cp>The Quandary developers encourage kids to play in pairs so they can discuss how and why they're making choices. What's more, a conversation with an adult after the child has played will offer more opportunities to make those ideas around perspective and empathy stick. “We’re not trying to make ethics fun, we’re trying to ask, where is the pleasure kids already get from these kinds of dilemmas and how do we capture it and maybe codify it in a game,” Osterweil said.\u003c/p>\n\u003cp>It might seem strange that a video game could promote empathy given some \u003ca href=\"http://www.nytimes.com/2010/06/27/fashion/27StudiedEmpathy.html?_r=0\">research suggesting video game play can actually dull empathy\u003c/a> because they take place in a simulated world, rather than the real one. But Quandary's developers don't see those critiques as applicable in their game. Instead, they see it as a tool that allows players to experience a diverse set of character viewpoints. \"The game offers a unique decision-making mechanic, one where the choices and outcomes available to players are not a binary 'good or bad', and where there are no easy, right answers,\" said Stidwill. \"It's designed to promote reflection and discussion - and from what we've seen, it does this really well.\"\u003c/p>\n\u003cp>The two organizations have developed \u003ca href=\"http://www.quandarygame.org/teachers\">several tools\u003c/a> for teachers to use if assigning the game in class, including an implementation video, game flow chart, and sample lesson plan. There’s also a mapping document showing how different parts of the game address Common Core standards. They’ve also tried to open up thinking around the game by providing a few deeper, discussion questions, like an exploration of what other options might have solved the dilemma besides the choices offered in the game.\u003c/p>\n\u003cp>Quandary has a new iPhone and Android app that offers almost the same experience as the web-based game, with one exception. In the app, players can create their own character.\u003c/p>\n\u003cp>“The thing that takes this to the next level is you can give these characters a name, job title, and a statement,” Stidwill said. After the Learning Game Network approves the character, other players can then use it. “As a character creator you can see how other players have interacted with your characters,” Stidwill said. “This is actual content creation, so it really takes idea of perspective-taking and the creative element to the next level.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_32404\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32404\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo1-e1383092487821.jpg\" alt=\"photo(1)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“What do you think is causing pollution in the city?”\u003cbr>\n“Factories.”\u003cbr>\n“Which factories are causing pollution?”\u003cbr>\n“Coal Factories.”\u003cbr>\n“So to reduce pollution, what would you do?”\u003cbr>\n“Close ‘em down.”\u003cbr>\n“But then you have to think about, how are you going to get energy?”\u003c/p>\n\u003cp>Seventh grade engineering teacher Petrut Ababei is helping his student Danny Jimenez think his way through an early attempt to figure out \u003ca href=\"http://www.simcityedu.org/\">SimCityEDU\u003c/a>, an educational video game designed by the non-profit \u003ca href=\"http://glasslabgames.org/\">GlassLab\u003c/a>. Ababei is beta testing the game at \u003ca href=\"http://lazearcharteracademy.org/\">Lazear Charter Academy\u003c/a> in Oakland, California.\u003c/p>\n\u003cp>SimCityEDU is built on the code for the popular city building game \u003ca href=\"http://www.simcity.com/\">SimCity\u003c/a> and has the same graphics. The difference is that SimCityEDU asks players to accomplish environmental science missions that are based on the Common Core State Standards.\u003c/p>\n\u003caside class=\"pullquote alignright\">“I think those are the good moments in teaching, when you’re like, 'I didn’t teach you that, but you figured it out on your own.'”\u003c/aside>\n\u003cp>GlassLab developed the game as a progression of six distinct missions that correlate with one another, scaffolding the player’s understanding of both the game and science topics. The first level is fairly simple, but new tools are added at each progressing level, as well as more complicated concepts, such as where energy comes from and how it relates to pollution. Originally, developers expected teachers to assign missions in the order they were created -- from one to six -- but after observing several beta-testers, they’ve seen that educators are picking and choosing parts of the game that fit with their curriculum.\u003c/p>\n\u003cp>Ababei, for example, had his class skip from level one to level six with only a short introduction before they jumped into playing the game. “My approach was based on not underestimating their ability to explore and click around on their own because I think kids are pretty good at that,” Ababei said. He wants his students to explore and build the problem as they go along.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“They were able to be very quick and very responsive to the feedback they were getting in the game based on their actions,” Ababei said. “That was pretty impressive and I get excited. I think those are the good moments in teaching, when you’re like, 'I didn’t teach you that, but you figured it out on your own.'”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCityEDU: Using Games For Formative Assessment\u003c/a>\u003c/strong> ]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Ababei chose to jump ahead to the most complex mission in SimCityEDU because it directly relates to an ongoing project the class is doing on green energy. Students are learning how different types of energy are generated and how that affects pollution levels. Those concepts help provide real-world context for their culminating project -- building a wind turbine and measuring its energy output.\u003c/p>\n\u003cp>But jumping ahead to level six, which is called “It's Complicated,” left many kids puzzled, not sure what tools were available to them for solving the mission. So they just clicked around trying to figure it out. Some students immediately picked up on a few simple ways to reduce pollution while making sure that residents of their city had enough power to operate businesses and electricity at home. One student even discovered the “zoning tool” which allowed him to rezone areas for industrial or residential use, although he wasn’t really sure what that meant. Other students appeared to be clicking around aimlessly, but kept trying different tactics that would help them complete the mission after being prompted to go back and try again. Many students tried to help one another understand the game, but at the end of 30 minutes, a good portion of the class had checked out.\u003c/p>\n\u003cp>Meanwhile, Ababei and another science coach walked through the class, asking questions that would help students answer their own questions, and offering help to students as they needed it.\u003c/p>\n\u003cfigure id=\"attachment_32409\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-32409\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo-e1383156179194-300x198.jpg\" alt=\"photo\" width=\"300\" height=\"198\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>After the class's experiment with level six, Ababei found out that level three mission in SimCityEDU also deals with the concept of energy, but on a much simpler level. For the game developer, this was useful knowledge during the beta phase.\u003c/p>\n\u003cp>“What it’s telling me as a developer, is I need to improve the visibility of the professional development and the lesson plans so you don’t have to spend more than two minutes to figure out: 'OK here’s where I want to focus on,'” said Jessica Lindl, GlassLab’s general manager. She was observing how Lazear students played the game to improve on the product before it goes to market in early November. “I need a much easier view of quick scaffolding of what’s in each mission,” she said.\u003c/p>\n\u003cp>Lindl also decided to keep the game \"unlocked,\" meaning teachers can move around between missions and levels in a way that suits their instruction goals, rather than keeping them at specific levels. Lindl says as she's observed teachers she's been impressed at the creative ways they're using the game and she doesn't want to limit that freedom by prescribing the order of missions.\u003c/p>\n\u003cp>That said, the scaffolding embedded in the game is an important element of the formative assessment tool that GlassLab has been testing with SimCityEDU. “We actually do have as part of our formative assessment their ability to discover and understand the tools informing us on their ability to apply problem solving,” Lindl said. Every click and hover that a student makes in the game is a data point towards assessing how well she is using critical thinking and problem solving skills to gather information. “It’s almost like learning the game is part of the experience,” Lindl said.\u003c/p>\n\u003cp>“Not only are we teaching them about systems in a very fun way, but we’re also teaching them about perseverance and that failure isn’t necessarily a bad thing,” said Francis Abbatantuono, the Science, Technology, Engineering and Math (STEM) coach for Lazear’s parent charter company Education for Change. “The point for me is they’re trying something, they’re seeing themselves fail, and they’re going back and trying something different. And hopefully that transitions to the game, the class, their life,” he said.\u003c/p>\n\u003cp>Whether or not students have played video games before could make a big difference in how well they play this game. Some kids have extensive experience playing complicated games like SimCity that have narratives, multiplayer options and lots of tools. Others have only played simple mobile games. And still others don’t play video games, which could affect how intuitive the game feels.\u003c/p>\n\u003cp>At Lazear, 95 percent of the students are low-income, receiving free or reduced price lunch. Student access to technology and gaming outside of school is varied. Lindl said she’d like to develop a way to identify each player at the beginning with a “gaming persona,” that could help inform assessment.\u003c/p>\n\u003cp>GlassLab will make the game available to the public on November 7, distributing it through established vendors SMS Tech Solutions and Houghton Mifflin Harcourt. At the same time, the organization is awaiting an SRI study to be released next spring evaluating how effective the game's formative assessment tools really are.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32404\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32404\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo1-e1383092487821.jpg\" alt=\"photo(1)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“What do you think is causing pollution in the city?”\u003cbr>\n“Factories.”\u003cbr>\n“Which factories are causing pollution?”\u003cbr>\n“Coal Factories.”\u003cbr>\n“So to reduce pollution, what would you do?”\u003cbr>\n“Close ‘em down.”\u003cbr>\n“But then you have to think about, how are you going to get energy?”\u003c/p>\n\u003cp>Seventh grade engineering teacher Petrut Ababei is helping his student Danny Jimenez think his way through an early attempt to figure out \u003ca href=\"http://www.simcityedu.org/\">SimCityEDU\u003c/a>, an educational video game designed by the non-profit \u003ca href=\"http://glasslabgames.org/\">GlassLab\u003c/a>. Ababei is beta testing the game at \u003ca href=\"http://lazearcharteracademy.org/\">Lazear Charter Academy\u003c/a> in Oakland, California.\u003c/p>\n\u003cp>SimCityEDU is built on the code for the popular city building game \u003ca href=\"http://www.simcity.com/\">SimCity\u003c/a> and has the same graphics. The difference is that SimCityEDU asks players to accomplish environmental science missions that are based on the Common Core State Standards.\u003c/p>\n\u003caside class=\"pullquote alignright\">“I think those are the good moments in teaching, when you’re like, 'I didn’t teach you that, but you figured it out on your own.'”\u003c/aside>\n\u003cp>GlassLab developed the game as a progression of six distinct missions that correlate with one another, scaffolding the player’s understanding of both the game and science topics. The first level is fairly simple, but new tools are added at each progressing level, as well as more complicated concepts, such as where energy comes from and how it relates to pollution. Originally, developers expected teachers to assign missions in the order they were created -- from one to six -- but after observing several beta-testers, they’ve seen that educators are picking and choosing parts of the game that fit with their curriculum.\u003c/p>\n\u003cp>Ababei, for example, had his class skip from level one to level six with only a short introduction before they jumped into playing the game. “My approach was based on not underestimating their ability to explore and click around on their own because I think kids are pretty good at that,” Ababei said. He wants his students to explore and build the problem as they go along.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“They were able to be very quick and very responsive to the feedback they were getting in the game based on their actions,” Ababei said. “That was pretty impressive and I get excited. I think those are the good moments in teaching, when you’re like, 'I didn’t teach you that, but you figured it out on your own.'”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCityEDU: Using Games For Formative Assessment\u003c/a>\u003c/strong> ]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Ababei chose to jump ahead to the most complex mission in SimCityEDU because it directly relates to an ongoing project the class is doing on green energy. Students are learning how different types of energy are generated and how that affects pollution levels. Those concepts help provide real-world context for their culminating project -- building a wind turbine and measuring its energy output.\u003c/p>\n\u003cp>But jumping ahead to level six, which is called “It's Complicated,” left many kids puzzled, not sure what tools were available to them for solving the mission. So they just clicked around trying to figure it out. Some students immediately picked up on a few simple ways to reduce pollution while making sure that residents of their city had enough power to operate businesses and electricity at home. One student even discovered the “zoning tool” which allowed him to rezone areas for industrial or residential use, although he wasn’t really sure what that meant. Other students appeared to be clicking around aimlessly, but kept trying different tactics that would help them complete the mission after being prompted to go back and try again. Many students tried to help one another understand the game, but at the end of 30 minutes, a good portion of the class had checked out.\u003c/p>\n\u003cp>Meanwhile, Ababei and another science coach walked through the class, asking questions that would help students answer their own questions, and offering help to students as they needed it.\u003c/p>\n\u003cfigure id=\"attachment_32409\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-32409\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo-e1383156179194-300x198.jpg\" alt=\"photo\" width=\"300\" height=\"198\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>After the class's experiment with level six, Ababei found out that level three mission in SimCityEDU also deals with the concept of energy, but on a much simpler level. For the game developer, this was useful knowledge during the beta phase.\u003c/p>\n\u003cp>“What it’s telling me as a developer, is I need to improve the visibility of the professional development and the lesson plans so you don’t have to spend more than two minutes to figure out: 'OK here’s where I want to focus on,'” said Jessica Lindl, GlassLab’s general manager. She was observing how Lazear students played the game to improve on the product before it goes to market in early November. “I need a much easier view of quick scaffolding of what’s in each mission,” she said.\u003c/p>\n\u003cp>Lindl also decided to keep the game \"unlocked,\" meaning teachers can move around between missions and levels in a way that suits their instruction goals, rather than keeping them at specific levels. Lindl says as she's observed teachers she's been impressed at the creative ways they're using the game and she doesn't want to limit that freedom by prescribing the order of missions.\u003c/p>\n\u003cp>That said, the scaffolding embedded in the game is an important element of the formative assessment tool that GlassLab has been testing with SimCityEDU. “We actually do have as part of our formative assessment their ability to discover and understand the tools informing us on their ability to apply problem solving,” Lindl said. Every click and hover that a student makes in the game is a data point towards assessing how well she is using critical thinking and problem solving skills to gather information. “It’s almost like learning the game is part of the experience,” Lindl said.\u003c/p>\n\u003cp>“Not only are we teaching them about systems in a very fun way, but we’re also teaching them about perseverance and that failure isn’t necessarily a bad thing,” said Francis Abbatantuono, the Science, Technology, Engineering and Math (STEM) coach for Lazear’s parent charter company Education for Change. “The point for me is they’re trying something, they’re seeing themselves fail, and they’re going back and trying something different. And hopefully that transitions to the game, the class, their life,” he said.\u003c/p>\n\u003cp>Whether or not students have played video games before could make a big difference in how well they play this game. Some kids have extensive experience playing complicated games like SimCity that have narratives, multiplayer options and lots of tools. Others have only played simple mobile games. And still others don’t play video games, which could affect how intuitive the game feels.\u003c/p>\n\u003cp>At Lazear, 95 percent of the students are low-income, receiving free or reduced price lunch. Student access to technology and gaming outside of school is varied. Lindl said she’d like to develop a way to identify each player at the beginning with a “gaming persona,” that could help inform assessment.\u003c/p>\n\u003cp>GlassLab will make the game available to the public on November 7, distributing it through established vendors SMS Tech Solutions and Houghton Mifflin Harcourt. At the same time, the organization is awaiting an SRI study to be released next spring evaluating how effective the game's formative assessment tools really are.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Five Research-Driven Education Trends At Work in Classrooms",
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"content": "\u003cfigure id=\"attachment_32102\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-32102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/154062807-640x413.jpg\" alt=\"154062807\" width=\"640\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Increasingly, educators are looking to research about \u003ca href=\"http://ww2.kqed.org/mindshift/feature/learning-smarter/\">how kids learn\u003c/a> to influence teaching practices and tools. What seemed like on-the-fringe experiments, like game-based learning, have turned into real trends, and have gradually made their way into many (though certainly not most) classrooms.\u003c/p>\n\u003cp>\u003cstrong>BRAIN-BASED TEACHING\u003c/strong>\u003c/p>\n\u003cp>Many educators are using researchers’ insights into how children best learn to inform their teaching practices. Stanford professor Carol Dweck’s research on encouraging children to develop a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">growth-mindset\u003c/a> continues to grow in popularity, as educators try to praise effort, not outcomes. Dweck writes that if children believe their abilities are fixed -- that either that they're smart or they're not -- they approach the world in different ways and aren’t as able to face adversity. When they believe skills and abilities can grow throughout one's lifetime, they're better able to rise to challenges.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mindsetworks.com/webnav/program.aspx\">Brainology\u003c/a>, Dweck's program, is just one of many such school-based programs that teachers can use in classrooms, as is \u003ca href=\"http://www.brainworks.info/bwsystem/SchoolYearProgram.aspx\">Brainworks.\u003c/a>\u003c/p>\n\u003cp>Educators are also \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/smart-strategies-that-help-students-learn-how-to-learn/\">teaching learning strategies\u003c/a>, helping students find out the best ways to not just learn content, but \u003cem>how\u003c/em> to learn. Ideas like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-music-can-improve-memory/\">remembering facts when they are set to music\u003c/a>. This practice has been employed since the days of oral storytelling, but teachers are reviving it to help students in modern classrooms. Recent studies show that adults learn new languages more easily when they are set to a beat. Some educators are even experimenting with breaking up classical literature into bite sized raps.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are plenty more examples of brain-based research on learning making its way into classroom practices.\u003c/p>\n\u003cp>\u003cstrong>GAME-BASED LEARNING\u003c/strong>\u003c/p>\n\u003cp>Games have long been used to engage students. But as \u003ca href=\"http://ww2.kqed.org/mindshift/tag/game-based-learning/\">game-based learning\u003c/a> becomes more prevalent in schools, researchers are interested in how game structure mirrors the learning process. In many games, students explore ideas and try out solutions. When they learn the skills required at one level, they move up. Failure to complete tasks is reframed as part of the path towards learning how to conquer a level.\u003c/p>\n\u003cp>Universities like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-do-you-teach-empathy-harvard-pilots-game-simulation/\">Harvard\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/mit-unleashes-new-online-game-for-math-and-science/\">MIT\u003c/a> and the \u003ca href=\"http://www.gameslearningsociety.org/\">University of Wisconsin's Game and Learning Society\u003c/a> are studying how game-playing helps student engagement and achievement, and well-known researchers in the field like \u003ca href=\"http://www.jamespaulgee.com/\">James Paul Gee\u003c/a> and University of Wisconsin professor \u003ca href=\"http://website.education.wisc.edu/kdsquire/tenure-files/09-PIQ-Squire-submitted.pdf\">Kurt Squire\u003c/a> show are using their own studies to show that games help students learn.\u003c/p>\n\u003cp>Once the terrain of experimental classrooms, digital games are now becoming \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">more common in classrooms\u003c/a>. In a recent survey by the Joan Ganz Cooney Center, half of 505 K-8 teachers said they use digital games with their students two or more days a week, and 18 percent use them daily.\u003cstrong> \u003c/strong>Educators are using commercial games like \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Minecraft\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">World of Warcraft\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCity\u003c/a> for education. The Institute of Play continues to study game-based learning and helps support two \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-to-design-classroom-games-for-learning/\">Quest to Learn \u003c/a>schools, which are based around the idea of games and learning.\u003c/p>\n\u003cp>\u003cstrong>POWER OF PERSEVERANCE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Paul Tough’s book, \u003cem>How Children Succeed\u003c/em>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">popularized the ideas of grit and perseverance\u003c/a>. Now those ideas have made their way into a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide/\">U.S. Department of Education’s Technology office report\u003c/a> as well as the Common Core State Standards, which many states are already implementing. The idea that failure is an opportunity to learn and improve, not a roadblock to achievement, is often referenced as one of the most important life skills a student can take with him beyond the classroom.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\">Angela Duckworth’s research on grit\u003c/a> has shown that often students, who scored lower on intelligence tests, end up doing better in class. They were compensating for their lack of innate intelligence with hard work and that paid off in their GPAs. Duckworth has even developed a “Grit Scale” that allows students to self-report their “grittiness.”\u003c/p>\n\u003cp>\u003cstrong>QUESTIONING HOMEWORK\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/parents-wonder-why-so-much-homework/\">growing movement against homework\u003c/a> in the U.S. challenges the notion that the amount of homework a student is asked to do at home is an indication of rigor, and homework opponents argue that the increasing amount of “busy work” is unnecessarily taking up students’ out-of-school-time. They argue that downtime, free play, and family time are just as important to a child’s social and emotional development as what happens in school.\u003c/p>\n\u003cp>Some research has shown that too much homework has “little to no impact” on student test scores. Other research on how brains work challenges the common method of asking students to practice one discreet skill at home. Overall, there’s a push to reevaluate the kinds of work students are being asked to do at home and to ask \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-can-we-make-homework-worthwhile/\">whether it adds value to their learning\u003c/a>. If the work is repetitive or tangential, it may add no real value, and teachers across the country are starting to institute no-homework policies. Even principals are \u003ca href=\"http://www.nytimes.com/2011/06/16/education/16homework.html?_r=0\">starting to revolt\u003c/a> and schools are instituting “no homework” nights or substituting “goals” for homework.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING CREATIVITY\u003c/strong>\u003c/p>\n\u003cp>Increasingly business leaders and educators are realizing that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/if-robots-will-run-the-world-what-should-students-learn/\">creativity is a uniquely human quality\u003c/a> that will set future graduates apart from the ever smarter computers that are playing increasingly important roles in society. There’s been a focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">stimulating curiosity\u003c/a> and creativity through Science Technology Engineering and Math (\u003ca href=\"http://ww2.kqed.org/mindshift/tag/stem/\">STEM\u003c/a>) courses, including \u003ca href=\"http://ww2.kqed.org/mindshift/tag/coding/\">computer coding\u003c/a>, as well as integrating art and design into courses. The \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/what-does-design-thinking-look-like-in-school/\">design thinking\u003c/a> movement is a good example of schools working to develop students’ ability to think for themselves, brainstorm ideas and execute them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many schools are also shifting towards \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">project-based learning to help leverage student interests \u003c/a>and passions in their school work. Long-form projects often allow students to demonstrate their creativity more than assignments that every student must complete the same way. The trend towards project-based learning is one indication that schools are actively looking to build creativity into curricula.\u003c/p>\n\n",
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"excerpt": "Increasingly, educators are looking to research about how kids learn to influence teaching practices and tools. What seemed like on-the-fringe experiments, like game-based learning, have turned into real trends, and have gradually made their way into many (though certainly not most) classrooms.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32102\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-32102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/154062807-640x413.jpg\" alt=\"154062807\" width=\"640\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Increasingly, educators are looking to research about \u003ca href=\"http://ww2.kqed.org/mindshift/feature/learning-smarter/\">how kids learn\u003c/a> to influence teaching practices and tools. What seemed like on-the-fringe experiments, like game-based learning, have turned into real trends, and have gradually made their way into many (though certainly not most) classrooms.\u003c/p>\n\u003cp>\u003cstrong>BRAIN-BASED TEACHING\u003c/strong>\u003c/p>\n\u003cp>Many educators are using researchers’ insights into how children best learn to inform their teaching practices. Stanford professor Carol Dweck’s research on encouraging children to develop a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">growth-mindset\u003c/a> continues to grow in popularity, as educators try to praise effort, not outcomes. Dweck writes that if children believe their abilities are fixed -- that either that they're smart or they're not -- they approach the world in different ways and aren’t as able to face adversity. When they believe skills and abilities can grow throughout one's lifetime, they're better able to rise to challenges.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mindsetworks.com/webnav/program.aspx\">Brainology\u003c/a>, Dweck's program, is just one of many such school-based programs that teachers can use in classrooms, as is \u003ca href=\"http://www.brainworks.info/bwsystem/SchoolYearProgram.aspx\">Brainworks.\u003c/a>\u003c/p>\n\u003cp>Educators are also \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/smart-strategies-that-help-students-learn-how-to-learn/\">teaching learning strategies\u003c/a>, helping students find out the best ways to not just learn content, but \u003cem>how\u003c/em> to learn. Ideas like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-music-can-improve-memory/\">remembering facts when they are set to music\u003c/a>. This practice has been employed since the days of oral storytelling, but teachers are reviving it to help students in modern classrooms. Recent studies show that adults learn new languages more easily when they are set to a beat. Some educators are even experimenting with breaking up classical literature into bite sized raps.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are plenty more examples of brain-based research on learning making its way into classroom practices.\u003c/p>\n\u003cp>\u003cstrong>GAME-BASED LEARNING\u003c/strong>\u003c/p>\n\u003cp>Games have long been used to engage students. But as \u003ca href=\"http://ww2.kqed.org/mindshift/tag/game-based-learning/\">game-based learning\u003c/a> becomes more prevalent in schools, researchers are interested in how game structure mirrors the learning process. In many games, students explore ideas and try out solutions. When they learn the skills required at one level, they move up. Failure to complete tasks is reframed as part of the path towards learning how to conquer a level.\u003c/p>\n\u003cp>Universities like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-do-you-teach-empathy-harvard-pilots-game-simulation/\">Harvard\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/mit-unleashes-new-online-game-for-math-and-science/\">MIT\u003c/a> and the \u003ca href=\"http://www.gameslearningsociety.org/\">University of Wisconsin's Game and Learning Society\u003c/a> are studying how game-playing helps student engagement and achievement, and well-known researchers in the field like \u003ca href=\"http://www.jamespaulgee.com/\">James Paul Gee\u003c/a> and University of Wisconsin professor \u003ca href=\"http://website.education.wisc.edu/kdsquire/tenure-files/09-PIQ-Squire-submitted.pdf\">Kurt Squire\u003c/a> show are using their own studies to show that games help students learn.\u003c/p>\n\u003cp>Once the terrain of experimental classrooms, digital games are now becoming \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">more common in classrooms\u003c/a>. In a recent survey by the Joan Ganz Cooney Center, half of 505 K-8 teachers said they use digital games with their students two or more days a week, and 18 percent use them daily.\u003cstrong> \u003c/strong>Educators are using commercial games like \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Minecraft\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">World of Warcraft\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCity\u003c/a> for education. The Institute of Play continues to study game-based learning and helps support two \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-to-design-classroom-games-for-learning/\">Quest to Learn \u003c/a>schools, which are based around the idea of games and learning.\u003c/p>\n\u003cp>\u003cstrong>POWER OF PERSEVERANCE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Paul Tough’s book, \u003cem>How Children Succeed\u003c/em>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">popularized the ideas of grit and perseverance\u003c/a>. Now those ideas have made their way into a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide/\">U.S. Department of Education’s Technology office report\u003c/a> as well as the Common Core State Standards, which many states are already implementing. The idea that failure is an opportunity to learn and improve, not a roadblock to achievement, is often referenced as one of the most important life skills a student can take with him beyond the classroom.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\">Angela Duckworth’s research on grit\u003c/a> has shown that often students, who scored lower on intelligence tests, end up doing better in class. They were compensating for their lack of innate intelligence with hard work and that paid off in their GPAs. Duckworth has even developed a “Grit Scale” that allows students to self-report their “grittiness.”\u003c/p>\n\u003cp>\u003cstrong>QUESTIONING HOMEWORK\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/parents-wonder-why-so-much-homework/\">growing movement against homework\u003c/a> in the U.S. challenges the notion that the amount of homework a student is asked to do at home is an indication of rigor, and homework opponents argue that the increasing amount of “busy work” is unnecessarily taking up students’ out-of-school-time. They argue that downtime, free play, and family time are just as important to a child’s social and emotional development as what happens in school.\u003c/p>\n\u003cp>Some research has shown that too much homework has “little to no impact” on student test scores. Other research on how brains work challenges the common method of asking students to practice one discreet skill at home. Overall, there’s a push to reevaluate the kinds of work students are being asked to do at home and to ask \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-can-we-make-homework-worthwhile/\">whether it adds value to their learning\u003c/a>. If the work is repetitive or tangential, it may add no real value, and teachers across the country are starting to institute no-homework policies. Even principals are \u003ca href=\"http://www.nytimes.com/2011/06/16/education/16homework.html?_r=0\">starting to revolt\u003c/a> and schools are instituting “no homework” nights or substituting “goals” for homework.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING CREATIVITY\u003c/strong>\u003c/p>\n\u003cp>Increasingly business leaders and educators are realizing that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/if-robots-will-run-the-world-what-should-students-learn/\">creativity is a uniquely human quality\u003c/a> that will set future graduates apart from the ever smarter computers that are playing increasingly important roles in society. There’s been a focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">stimulating curiosity\u003c/a> and creativity through Science Technology Engineering and Math (\u003ca href=\"http://ww2.kqed.org/mindshift/tag/stem/\">STEM\u003c/a>) courses, including \u003ca href=\"http://ww2.kqed.org/mindshift/tag/coding/\">computer coding\u003c/a>, as well as integrating art and design into courses. The \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/what-does-design-thinking-look-like-in-school/\">design thinking\u003c/a> movement is a good example of schools working to develop students’ ability to think for themselves, brainstorm ideas and execute them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many schools are also shifting towards \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">project-based learning to help leverage student interests \u003c/a>and passions in their school work. Long-form projects often allow students to demonstrate their creativity more than assignments that every student must complete the same way. The trend towards project-based learning is one indication that schools are actively looking to build creativity into curricula.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Teach Preschoolers How To Code With a Board Game",
"title": "Teach Preschoolers How To Code With a Board Game",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_31484\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31484\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/robotturtles2.jpg\" alt=\"robotturtles2\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/robotturtles2.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/robotturtles2-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/robotturtles2-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Elise Hu, \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2013/09/17/223402361/this-board-game-aims-to-teach-preschoolers-how-to-code\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">These days, the effort to get more of us writing computer programs has become part of an \"everybody should learn to code\" ethos that folks like President Obama and \u003ca href=\"http://www.mobilemag.com/2013/02/27/code-video-by-code-org/\">Will.I.Am\u003c/a> have gotten behind.\u003c/p>\n\u003cp>\"We all depend on technology — to communicate, to bank, [for] information — and none of us know how to read and write code,\" Will.I.Am points out in an online ad for \u003ca href=\"http://code.org/\">Code.org\u003c/a>, a nonprofit aimed at making coding more mainstream. \u003ca href=\"http://news.cnet.com/8301-17938_105-57569503-1/obama-endorses-required-high-school-coding-classes/\">Obama said in February\u003c/a> that he wants young people to \"know how to produce stuff using computers and not just consume stuff.\"\u003c/p>\n\u003cp>There is no shortage of books and online programs teaching you how to code once you can use a computer. But how would you learn to code if you can't even read? How could 3-year-olds begin to learn the basics of computer programming?\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/\">Introducing Preschoolers to Programming\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>That was the question swirling around the head of startup entrepreneur Dan Shapiro while playing with his twin kids one afternoon. \u003cem>[Disclosure: We didn't know it when we started reporting this story, but Dan is the brother of NPR White House Correspondent Ari Shapiro.]\u003c/em> Dan Shapiro tried to come up with a way to play a game with his children without getting bored himself. Then he came up with his own: Robot Turtles, a tabletop board game that teaches youngsters the fundamentals of programming, without words.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"What would it be like if there was a way to write programs that had nothing to do with the English language? Ever since we got away from flipping switches [to interact with computers], we have been expressing programming languages in English. That's not a foregone conclusion,\" Shapiro said.\u003c/p>\n\u003cp>So he made up what is now Robot Turtles by cutting out clip art cards and moving the cards based on what his kids were doing. \u003ca href=\"http://www.kickstarter.com/projects/danshapiro/robot-turtles-the-board-game-for-little-programmer\">As the Kickstarter page for Robot Turtles explains\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>\"Pretty soon your kids will figure out the secret of Robot Turtles: it lets the kids control the grownups! The little programmers put instruction cards down, driving the turtles through the maze, but the grownup is the computer, executing commands on the board. At its heart, Robot Turtles is a game about bossing around adults. Just like programming is about bossing around computers.\"\u003c/p>\u003c/blockquote>\n\u003cp>\"What they didn't realize is this is how programming starts,\" Shapiro said. \"You go into the command line, and something happens. You type in another command, and something else happens. When they run into walls, my son said, 'Daddy, I want to play more cards at once,' which lit up my face. That is exactly how you start programming! You go from one command to a chain of commands.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Shapiro took a leave from his job at Google to get Robot Turtles to production, but it's a limited run. Those who donate to the product's Kickstarter by Sept. 27 \u003ca href=\"http://www.kickstarter.com/projects/danshapiro/robot-turtles-the-board-game-for-little-programmer\">can order Robot Turtles for $29\u003c/a>. A single print run is planned, and that's it. But hopefully with this game's help, Shapiro says, today's tiny programmers will be writing the inspiring technology of tomorrow.\u003c/p>\n\n",
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"excerpt": "Robot Turtles is a tabletop board game that teaches children as young as 3 years old the fundamentals of computer programming. Entrepreneur Dan Shapiro came up with the idea while playing with his kids, and took a leave of absence from Google to get the game into production.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31484\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31484\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/robotturtles2.jpg\" alt=\"robotturtles2\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/robotturtles2.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/robotturtles2-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/robotturtles2-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Elise Hu, \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2013/09/17/223402361/this-board-game-aims-to-teach-preschoolers-how-to-code\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">These days, the effort to get more of us writing computer programs has become part of an \"everybody should learn to code\" ethos that folks like President Obama and \u003ca href=\"http://www.mobilemag.com/2013/02/27/code-video-by-code-org/\">Will.I.Am\u003c/a> have gotten behind.\u003c/p>\n\u003cp>\"We all depend on technology — to communicate, to bank, [for] information — and none of us know how to read and write code,\" Will.I.Am points out in an online ad for \u003ca href=\"http://code.org/\">Code.org\u003c/a>, a nonprofit aimed at making coding more mainstream. \u003ca href=\"http://news.cnet.com/8301-17938_105-57569503-1/obama-endorses-required-high-school-coding-classes/\">Obama said in February\u003c/a> that he wants young people to \"know how to produce stuff using computers and not just consume stuff.\"\u003c/p>\n\u003cp>There is no shortage of books and online programs teaching you how to code once you can use a computer. But how would you learn to code if you can't even read? How could 3-year-olds begin to learn the basics of computer programming?\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/\">Introducing Preschoolers to Programming\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>That was the question swirling around the head of startup entrepreneur Dan Shapiro while playing with his twin kids one afternoon. \u003cem>[Disclosure: We didn't know it when we started reporting this story, but Dan is the brother of NPR White House Correspondent Ari Shapiro.]\u003c/em> Dan Shapiro tried to come up with a way to play a game with his children without getting bored himself. Then he came up with his own: Robot Turtles, a tabletop board game that teaches youngsters the fundamentals of programming, without words.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"What would it be like if there was a way to write programs that had nothing to do with the English language? Ever since we got away from flipping switches [to interact with computers], we have been expressing programming languages in English. That's not a foregone conclusion,\" Shapiro said.\u003c/p>\n\u003cp>So he made up what is now Robot Turtles by cutting out clip art cards and moving the cards based on what his kids were doing. \u003ca href=\"http://www.kickstarter.com/projects/danshapiro/robot-turtles-the-board-game-for-little-programmer\">As the Kickstarter page for Robot Turtles explains\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>\"Pretty soon your kids will figure out the secret of Robot Turtles: it lets the kids control the grownups! The little programmers put instruction cards down, driving the turtles through the maze, but the grownup is the computer, executing commands on the board. At its heart, Robot Turtles is a game about bossing around adults. Just like programming is about bossing around computers.\"\u003c/p>\u003c/blockquote>\n\u003cp>\"What they didn't realize is this is how programming starts,\" Shapiro said. \"You go into the command line, and something happens. You type in another command, and something else happens. When they run into walls, my son said, 'Daddy, I want to play more cards at once,' which lit up my face. That is exactly how you start programming! You go from one command to a chain of commands.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Shapiro took a leave from his job at Google to get Robot Turtles to production, but it's a limited run. Those who donate to the product's Kickstarter by Sept. 27 \u003ca href=\"http://www.kickstarter.com/projects/danshapiro/robot-turtles-the-board-game-for-little-programmer\">can order Robot Turtles for $29\u003c/a>. A single print run is planned, and that's it. But hopefully with this game's help, Shapiro says, today's tiny programmers will be writing the inspiring technology of tomorrow.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_31323\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.youtube.com/watch?v=02KB3J8ZoY0&feature=youtu.be\">\u003cimg class=\"size-full wp-image-31323\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Caterpillar640x300.jpg\" alt=\"Caterpillar640x300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/Caterpillar640x300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Caterpillar640x300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Caterpillar640x300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/tag/game-based-learning/\">Game-based learning\u003c/a> has become synonymous with educational video games in some circles, but low-tech games have been used with great success in classrooms for a while. In fact, games that don’t require costly technology have a lot to offer the intrepid educator both as a learning tool and an education mindset, according to game-based learning advocates.\u003c/p>\n\u003cp>\u003ca href=\"http://q2l.org/\">Quest to Learn\u003c/a> schools in New York and Chicago are based entirely on game principles, but 90% of the games used in those classrooms are board-games or physical games, according to school officials. If classes do use video games, they almost always use existing commercial games like \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Minecraft\u003c/a> or \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/video-game-portal-enters-the-classroom/\">Portal\u003c/a> paired with a specific query or learning goal directive designed by the teacher. The drawback of many video games is that they are single-player and isolated. The benefit can be a self-directed and personalized experience with a lot of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">data to help assess\u003c/a> if a student is learning.\u003c/p>\n\u003cp>“Kids can sit for hours on end playing games because games drop players into spaces that force them to face complex problems,” said Eliza Spang, Institute of Play learning director in an \u003ca href=\"http://home.edweb.net/\">edWeb \u003c/a>presentation. “Then players get immediate and ongoing feedback about their choices.” Gaming can be especially useful in middle and high school grades when school traditionally moves away from play, she added.\u003c/p>\n\u003cp>\u003cstrong>LEARN THROUGH PLAY\u003c/strong>\u003c/p>\n\u003cp>There are seven components to game-play that aptly fit curriculum design.\u003c/p>\n\u003col>\n\u003cli>Challenge is constant\u003c/li>\n\u003cli>Everything is interconnected\u003c/li>\n\u003cli>Failure is reframed as iteration\u003c/li>\n\u003cli>Learning happens by doing\u003c/li>\n\u003cli>Feedback is immediate and ongoing\u003c/li>\n\u003cli>Everyone is a participant\u003c/li>\n\u003cli>It feels like play\u003c/li>\n\u003c/ol>\n\u003cp>“These characteristics are very hard to untangle,” Spang said. “You need to use them all together to make them feel the most powerful.” Like a game, students won’t understand a new unit of study all at once. It should be designed around a difficult concept that students reach by doing exercises and projects – leveling up – to the point when they understand how to “win” the game or unit.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Thinking of the seven components of game-play as integral parts of classroom pedagogy allows the teacher to learn more from gaming than any one design offers, she said.\u003c/p>\n\u003cp>\u003cstrong>VARIED ASSESSMENT TOOL\u003c/strong>\u003c/p>\n\u003cp>Games can also be great tools for both gauging existing knowledge and for formative assessment. As students are playing a game, a teacher can walk around and listen to the conversations students are having with one another. Through observation, teachers can tell if students understand the material or if they're struggling. The group environment allows students to work on teamwork, problem solving and leadership, and game-play can also facilitate peer-to-peer instruction as students help each other learn the game and the concepts.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/mit-unleashes-new-online-game-for-math-and-science/\">MIT Unleashes New Online Game For Math and Science\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>One way to assess learning at the end of a unit is to ask students to make a strategy guide written to help a classmate win the game. By documenting the choices they made in the game they're showing their knowledge. Another way to assess them could be to have students design their own game. And if students don’t know how to play or win the game at first, one of the curriculum goals is to see failure as iteration and to improve.\u003c/p>\n\u003cp>“Generally when you play you won’t get it right the first time,” said Brendan Trombley, a game designer at Institute of Play. “You’ll have to change your strategy or technique to overcome that challenge.”\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED WITH GAME DESIGN\u003c/strong>\u003c/p>\n\u003cp>At Quest to Learn schools teachers have a robust team of game and curriculum designers to work with as they develop new games for their classrooms. Most schools won’t have those kinds of resources, but games can still be a part of the classrooms, the speakers said. One easy way to get started designing games is to modify an existing game by breaking it down into its parts and tweaking one aspect to target a learning outcome.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/why-competition-can-be-healthy-for-kids/\">Why Competition Can Be Helpful to Kids\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The parts of a game are: goal, challenge, core mechanics, components, rules and space. Change any one element and it’s a very different game. For example, Quest to Learn developed a game called “Caterpillar” focused on 6th grade math concepts of probability and frequency. \u003ca href=\"http://www.youtube.com/watch?v=02KB3J8ZoY0&feature=youtu.be\">Caterpillar\u003c/a> is a modified version of Settlers of Catan. The goal is to create the longest continuous chain of blocks by the end of the game. The challenge is that to get more blocks students have to build around the most frequently rolled numbers, that’s how they get more blocks. But at the end of the game those numbers become “bombs” and everything built around them blows up. It’s a mixture of skill and chance, but students get a good understanding of what numbers are rolled most frequently by playing and how to calculate probability.\u003c/p>\n\u003cp>It’s also not hard to test out a game once it’s been designed. The targeted users are students, so ask them to play and give feedback. One of the biggest complaints teachers have about classroom games is the amount of time it takes students to learn how to play. Making sure the game is simple and elegant with clear rules helps maximize classroom learning time. One good question to ask the play-testers: “What would your classmate learn from this game?” That helps determine if students understand what they're supposed to be learning. It’s also a good idea to ask about the level of difficulty, because while answers vary among students if all say it’s too easy or too hard it should be modified.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Game design is collaborative,” said Spang. “It’s really hard to do it with just one person. It’s great to have more than one head working together.” That goes for the process of picking a targeted standard, designing a game and tinkering to get it right. But it also means that once the game is deployed in the classroom, it may need further modification to meet all learners.\u003cbr>\nQuest to Learn will be putting the games it has designed online this fall so other educators can download blueprints for the games they’ve had four years to perfect.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31323\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.youtube.com/watch?v=02KB3J8ZoY0&feature=youtu.be\">\u003cimg class=\"size-full wp-image-31323\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Caterpillar640x300.jpg\" alt=\"Caterpillar640x300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/Caterpillar640x300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Caterpillar640x300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Caterpillar640x300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/tag/game-based-learning/\">Game-based learning\u003c/a> has become synonymous with educational video games in some circles, but low-tech games have been used with great success in classrooms for a while. In fact, games that don’t require costly technology have a lot to offer the intrepid educator both as a learning tool and an education mindset, according to game-based learning advocates.\u003c/p>\n\u003cp>\u003ca href=\"http://q2l.org/\">Quest to Learn\u003c/a> schools in New York and Chicago are based entirely on game principles, but 90% of the games used in those classrooms are board-games or physical games, according to school officials. If classes do use video games, they almost always use existing commercial games like \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Minecraft\u003c/a> or \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/video-game-portal-enters-the-classroom/\">Portal\u003c/a> paired with a specific query or learning goal directive designed by the teacher. The drawback of many video games is that they are single-player and isolated. The benefit can be a self-directed and personalized experience with a lot of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">data to help assess\u003c/a> if a student is learning.\u003c/p>\n\u003cp>“Kids can sit for hours on end playing games because games drop players into spaces that force them to face complex problems,” said Eliza Spang, Institute of Play learning director in an \u003ca href=\"http://home.edweb.net/\">edWeb \u003c/a>presentation. “Then players get immediate and ongoing feedback about their choices.” Gaming can be especially useful in middle and high school grades when school traditionally moves away from play, she added.\u003c/p>\n\u003cp>\u003cstrong>LEARN THROUGH PLAY\u003c/strong>\u003c/p>\n\u003cp>There are seven components to game-play that aptly fit curriculum design.\u003c/p>\n\u003col>\n\u003cli>Challenge is constant\u003c/li>\n\u003cli>Everything is interconnected\u003c/li>\n\u003cli>Failure is reframed as iteration\u003c/li>\n\u003cli>Learning happens by doing\u003c/li>\n\u003cli>Feedback is immediate and ongoing\u003c/li>\n\u003cli>Everyone is a participant\u003c/li>\n\u003cli>It feels like play\u003c/li>\n\u003c/ol>\n\u003cp>“These characteristics are very hard to untangle,” Spang said. “You need to use them all together to make them feel the most powerful.” Like a game, students won’t understand a new unit of study all at once. It should be designed around a difficult concept that students reach by doing exercises and projects – leveling up – to the point when they understand how to “win” the game or unit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Thinking of the seven components of game-play as integral parts of classroom pedagogy allows the teacher to learn more from gaming than any one design offers, she said.\u003c/p>\n\u003cp>\u003cstrong>VARIED ASSESSMENT TOOL\u003c/strong>\u003c/p>\n\u003cp>Games can also be great tools for both gauging existing knowledge and for formative assessment. As students are playing a game, a teacher can walk around and listen to the conversations students are having with one another. Through observation, teachers can tell if students understand the material or if they're struggling. The group environment allows students to work on teamwork, problem solving and leadership, and game-play can also facilitate peer-to-peer instruction as students help each other learn the game and the concepts.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/mit-unleashes-new-online-game-for-math-and-science/\">MIT Unleashes New Online Game For Math and Science\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>One way to assess learning at the end of a unit is to ask students to make a strategy guide written to help a classmate win the game. By documenting the choices they made in the game they're showing their knowledge. Another way to assess them could be to have students design their own game. And if students don’t know how to play or win the game at first, one of the curriculum goals is to see failure as iteration and to improve.\u003c/p>\n\u003cp>“Generally when you play you won’t get it right the first time,” said Brendan Trombley, a game designer at Institute of Play. “You’ll have to change your strategy or technique to overcome that challenge.”\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED WITH GAME DESIGN\u003c/strong>\u003c/p>\n\u003cp>At Quest to Learn schools teachers have a robust team of game and curriculum designers to work with as they develop new games for their classrooms. Most schools won’t have those kinds of resources, but games can still be a part of the classrooms, the speakers said. One easy way to get started designing games is to modify an existing game by breaking it down into its parts and tweaking one aspect to target a learning outcome.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/why-competition-can-be-healthy-for-kids/\">Why Competition Can Be Helpful to Kids\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The parts of a game are: goal, challenge, core mechanics, components, rules and space. Change any one element and it’s a very different game. For example, Quest to Learn developed a game called “Caterpillar” focused on 6th grade math concepts of probability and frequency. \u003ca href=\"http://www.youtube.com/watch?v=02KB3J8ZoY0&feature=youtu.be\">Caterpillar\u003c/a> is a modified version of Settlers of Catan. The goal is to create the longest continuous chain of blocks by the end of the game. The challenge is that to get more blocks students have to build around the most frequently rolled numbers, that’s how they get more blocks. But at the end of the game those numbers become “bombs” and everything built around them blows up. It’s a mixture of skill and chance, but students get a good understanding of what numbers are rolled most frequently by playing and how to calculate probability.\u003c/p>\n\u003cp>It’s also not hard to test out a game once it’s been designed. The targeted users are students, so ask them to play and give feedback. One of the biggest complaints teachers have about classroom games is the amount of time it takes students to learn how to play. Making sure the game is simple and elegant with clear rules helps maximize classroom learning time. One good question to ask the play-testers: “What would your classmate learn from this game?” That helps determine if students understand what they're supposed to be learning. It’s also a good idea to ask about the level of difficulty, because while answers vary among students if all say it’s too easy or too hard it should be modified.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Game design is collaborative,” said Spang. “It’s really hard to do it with just one person. It’s great to have more than one head working together.” That goes for the process of picking a targeted standard, designing a game and tinkering to get it right. But it also means that once the game is deployed in the classroom, it may need further modification to meet all learners.\u003cbr>\nQuest to Learn will be putting the games it has designed online this fall so other educators can download blueprints for the games they’ve had four years to perfect.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_31002\" class=\"module image center mceTemp\" style=\"width: 640px;\">\n\u003cp>\u003ca href=\"http://education.mit.edu/projects/radix-endeavor\">\u003cimg class=\"size-full wp-image-31002\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/Radix2.jpg\" alt=\"Radix2\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/Radix2.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Radix2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Radix2-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">MIT Education Arcade\u003c/p>\n\u003cp class=\"dropcap-serif\" style=\"text-align: left;\">As the buzz around \u003ca href=\"http://ww2.kqed.org/mindshift/tag/games/\">games and learning\u003c/a> continues to grow, one particular subset -- Massive Open Online (MMO) games -- is catching the attention of educators as a particularly interesting way to encourage students to collaborate, problem solve, create and think for themselves within a game.\u003c/p>\n\u003cp style=\"text-align: left;\">One of the most popular MMOs is World of Warcraft, in which many players log in to the online game at the same time and play while interacting with people all over the world. But, although teachers have found ways to use commercial games like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">World of Warcraft for educational purposes\u003c/a>, it wasn't originally designed with teachers in mind. Now, a group of researchers in \u003ca href=\"http://education.mit.edu/projects\">MIT’s Education Arcade\u003c/a> are trying to harness the power of MMO games to teach high school students to think like scientists and mathematicians. Their game, \u003ca href=\"http://education.mit.edu/projects/radix-endeavor\">The Radix Endeavor\u003c/a>, is designed to be an educational game, and capitalizes on the interactions students can have as a way to build their knowledge and skills.\u003c/p>\n\u003c/div>\n\u003cp style=\"text-align: left;\">Radix, as it’s known, is aligned to the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-science-standards-aim-to-relate-concepts-to-students-lives/\">Next Generation Science Standards\u003c/a> for biology, focusing on topics like genetics, evolution, ecology and human body systems. In math, the game is aligned to the Common Core and has \u003cspan style=\"color: #000000;\">particular focuses on algebra, probability and statistics, as well as geometry. The researchers worked with \u003ca href=\"http://www.filamentgames.com/\">\u003cspan style=\"color: #000000;\">Filament Games\u003c/span>\u003c/a> and are funded by the Gates Foundation for the three-year project.\u003c/span>\u003c/p>\n\u003cp style=\"text-align: center;\">\u003cstrong>\u003cspan style=\"color: #808080;\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Teachers Transform Commercial Video Game for Class Use\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“These kinds of environments have the potential to capture learning that’s difficult to capture in face-to-face settings,” said Jody Clark-Midura, a research scientist at the MIT Education Arcade in a recent \u003ca href=\"http://www.edweb.net/\">edWeb\u003c/a> webinar. “These games can be used as assessments or tools for teachers to monitor progress over time.” The game captures every detail of how a student plays; things like how long it takes to complete a challenge, what order the student chooses to do things and what tools she uses. All of these data points can provide valuable insight to a teacher assessing whether a student understands a concept.\u003c/p>\n\u003cp>The key to making a game engaging to students is a strong narrative. “What’s important is to take that engaging narrative and that incentive system and put some stakes into the world to keep it feeling like an engaging environment and a place that students really want to be,” said Susannah Gordon-Messer, education content manager for MIT’s Education Arcade. In Radix, the player’s task is to help citizens of a fictional earth-like world gain knowledge about math and science, a privilege denied by the land’s rulers.\u003c/p>\n\u003cp>The game creators say there are benefits to using a game-based environment to teach certain math or science concepts, like being able to speed up time to see the outcome of a decision that would take months in a real-world experiment. For example, students might be asked where to plant a kelp bed to best protect an ecosystem. Within the game, time can be fast-forwarded by 90 days so students can instantly see if they placed the kelp correctly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center;\">\u003cstrong>\u003cspan style=\"color: #808080;\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCityEdu: Using Games for Formative Assessment\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“In a world like this you can build things and see them appear in the world,” Gordon-Messer said. “We wanted that same element of you having an impact on the world.” Radix specifically emphasizes some of the softer skills emphasized in the Common Core, like problem-solving and reasoning. The game tries to get students thinking like scientists or mathematicians and can work for a topic like geometry because students can build structures, similar to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Minecraft,\u003c/a> and biology.\u003c/p>\n\u003cp>“The questions are inquiry and exploratory based; it’s not designed to be the end of unit,” Gordon-Messer said, adding that the game can determine when to provide interventions and help correct misconceptions.\u003c/p>\n\u003cp>One way the MIT researchers imagine Radix could help is as homework assignment. “There’s a little bit of a stigma that once you are in an MMO world that you can never leave them,” Gordon-Messer said. She and her colleagues don’t expect this game to be a substitute for class instruction, and imagine it as a helpful supplement. Teachers can follow students' progress using the teacher dashboard. “It can be a nice barometer of where your students are and what could be changed in the class that day,” she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MIT’s Education Arcade is releasing The Radix Endeavor in beta on September 4. At that point teachers can sign up and get familiar with the game, its tools, the standards it addresses and various supplemental materials. The actual content will be released in two batches, one in October and a second around the holidays. In October, teachers will be able to sign up their classes and begin using the game. The MIT researchers are eager to get feedback about how the game is received, whether it actually provides the kind of formative assessment they hope it will and what they could change.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_31002\" class=\"module image center mceTemp\" style=\"width: 640px;\">\n\u003cp>\u003ca href=\"http://education.mit.edu/projects/radix-endeavor\">\u003cimg class=\"size-full wp-image-31002\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/Radix2.jpg\" alt=\"Radix2\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/Radix2.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Radix2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Radix2-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">MIT Education Arcade\u003c/p>\n\u003cp class=\"dropcap-serif\" style=\"text-align: left;\">As the buzz around \u003ca href=\"http://ww2.kqed.org/mindshift/tag/games/\">games and learning\u003c/a> continues to grow, one particular subset -- Massive Open Online (MMO) games -- is catching the attention of educators as a particularly interesting way to encourage students to collaborate, problem solve, create and think for themselves within a game.\u003c/p>\n\u003cp style=\"text-align: left;\">One of the most popular MMOs is World of Warcraft, in which many players log in to the online game at the same time and play while interacting with people all over the world. But, although teachers have found ways to use commercial games like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">World of Warcraft for educational purposes\u003c/a>, it wasn't originally designed with teachers in mind. Now, a group of researchers in \u003ca href=\"http://education.mit.edu/projects\">MIT’s Education Arcade\u003c/a> are trying to harness the power of MMO games to teach high school students to think like scientists and mathematicians. Their game, \u003ca href=\"http://education.mit.edu/projects/radix-endeavor\">The Radix Endeavor\u003c/a>, is designed to be an educational game, and capitalizes on the interactions students can have as a way to build their knowledge and skills.\u003c/p>\n\u003c/div>\n\u003cp style=\"text-align: left;\">Radix, as it’s known, is aligned to the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-science-standards-aim-to-relate-concepts-to-students-lives/\">Next Generation Science Standards\u003c/a> for biology, focusing on topics like genetics, evolution, ecology and human body systems. In math, the game is aligned to the Common Core and has \u003cspan style=\"color: #000000;\">particular focuses on algebra, probability and statistics, as well as geometry. The researchers worked with \u003ca href=\"http://www.filamentgames.com/\">\u003cspan style=\"color: #000000;\">Filament Games\u003c/span>\u003c/a> and are funded by the Gates Foundation for the three-year project.\u003c/span>\u003c/p>\n\u003cp style=\"text-align: center;\">\u003cstrong>\u003cspan style=\"color: #808080;\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Teachers Transform Commercial Video Game for Class Use\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“These kinds of environments have the potential to capture learning that’s difficult to capture in face-to-face settings,” said Jody Clark-Midura, a research scientist at the MIT Education Arcade in a recent \u003ca href=\"http://www.edweb.net/\">edWeb\u003c/a> webinar. “These games can be used as assessments or tools for teachers to monitor progress over time.” The game captures every detail of how a student plays; things like how long it takes to complete a challenge, what order the student chooses to do things and what tools she uses. All of these data points can provide valuable insight to a teacher assessing whether a student understands a concept.\u003c/p>\n\u003cp>The key to making a game engaging to students is a strong narrative. “What’s important is to take that engaging narrative and that incentive system and put some stakes into the world to keep it feeling like an engaging environment and a place that students really want to be,” said Susannah Gordon-Messer, education content manager for MIT’s Education Arcade. In Radix, the player’s task is to help citizens of a fictional earth-like world gain knowledge about math and science, a privilege denied by the land’s rulers.\u003c/p>\n\u003cp>The game creators say there are benefits to using a game-based environment to teach certain math or science concepts, like being able to speed up time to see the outcome of a decision that would take months in a real-world experiment. For example, students might be asked where to plant a kelp bed to best protect an ecosystem. Within the game, time can be fast-forwarded by 90 days so students can instantly see if they placed the kelp correctly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center;\">\u003cstrong>\u003cspan style=\"color: #808080;\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCityEdu: Using Games for Formative Assessment\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“In a world like this you can build things and see them appear in the world,” Gordon-Messer said. “We wanted that same element of you having an impact on the world.” Radix specifically emphasizes some of the softer skills emphasized in the Common Core, like problem-solving and reasoning. The game tries to get students thinking like scientists or mathematicians and can work for a topic like geometry because students can build structures, similar to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Minecraft,\u003c/a> and biology.\u003c/p>\n\u003cp>“The questions are inquiry and exploratory based; it’s not designed to be the end of unit,” Gordon-Messer said, adding that the game can determine when to provide interventions and help correct misconceptions.\u003c/p>\n\u003cp>One way the MIT researchers imagine Radix could help is as homework assignment. “There’s a little bit of a stigma that once you are in an MMO world that you can never leave them,” Gordon-Messer said. She and her colleagues don’t expect this game to be a substitute for class instruction, and imagine it as a helpful supplement. Teachers can follow students' progress using the teacher dashboard. “It can be a nice barometer of where your students are and what could be changed in the class that day,” she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MIT’s Education Arcade is releasing The Radix Endeavor in beta on September 4. At that point teachers can sign up and get familiar with the game, its tools, the standards it addresses and various supplemental materials. The actual content will be released in two batches, one in October and a second around the holidays. In October, teachers will be able to sign up their classes and begin using the game. The MIT researchers are eager to get feedback about how the game is received, whether it actually provides the kind of formative assessment they hope it will and what they could change.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "10 Ideas to Get Those Back-to-School Juices Flowing",
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"content": "\u003cfigure id=\"attachment_30615\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/amyalana/4863519603/sizes/l/in/photolist-8pLNWg-8pLN3z-8pLL62-9S73Xe-9S9ZPN-9S74tx-9S9XeC-9S9Z6S-7LfcXB-a7UGxh-9iQ7th-bVLrv5-a7RPuz-a7U1xR-br86US-cHLGMN-cHLHWf-7AXtMU-dyPmQY-cLPqno-9cNZeq-dmesR6-dmeruK-8YVT28-9PmGuP-8xkL73-ewLJqK-9UnuG3-9FaqhG-9qUNwf-aheXYJ-aY68MM-c8wrbf/\">\u003cimg class=\"size-full wp-image-30615\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/back-to-school.jpg\" alt=\"back-to-school\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/back-to-school.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/back-to-school-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/back-to-school-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educators are getting prepared to welcome students back to school this month. Many have spent the summer reading up on new teaching strategies or getting inspired by colleagues across the country. To help get those idea juices flowing, here are some MindShift articles that delve into creative work, tools, and methodologies. Happy back to school!\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/for-storytelling-projects-cool-new-multimedia-tools/\">FOR STORYTELLING PROJECTS, COOL NEW MULTIMEDIA TOOLS\u003c/a>:\u003c/strong> Writing will always be important, but weaving text, images, sound, and presentation together can give students more and different ways to express themselves. Easy-to-use online tools allow students the opportunity to create multimedia projects that demonstrate knowledge and develop useful skills. Check out three tools on the scene.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/13-free-web-tools-students-and-teachers-should-know-about/\">13 FREE WEB TOOLS STUDENTS AND TEACHERS SHOULD KNOW ABOUT\u003c/a>:\u003c/strong> Web-based tools continue to proliferate, giving teachers more to add to their arsenal, but it can be hard to determine which resources are worth spending time exploring. Here are some tried-and-true favorites of ed-tech veterans Adam Bellow and Steve Dembo.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/5-ways-to-inspire-students-through-global-collaboration/\">5 WAYS TO INSPIRE STUDENTS THROUGH GLOBAL COLLABORATION\u003c/a>:\u003c/strong> The Internet has made the world smaller. Teachers can now collaborate with classrooms around the world to expose students to different cultures. Some advantages of investing in a globally connected classroom include motivating students through international friendships and inspiring independent learning as students become curious about different cultures.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/how-to-use-design-thinking-in-class-step-by-step/\">HOW TO APPLY DESIGN THINKING IN CLASS, STEP-BY-STEP\u003c/a>:\u003c/strong> Adding elements of design thinking to the classroom doesn't necessarily require a huge classroom redesign or an expensive 3D printer. There are plenty of ways to bring the creativity and energy of designing thinking into class, helping to inspire students and teachers alike. Here are some ideas for integrating different components of a design learning experience into familiar, pre-existing scenarios that play out in every school.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/how-to-trigger-students-inquiry-through-projects/\">HOW TO TRIGGER STUDENTS' INQUIRY THROUGH PROJECTS\u003c/a>:\u003c/strong> Project-based learning has got a lot of educators excited about the future of education. It's easy to get excited about what students could make without thinking through the learning outcomes that are the ultimate goal. In this article a project-based learning experts Suzie Boss and Jane Krauss walk through simple steps to set up effective projects.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">WHY SLEEPING MAY BE MORE IMPORTANT THAN STUDYING\u003c/a>:\u003c/strong> Part of the excitement of going back to school is imagining all the ways to stimulate student curiosity and passion through classroom work. But it's also important to keep in mind how overwhelmed students can be with homework, extracurricular activities and other commitments. Sleep is a huge part of the learning process and both parents and teachers should keep it in mind as kids move through the school year.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/to-get-students-invested-involve-them-in-decisions-big-and-small/\">TO GET STUDENTS INVESTED, INVOLVE THEM IN DECISIONS BIG AND SMALL\u003c/a>:\u003c/strong> Technology is becoming an inherent part of many classrooms, but that doesn't mean educators can stop thinking about how to integrate it effectively into learning goals. A big challenge can be how to frame curriculum design using the technology so that it moves beyond novelty and engagement into deep learning. One way to get students engaged is to involve them in designing their own learning. It can be eye-opening to see how students understand learning and engagement.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-reading-aloud-to-older-children-is-valuable/\">WHY READING ALOUD TO OLDER CHILDREN IS VALUABLE\u003c/a>:\u003c/strong> Storytime often disappears in school after first or second grade. But some teachers are finding that reading aloud to older children can help them understand literary devices and nuance that they might otherwise miss. And research shows that it can enhance interest in and attention to reading.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-programming-teaches-so-much-more-than-technical-skills/\">WHY CODING TEACHES SO MUCH MORE THAN TECHNICAL SKILLS\u003c/a>:\u003c/strong> Computer programming is often seen as a technical skill, but at its heart, learning to code is just like learning another language. And, once kids speak the language, their power to create expands. Learn about some of the specific benefits coding offers.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-playing-games-teach-literacy/\">IS GAMING THE NEW ESSENTIAL LITERACY\u003c/a>?\u003c/strong> Game-based learning has taken off in the last several years, often offering students fun ways to problem solve and achieve mastery in a subject. Educators are finding value not only in the game, but also in the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">meta-cultures that surround games\u003c/a>, inspiring fan-fiction, collaboration and peer-editing from a diverse set of students. 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"excerpt": "Educators are getting prepared to welcome students back to school this month. Many have spent the summer reading up on new teaching strategies or getting inspired by colleagues across the country. To help get those idea juices flowing, here are some MindShift articles that delve into creative work, tools, and methodologies.\r\n\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30615\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/amyalana/4863519603/sizes/l/in/photolist-8pLNWg-8pLN3z-8pLL62-9S73Xe-9S9ZPN-9S74tx-9S9XeC-9S9Z6S-7LfcXB-a7UGxh-9iQ7th-bVLrv5-a7RPuz-a7U1xR-br86US-cHLGMN-cHLHWf-7AXtMU-dyPmQY-cLPqno-9cNZeq-dmesR6-dmeruK-8YVT28-9PmGuP-8xkL73-ewLJqK-9UnuG3-9FaqhG-9qUNwf-aheXYJ-aY68MM-c8wrbf/\">\u003cimg class=\"size-full wp-image-30615\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/back-to-school.jpg\" alt=\"back-to-school\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/back-to-school.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/back-to-school-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/back-to-school-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educators are getting prepared to welcome students back to school this month. Many have spent the summer reading up on new teaching strategies or getting inspired by colleagues across the country. To help get those idea juices flowing, here are some MindShift articles that delve into creative work, tools, and methodologies. Happy back to school!\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/for-storytelling-projects-cool-new-multimedia-tools/\">FOR STORYTELLING PROJECTS, COOL NEW MULTIMEDIA TOOLS\u003c/a>:\u003c/strong> Writing will always be important, but weaving text, images, sound, and presentation together can give students more and different ways to express themselves. Easy-to-use online tools allow students the opportunity to create multimedia projects that demonstrate knowledge and develop useful skills. Check out three tools on the scene.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/13-free-web-tools-students-and-teachers-should-know-about/\">13 FREE WEB TOOLS STUDENTS AND TEACHERS SHOULD KNOW ABOUT\u003c/a>:\u003c/strong> Web-based tools continue to proliferate, giving teachers more to add to their arsenal, but it can be hard to determine which resources are worth spending time exploring. Here are some tried-and-true favorites of ed-tech veterans Adam Bellow and Steve Dembo.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/5-ways-to-inspire-students-through-global-collaboration/\">5 WAYS TO INSPIRE STUDENTS THROUGH GLOBAL COLLABORATION\u003c/a>:\u003c/strong> The Internet has made the world smaller. Teachers can now collaborate with classrooms around the world to expose students to different cultures. Some advantages of investing in a globally connected classroom include motivating students through international friendships and inspiring independent learning as students become curious about different cultures.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/how-to-use-design-thinking-in-class-step-by-step/\">HOW TO APPLY DESIGN THINKING IN CLASS, STEP-BY-STEP\u003c/a>:\u003c/strong> Adding elements of design thinking to the classroom doesn't necessarily require a huge classroom redesign or an expensive 3D printer. There are plenty of ways to bring the creativity and energy of designing thinking into class, helping to inspire students and teachers alike. Here are some ideas for integrating different components of a design learning experience into familiar, pre-existing scenarios that play out in every school.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/how-to-trigger-students-inquiry-through-projects/\">HOW TO TRIGGER STUDENTS' INQUIRY THROUGH PROJECTS\u003c/a>:\u003c/strong> Project-based learning has got a lot of educators excited about the future of education. It's easy to get excited about what students could make without thinking through the learning outcomes that are the ultimate goal. In this article a project-based learning experts Suzie Boss and Jane Krauss walk through simple steps to set up effective projects.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">WHY SLEEPING MAY BE MORE IMPORTANT THAN STUDYING\u003c/a>:\u003c/strong> Part of the excitement of going back to school is imagining all the ways to stimulate student curiosity and passion through classroom work. But it's also important to keep in mind how overwhelmed students can be with homework, extracurricular activities and other commitments. Sleep is a huge part of the learning process and both parents and teachers should keep it in mind as kids move through the school year.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/to-get-students-invested-involve-them-in-decisions-big-and-small/\">TO GET STUDENTS INVESTED, INVOLVE THEM IN DECISIONS BIG AND SMALL\u003c/a>:\u003c/strong> Technology is becoming an inherent part of many classrooms, but that doesn't mean educators can stop thinking about how to integrate it effectively into learning goals. A big challenge can be how to frame curriculum design using the technology so that it moves beyond novelty and engagement into deep learning. One way to get students engaged is to involve them in designing their own learning. It can be eye-opening to see how students understand learning and engagement.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-reading-aloud-to-older-children-is-valuable/\">WHY READING ALOUD TO OLDER CHILDREN IS VALUABLE\u003c/a>:\u003c/strong> Storytime often disappears in school after first or second grade. But some teachers are finding that reading aloud to older children can help them understand literary devices and nuance that they might otherwise miss. And research shows that it can enhance interest in and attention to reading.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-programming-teaches-so-much-more-than-technical-skills/\">WHY CODING TEACHES SO MUCH MORE THAN TECHNICAL SKILLS\u003c/a>:\u003c/strong> Computer programming is often seen as a technical skill, but at its heart, learning to code is just like learning another language. And, once kids speak the language, their power to create expands. Learn about some of the specific benefits coding offers.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-playing-games-teach-literacy/\">IS GAMING THE NEW ESSENTIAL LITERACY\u003c/a>?\u003c/strong> Game-based learning has taken off in the last several years, often offering students fun ways to problem solve and achieve mastery in a subject. Educators are finding value not only in the game, but also in the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">meta-cultures that surround games\u003c/a>, inspiring fan-fiction, collaboration and peer-editing from a diverse set of students. Gaming has become so popular that some big names in education are even hoping to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">assess learning \u003c/a>through games.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/fog-300x168.jpg\" alt=\"fog\" width=\"300\" height=\"168\" class=\"size-medium wp-image-29872\">\u003c/p>\n\u003cp class=\"dropcap-serif\">The 16 student winners of the \u003ca href=\"http://stemchallenge.org/\">National STEM Video Game Challenge \u003c/a>sponsored by the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center \u003c/a>and \u003ca href=\"http://elinemedia.com/\">E-Line Media\u003c/a> reflect an increasingly diverse group, in terms of geography, race and gender, of the participants.\u003c/p>\n\u003cp>Of the winners this year, seven are students of color and four are girls. The Cooney Center focused on getting the word out to a more diverse group of students this year, said Michael Levine, the Center’s executive director. “We went to the kids,” Levine said. “We went to the places that teachers, library and museum educators would be populating and we introduced the challenge that way.” The aggressive outreach campaign was an attempt to draw under-represented groups like people of color and women into the science, technology, engineering and math (STEM) challenge.\u003c/p>\n\u003cp>“Many of the games we got this year are the very best we’ve ever seen,” Levine said. “The comments from the judges about the depth, number of levels and complexity of play were very strong.” Levine says that may be because cheap or free game-making software is more readily available to students. But it’s also due to an increasing interest by schools in game-based learning.\u003c/p>\n\u003cp>So what kind of games won this year?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Aaron Gaudette, a sophomore living on a military base in Germany, designed a winning game built on the open-source \u003ca href=\"http://unity3d.com/\">Unity\u003c/a> platform called Crystal Physics. Players have to knock down crystals set atop a three-dimensional tower using “glowspheres.” Before allowing players to get to each level, the game teaches a new physics concept that can be used to accomplish the given task. Gaudette was one of the 46 percent of entrants who designed educational games, even though it wasn’t a requirement of the contest.\u003c/p>\n\u003cfigure id=\"attachment_29876\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-29876\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/victorian-300x168.jpg\" alt=\"victorian\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In the middle school category, Henry Edwards and Kevin Kopczynski designed Etiquette Anarchy using \u003ca href=\"http://www.clickteam.com/website/world/multimedia-fusion-2\">Multimedia Fusion 2\u003c/a>. In this puzzle game, players take on the role of a young man in Victorian England trying to improve his social status by successfully navigating etiquette pitfalls at as many parties as he can attend. He’s only got one suit to wear while he’s climbing the social ladder, so he better not get it dirty. The two boys won in a team category, designed to explicitly encourage collaborative team work.\u003c/p>\n\u003cp>Fog, designed by Noah Ratcliff and Pamela Pizarro Ruiz, is an example of a game that impressed judges with its stunning visuals. In the puzzle game, players must navigate a completely foggy world using all five senses to illuminate different parts of a dazzlingly beautiful world. The two students used C# with \u003ca href=\"http://msdn.microsoft.com/en-us/library/bb203894.aspx\">XNA\u003c/a> to build their game.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-programming-teaches-so-much-more-than-technical-skills/\">Why Programming Teaches So Much More Than Technical Skills\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>While the vast majority of entrants programmed and built a playable game, the contest also included a written category, where contestants researched, prototyped, storyboarded and produced examples of the art that would accompany their game without actually making it. This category exists partly to acknowledge that not all those who want to participate have access to the digital tools to build a game. But also, “we have that category because we know that some folks aren’t good at building things, but are very creative and thoughtful and good at research,” Levine said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Students create incredibly creative, thoughtful and unique projects when challenged and supported to do so. The National STEM Video Game Challenge sponsored by the Joan Ganz Cooney Center and E-Line Media received 4,000 entries this year and announced 16 winners this week. The growing success of the challenge demonstrates not only how capable middle and high school students can be when passionate, but also reflects an increasingly diverse group, in terms of geography, race and gender, of the participants.",
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"content": "\u003cfigure id=\"attachment_28556\" class=\"wp-caption center\" style=\"max-width: 516px\">\u003cimg class=\"size-full wp-image-28556\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/empathy-simulator.jpg\" alt=\"empathy-simulator\" width=\"516\" height=\"273\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator.jpg 516w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator-400x212.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator-320x169.jpg 320w\" sizes=\"(max-width: 516px) 100vw, 516px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Disruptive students can be a big challenge for teachers in charge of a room full of 30 students. There isn’t always time to get to the bottom of student behavior and in a large class those students can derail learning for everyone. But what if there was a way to help kids stop acting out and show more empathy for classmates and teachers?\u003c/p>\n\u003cp>A group of Harvard education researchers have developed a virtual simulation for “walking in another person’s shoes” to help students relate to one another better. It's part of a project called \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=sail&pageid=icb.page477369\">Social Aspects of Immersive Learning\u003c/a> (SAIL) funded by the \u003ca href=\"http://www.nsf.gov/\">National Science Foundation\u003c/a>. “The ability to accurately read people is really important to make compromises,” said Elisabeth Hahn, a doctoral candidate at the Harvard School of Education in a recent \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar.\u003c/p>\n\u003cp>The technical term is “social perspective taking” and it means understanding another person by taking in their thoughts, feelings and motivations. Accurately reading another person requires both motivation and ability, qualities that Hahn and other researchers are discovering can be taught.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“This has great potential to use virtual environments to improve interpersonal relationships that are not possible in the real world, to actually walk in the shoes of another party.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The benefits of reading others are \u003ca href=\"http://www.psych.ufl.edu/~chambers/Finalms10-187(Chambers).pdf\">well documented\u003c/a>, Hahn said. Taking in social perspective helps people become less ego-centric, decreases use of stereotypes, increases perspectives of similarity, and diminishes social aggression. These effects could make a big impact on many classrooms where the success of the lesson can hinge on how well a teacher is able to interact with the students. “It becomes much easier to empathize and leads to benefits in relationships and ultimately educational outcomes for kids,” Hahn said.\u003c/p>\n\u003cp>In an effort to create an experience that will help build these types of positive relationships through \u003c!--more-->nuanced social perspective, Hahn’s team used a video game simulation to give participants the experience of “walking in another’s shoes.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/empathy-the-key-to-social-and-emotional-learning/\">Empathy: the Key to Social and Emotional Learning\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The scenario involves a confrontation between a park ranger and a golf course owner who share land, but disagree over how to use it. The simulation allows a participant to play the role of the golf course owner, walking around in his world, talking to his colleagues and getting a sense for his perspective and opinions about the world. The player then has the same experience walking in the shoes of the park ranger. Finally, the player is asked to negotiate from the perspective of the golf course owner with the park ranger over various differences of opinion related to how the land should be treated. Each of the points of negotiation had a money value attached, giving the player a stake in the outcome of the negotiations.\u003c/p>\n\u003cp>“There was a pretty large positive effect from walking in the shoes of the ranger and we seemed to get down to what caused this to happen,” said Geoff Marietta, another doctoral candidate on the research team. Participants were \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=sail&pageid=icb.page480530\">more likely to compromise in the negotiations\u003c/a> resulting in positive relationship building between the golf course owner and the park ranger. “What caused the effect on the relationship was really enhanced social perspective taking and people perceiving greater behavioral similarity,” Marietta said.\u003c/p>\n\u003cp>The researchers also experimented with giving participants written information about the park ranger’s perspective, but that didn’t improve willingness to compromise or negotiate. When they gave participants a detailed transcript, however, they were able to achieve negotiation results and positive relationship building similar to those of participants who walked in the virtual shoes of the park ranger.\u003c/p>\n\u003cp>“This has great potential to use virtual environments to improve interpersonal relationships that are not possible in the real world, to actually walk in the shoes of another party,” said Marietta. So far researchers have tested the game on adults and a few middle school students, but they are looking for more test subjects.\u003c/p>\n\u003cp>The researchers used a virtual world created in \u003ca href=\"http://unity3d.com/\">Unity\u003c/a>, a web-based application that could be easily used in schools. They’d like to build out a virtual school so that students could interact with peers and teachers in different ways, helping them gain skills in social perspective taking that would allow them to build positive relationships within a school context, hopefully leading to greater academic and social success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The research team sees the technique as widely applicable since communication and negotiation can so easily break down in any context. Teacher training, language development and management training could all benefit from the ability to understand the perspective of another. Researchers also hypothesize the technique could work well with bullies.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28556\" class=\"wp-caption center\" style=\"max-width: 516px\">\u003cimg class=\"size-full wp-image-28556\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/empathy-simulator.jpg\" alt=\"empathy-simulator\" width=\"516\" height=\"273\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator.jpg 516w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator-400x212.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator-320x169.jpg 320w\" sizes=\"(max-width: 516px) 100vw, 516px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Disruptive students can be a big challenge for teachers in charge of a room full of 30 students. There isn’t always time to get to the bottom of student behavior and in a large class those students can derail learning for everyone. But what if there was a way to help kids stop acting out and show more empathy for classmates and teachers?\u003c/p>\n\u003cp>A group of Harvard education researchers have developed a virtual simulation for “walking in another person’s shoes” to help students relate to one another better. It's part of a project called \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=sail&pageid=icb.page477369\">Social Aspects of Immersive Learning\u003c/a> (SAIL) funded by the \u003ca href=\"http://www.nsf.gov/\">National Science Foundation\u003c/a>. “The ability to accurately read people is really important to make compromises,” said Elisabeth Hahn, a doctoral candidate at the Harvard School of Education in a recent \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar.\u003c/p>\n\u003cp>The technical term is “social perspective taking” and it means understanding another person by taking in their thoughts, feelings and motivations. Accurately reading another person requires both motivation and ability, qualities that Hahn and other researchers are discovering can be taught.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“This has great potential to use virtual environments to improve interpersonal relationships that are not possible in the real world, to actually walk in the shoes of another party.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The benefits of reading others are \u003ca href=\"http://www.psych.ufl.edu/~chambers/Finalms10-187(Chambers).pdf\">well documented\u003c/a>, Hahn said. Taking in social perspective helps people become less ego-centric, decreases use of stereotypes, increases perspectives of similarity, and diminishes social aggression. These effects could make a big impact on many classrooms where the success of the lesson can hinge on how well a teacher is able to interact with the students. “It becomes much easier to empathize and leads to benefits in relationships and ultimately educational outcomes for kids,” Hahn said.\u003c/p>\n\u003cp>In an effort to create an experience that will help build these types of positive relationships through \u003c!--more-->nuanced social perspective, Hahn’s team used a video game simulation to give participants the experience of “walking in another’s shoes.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/empathy-the-key-to-social-and-emotional-learning/\">Empathy: the Key to Social and Emotional Learning\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The scenario involves a confrontation between a park ranger and a golf course owner who share land, but disagree over how to use it. The simulation allows a participant to play the role of the golf course owner, walking around in his world, talking to his colleagues and getting a sense for his perspective and opinions about the world. The player then has the same experience walking in the shoes of the park ranger. Finally, the player is asked to negotiate from the perspective of the golf course owner with the park ranger over various differences of opinion related to how the land should be treated. Each of the points of negotiation had a money value attached, giving the player a stake in the outcome of the negotiations.\u003c/p>\n\u003cp>“There was a pretty large positive effect from walking in the shoes of the ranger and we seemed to get down to what caused this to happen,” said Geoff Marietta, another doctoral candidate on the research team. Participants were \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=sail&pageid=icb.page480530\">more likely to compromise in the negotiations\u003c/a> resulting in positive relationship building between the golf course owner and the park ranger. “What caused the effect on the relationship was really enhanced social perspective taking and people perceiving greater behavioral similarity,” Marietta said.\u003c/p>\n\u003cp>The researchers also experimented with giving participants written information about the park ranger’s perspective, but that didn’t improve willingness to compromise or negotiate. When they gave participants a detailed transcript, however, they were able to achieve negotiation results and positive relationship building similar to those of participants who walked in the virtual shoes of the park ranger.\u003c/p>\n\u003cp>“This has great potential to use virtual environments to improve interpersonal relationships that are not possible in the real world, to actually walk in the shoes of another party,” said Marietta. So far researchers have tested the game on adults and a few middle school students, but they are looking for more test subjects.\u003c/p>\n\u003cp>The researchers used a virtual world created in \u003ca href=\"http://unity3d.com/\">Unity\u003c/a>, a web-based application that could be easily used in schools. They’d like to build out a virtual school so that students could interact with peers and teachers in different ways, helping them gain skills in social perspective taking that would allow them to build positive relationships within a school context, hopefully leading to greater academic and social success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The research team sees the technique as widely applicable since communication and negotiation can so easily break down in any context. Teacher training, language development and management training could all benefit from the ability to understand the perspective of another. Researchers also hypothesize the technique could work well with bullies.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "SimCityEDU: Using Games for Formative Assessment ",
"headTitle": "ASSESSMENT | MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_27520\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=27520\" rel=\"attachment wp-att-27520\">\u003cimg class=\"size-large wp-image-27520\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/SimCityEDU-620x344.jpg\" alt=\"SimCityEDU\" width=\"620\" height=\"344\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">SimCity\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As game-based learning gains momentum in education circles, teachers increasingly want substantive proof that games are helpful for learning. The game-makers at the non-profit \u003ca href=\"http://www.instituteofplay.org/2012/06/glass-lab-transforming-learning-and-assessment-through-digital-games/\">GlassLab\u003c/a> are hoping to do this with the popular video game \u003ca href=\"http://www.simcity.com\">SimCity\u003c/a>.\u003c/p>\n\u003cp>GlassLab is working with commercial game companies, assessment experts, and those versed in digital classrooms to build \u003cem>\u003ca href=\"http://www.simcity.com/en_US/simcityedu\">SimCityEDU\u003c/a>\u003c/em>, a downloadable game designed for sixth graders. Scheduled to be be released in the fall of 2013, it builds on SimCity's city management theme, but provides specific challenges to players in the subject of STEM.\u003c/p>\n\u003cp>“The big pain point we've heard from teachers is that they cannot entertain their kids to the level that they are being entertained outside of the classroom,” said Jessica Lindl, general manager of GlassLab. “They want to be able to create meaningful learning experiences and they just can’t compete with the digital tools their kids are accessing all the time.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“None of the other games are trying to do formative assessment to the level we are. They aren’t validating whether they are assessing what they should be assessing.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers have been using the commercial version of SimCity as a classroom tool for a long time, but with the newest version recently released and the EDU version soon to follow, GlassLab is trying to convene an online community of educators already working in the space, asking them to \u003c!--more-->think creatively about what the game could do, offering lesson plans, and helping teachers to collaborate and share ideas.\u003c/p>\n\u003cp>SimCityEDU grew out of research conducted by the MacArthur foundation on how \u003ca href=\"http://myweb.fsu.edu/vshute/pdf/GLA%20Dirk%20chapter.pdf\">gaming can mirror formative assessments\u003c/a> [PDF] – measuring understanding regularly along the learning path, rather than occasionally or at the end of a unit, as is most common. Their research found that games gather data about the player as he or she makes choices within the game, affecting the outcome. In games, players “level-up,\" moving on to higher levels when they've mastered the necessary skills; similarly teachers scaffold lessons to deepen understanding as a student grasps the easier concepts.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in School?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>SimCityEDU, funded by the Gates and Macarthur foundations, will provide assessments that are aligned with Common Core State Standards. The EDU version uses the same code as the commercial game, but with the addition of using students' choices during challenges as a method of assessment. GlassLab is still working to develop all the challenges based on focus-group feedback on student interests, but the one challenge they know they’ll include focuses on the environment, based on positive feedback from the focus groups.\u003c/p>\n\u003cp>“These kids are fascinated by the environment,” Lindl said.\u003c/p>\n\u003cp>Students will be asked to conduct interviews and look at research to determine what kind of power plant to build in the town. As they play, taking photo documentation, interpreting the information they’ve gathered, drawing conclusions, graphing the data and finally making a decision, the game assesses each choice. Teachers will have a tool to see how each child’s play matches up against Common Core standards.\u003c/p>\n\u003cp>And game developers hope that the incremental data will help teachers know when to step in and offer more help. For example, if an interview contradicts scientific evidence, the student will have to discern bias, figure out how to weight the various pieces of evidence differently, and back up conclusions with data and text.\u003c/p>\n\u003cp>SimCityEDU will not go to market until third-party assessor, \u003ca href=\"http://www.sri.com/\">SRI International\u003c/a>, has validated by testing students who’ve played the game using a completely different assessment tool to ensure the game works.\u003c/p>\n\u003cp>\u003cstrong>FOCUSED LEARNING VS. EXPLORATION\u003c/strong>\u003c/p>\n\u003cp>GlassLab plans to offer the downloadable game at little to no cost for schools and teachers, Lindl said. However, the clear narrative and objectives within SimCityEDU depart from other commercial games that have been appropriated by teachers -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">like\u003c/a> Minecraft. That game offers a free-form experience that teachers can easily manipulate to serve their lessons, a quality many teachers like.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Teachers Transform Commercial Game for Class Use\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“We want teachers to be able to choose between a free exploration or something more focused,” Lindl said. But there’s a catch. If educators want to use the broader SimCity world for free-form exploration they’ll have to buy the commercial license – a cost of about $60. Getting both the focused and free-form experience could cost more than many educators are willing to pay.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Not all education experts agree that assessment should be built into games. “The game should be a place of play and experimentation,” said Henry Jenkins, a USC professor on the forefront of game-based learning. “Meta-gaming is where the learning could be without disrupting the ecology of the game.” The “meta-game” is the world outside the game often composed of fans who discuss what they are making in the game with one another, write fan fiction and in other ways continue to create material even when not playing.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_27520\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=27520\" rel=\"attachment wp-att-27520\">\u003cimg class=\"size-large wp-image-27520\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/SimCityEDU-620x344.jpg\" alt=\"SimCityEDU\" width=\"620\" height=\"344\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">SimCity\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As game-based learning gains momentum in education circles, teachers increasingly want substantive proof that games are helpful for learning. The game-makers at the non-profit \u003ca href=\"http://www.instituteofplay.org/2012/06/glass-lab-transforming-learning-and-assessment-through-digital-games/\">GlassLab\u003c/a> are hoping to do this with the popular video game \u003ca href=\"http://www.simcity.com\">SimCity\u003c/a>.\u003c/p>\n\u003cp>GlassLab is working with commercial game companies, assessment experts, and those versed in digital classrooms to build \u003cem>\u003ca href=\"http://www.simcity.com/en_US/simcityedu\">SimCityEDU\u003c/a>\u003c/em>, a downloadable game designed for sixth graders. Scheduled to be be released in the fall of 2013, it builds on SimCity's city management theme, but provides specific challenges to players in the subject of STEM.\u003c/p>\n\u003cp>“The big pain point we've heard from teachers is that they cannot entertain their kids to the level that they are being entertained outside of the classroom,” said Jessica Lindl, general manager of GlassLab. “They want to be able to create meaningful learning experiences and they just can’t compete with the digital tools their kids are accessing all the time.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“None of the other games are trying to do formative assessment to the level we are. They aren’t validating whether they are assessing what they should be assessing.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers have been using the commercial version of SimCity as a classroom tool for a long time, but with the newest version recently released and the EDU version soon to follow, GlassLab is trying to convene an online community of educators already working in the space, asking them to \u003c!--more-->think creatively about what the game could do, offering lesson plans, and helping teachers to collaborate and share ideas.\u003c/p>\n\u003cp>SimCityEDU grew out of research conducted by the MacArthur foundation on how \u003ca href=\"http://myweb.fsu.edu/vshute/pdf/GLA%20Dirk%20chapter.pdf\">gaming can mirror formative assessments\u003c/a> [PDF] – measuring understanding regularly along the learning path, rather than occasionally or at the end of a unit, as is most common. Their research found that games gather data about the player as he or she makes choices within the game, affecting the outcome. In games, players “level-up,\" moving on to higher levels when they've mastered the necessary skills; similarly teachers scaffold lessons to deepen understanding as a student grasps the easier concepts.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in School?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>SimCityEDU, funded by the Gates and Macarthur foundations, will provide assessments that are aligned with Common Core State Standards. The EDU version uses the same code as the commercial game, but with the addition of using students' choices during challenges as a method of assessment. GlassLab is still working to develop all the challenges based on focus-group feedback on student interests, but the one challenge they know they’ll include focuses on the environment, based on positive feedback from the focus groups.\u003c/p>\n\u003cp>“These kids are fascinated by the environment,” Lindl said.\u003c/p>\n\u003cp>Students will be asked to conduct interviews and look at research to determine what kind of power plant to build in the town. As they play, taking photo documentation, interpreting the information they’ve gathered, drawing conclusions, graphing the data and finally making a decision, the game assesses each choice. Teachers will have a tool to see how each child’s play matches up against Common Core standards.\u003c/p>\n\u003cp>And game developers hope that the incremental data will help teachers know when to step in and offer more help. For example, if an interview contradicts scientific evidence, the student will have to discern bias, figure out how to weight the various pieces of evidence differently, and back up conclusions with data and text.\u003c/p>\n\u003cp>SimCityEDU will not go to market until third-party assessor, \u003ca href=\"http://www.sri.com/\">SRI International\u003c/a>, has validated by testing students who’ve played the game using a completely different assessment tool to ensure the game works.\u003c/p>\n\u003cp>\u003cstrong>FOCUSED LEARNING VS. EXPLORATION\u003c/strong>\u003c/p>\n\u003cp>GlassLab plans to offer the downloadable game at little to no cost for schools and teachers, Lindl said. However, the clear narrative and objectives within SimCityEDU depart from other commercial games that have been appropriated by teachers -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">like\u003c/a> Minecraft. That game offers a free-form experience that teachers can easily manipulate to serve their lessons, a quality many teachers like.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Teachers Transform Commercial Game for Class Use\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“We want teachers to be able to choose between a free exploration or something more focused,” Lindl said. But there’s a catch. If educators want to use the broader SimCity world for free-form exploration they’ll have to buy the commercial license – a cost of about $60. Getting both the focused and free-form experience could cost more than many educators are willing to pay.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Not all education experts agree that assessment should be built into games. “The game should be a place of play and experimentation,” said Henry Jenkins, a USC professor on the forefront of game-based learning. “Meta-gaming is where the learning could be without disrupting the ecology of the game.” The “meta-game” is the world outside the game often composed of fans who discuss what they are making in the game with one another, write fan fiction and in other ways continue to create material even when not playing.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_27431\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=27431\" rel=\"attachment wp-att-27431\">\u003cimg class=\"size-large wp-image-27431\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Wow-620x312.jpg\" alt=\"Wow\" width=\"620\" height=\"312\">\u003c/a>\n\u003cp class=\"wp-media-credit\">World of Warcraft\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Students' passions can be a powerful driver for deeper and more creative learning. With this knowledge, some educators are using popular commercial games like \u003ca href=\"http://us.battle.net/wow/en/\">World of Warcraft\u003c/a> (WoW) to create curriculum around the game. And they say they're seeing success, especially with learners who have had trouble in traditional classrooms.\u003c/p>\n\u003cp>World of Warcraft is a Massively Multiplayer Online Roleplay (MMOR) game, where players take on the identity of characters in a narrative-rich plot, working together to overcome challenges.\u003c/p>\n\u003cp>“In my estimation, a well-designed video game is pure, scaffolded, constructivist learning at its best,” said \u003ca href=\"http://peggysheehy.edublogs.org/about/\">Peggy Sheehy\u003c/a>, one of the designers of \u003ca href=\"http://wowinschool.pbworks.com/w/page/5268731/FrontPage\">WoW in Schools\u003c/a>, an elective English Language Arts curriculum built around the game. “Mastery of content opens up new content and offers unlimited opportunity for success.” And that's what learning should be like, she says: interesting, engaging and collaborative. \u003ca href=\"http://myweb.fsu.edu/vshute/pdf/GLA%20Dirk%20chapter.pdf\">Research on gaming\u003c/a> in an educational context corroborates Sheehy’s viewpoint that games demonstrate mastery learning because a player cannot move on until he or she has completed a set of tasks.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Game designers get that failure is anticipated and celebrated. It’s a learning opportunity.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Sheehy designs “quests” with particular learning objectives in mind that the students or -- “heroes” as they’re called in class -- must complete. Quests might include components of comparative writing or characterization exercises. For example, Sheehy had her students read J.R.R. Tolkien’s \u003cem>The Hobbit\u003c/em> as they progressed through the course, and for one assignment, they had to pick a character from the book and categorize that character within World of Warcraft. They were asked to defend their choices in writing, supporting their argument with the text.\u003c!--more-->\u003c/p>\n\u003cp>“When I bring these to their other teachers, I am consistently told, ‘I don’t get anything like this from them,’” Sheehy said in reference to the writing her students produce. They write complex arguments because they are passionate about the game, the storyline, and the class. “When there is no passion you get dutiful, for the grade work,” she said.\u003c/p>\n\u003cp>One of the benefits of using a multiplayer, collaborative game is that students also work together to accomplish quests. They post their writing in “guilds” within the game and are asked to critique one another’s writing, creating a constructive peer review.\u003c/p>\n\u003cp>Perhaps one of the most prominent ways that game-based classes are different from traditional ones is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/fun-failure-how-to-make-learning-irresistible/\">how failure fits into the daily experience of learning\u003c/a>. “Failure in a game typically means that you tried the challenge in a new way,” Sheehy said. It’s not bad; it’s creative problem-solving, risk-taking, and a natural outcropping of trying something new. But in most classrooms, kids are programmed to understand failure as shameful at early ages. “Game designers get that failure is anticipated and celebrated. It’s a learning opportunity,” Sheehy said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in Schools?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Those accustomed to having assessments be part of the learning model may wonder how to measure things like reading comprehension, grammar, and vocabulary.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Assessment and gaming are so contradictory,” Sheehy said. “Gaming is almost like the scientific method. You get your quest, you form a hypothesis, you try it out, you encounter challenges and you draw conclusions.” She thinks that’s assessment enough and is wary that formally assessing students will take the fun and the passion out of what she considers to be a very effective education tool.\u003c/p>\n\n",
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},
"closealltabs": {
"id": "closealltabs",
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"order": 1
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"order": 9
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"id": "freakonomics-radio",
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"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
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"how-i-built-this": {
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"hyphenacion": {
"id": "hyphenacion",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"order": 15
},
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"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"meta": {
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"source": "WaitWhat"
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
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"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
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