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While the stereotype of a “gamer” may evoke the image of a high school boy holed up in a dark room playing on a console, in reality 62 percent of gamers play with other people either in person or online, and 47 percent of all gamers are girls.\u003c/p>\n\u003cp>Game developers and academics who have been studying the elements that go into making games more attractive to girls found that those very same qualities are also important components of learning. For instance, girls are more drawn to games that require problem solving in context, that are collaborative (played through social media) and that produce what's perceived to be a social good. They also like games that simulate the real word and are particularly drawn to “transmedia” content that draws on characters from books, movies, or toys.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“A tremendous motivator for girls to learn about math and science is that they need to see the connection from the classroom out into the real world.”\u003c/p>\n\u003c/aside>\n\u003cp style=\"text-align: left\">“Something we’ve seen as a tremendous motivator for girls to learn about math and science is that they need to see the connection from the classroom out into the real world,” said Victoria Van Voorhis, the founder of \u003ca href=\"http://www.secondavenuelearning.com/frontPage.aspx\">Second Avenue Learning\u003c/a> in a recent \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=EA52DA89834A\">webinar\u003c/a>. Her company has received funding from the National Science Foundation to study how to reach girls through gaming with the help of the \u003ca href=\"http://www.rit.edu/\">Rochester Institute of Technology\u003c/a>. They tested a physical science game called “Martha Madison’s Marvelous Machines” with middle school girls in urban, suburban, and rural \u003c!--more-->environments to gauge whether playing the game would increase their interest in science, technology, engineering and math (STEM), whether it appealed to them and if it could improve their understanding of fundamental mechanical devices.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING:\u003c/strong> \u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\">What's the Secret Sauce to a Great Educational Game?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp style=\"text-align: left\">“When we asked them about springs and levers, they had no understanding of why they were important in the real world,” Van Voorhis said. “But when we were able to situate those kinds of tools in a real-world context, where they were solving a problem that was directed towards social good, we saw the engagement numbers pop.” girls were talking about physics or game play 76 percent of the time and were only off topic 5 percent of the time.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One of the biggest draws for girls to gaming are the passionate communities that spring up around the games. Affinity groups, or what's sometimes referred to as the meta-game, often involve users creating their own story lines, interacting with each other and sharing. \u003ca href=\"http://www.warner.rochester.edu/facultystaff/lammers/\">Jayne Lammers\u003c/a>, a professor at the University of Rochester, spent extensive time studying affinity groups of girls that play \u003ca href=\"http://www.thesims3.com/\">SIMs\u003c/a>, the game that allows users to simulate real life through the game, and watched girls go from consumers to creators in the space. They wrote stories, solicited feedback from peers, demonstrated self-awareness, and even learned elements of programming and design through their creations.\u003c/p>\n\u003cp>“As we think about how girls are developing these skills outside of the classroom such as affinity spaces, I think it’s important that we think about how to bring it back into the classroom,” Lammers said. But it can be hard to convince parents and administrators that a video game is helping students learn, especially when game-producers have upended some foundational thinking about how to educate – like allowing a student to interpret and analyze a subject on their own before giving them explicit content instruction.\u003c/p>\n\u003cp>“Invoking their interest in the topic through play is a great way to get them to come to their reading or lectures or small group work with an explicit agenda,” Van Voorhis said. 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"content": "\u003cp class=\"dropcap-serif\">Whether teachers are using jeopardy style questions to do test prep or bringing in online games like \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Minecraft to teach spatial reasoning\u003c/a>, games have long been an effective way to engage kids. \u003ca href=\"http://www.weareteachers.com/community/weareteachers-blog/blog-wat/2012/11/27/what-do-teachers-think-of-game-based-learning-\">We Are Teachers\u003c/a>, an online resource for educators, surveyed teachers about how they use games and found that 67% use traditional and digital games in the classroom. Just 22% said they didn't have time to integrate digital games and 56% say they don’t have adequate access to computers for digital game time.\u003c/p>\n\u003cfigure id=\"attachment_25751\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/what-teachers-really-think-about-game-based-learning/we-are-teachers/\" rel=\"attachment wp-att-25751\">\u003cimg class=\"size-large wp-image-25751\" title=\"We are Teachers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/We-are-Teachers-620x1021.jpg\" alt=\"\" width=\"620\" height=\"1021\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">Whether teachers are using jeopardy style questions to do test prep or bringing in online games like \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Minecraft to teach spatial reasoning\u003c/a>, games have long been an effective way to engage kids. \u003ca href=\"http://www.weareteachers.com/community/weareteachers-blog/blog-wat/2012/11/27/what-do-teachers-think-of-game-based-learning-\">We Are Teachers\u003c/a>, an online resource for educators, surveyed teachers about how they use games and found that 67% use traditional and digital games in the classroom. Just 22% said they didn't have time to integrate digital games and 56% say they don’t have adequate access to computers for digital game time.\u003c/p>\n\u003cfigure id=\"attachment_25751\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/what-teachers-really-think-about-game-based-learning/we-are-teachers/\" rel=\"attachment wp-att-25751\">\u003cimg class=\"size-large wp-image-25751\" title=\"We are Teachers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/We-are-Teachers-620x1021.jpg\" alt=\"\" width=\"620\" height=\"1021\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_23927\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660073135/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23927\" title=\"6660073135_a315ee4b17\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/6660073135_a315ee4b17.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingrbrad\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Increasingly, digital games are cropping up everywhere in education. And that’s stimulated a flurry of activity leading to the expectation that no longer are learning games only likely to come from traditional education companies, but a wide variety of sources.\u003c/p>\n\u003cp>The expectation-setting stats and statements, at least, are straightforward. Both the New Media Consortium’s\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-on-the-horizon-in-higher-education/\"> 2012 Horizon Report on higher education\u003c/a> and its 2011 Horizon Report for K-12 put game-based learning in the mainstream (defined as adopted by about 20% of institutions) in the next two-to-three years. “The greatest potential of games for learning lie in their ability to foster collaboration and engage students deeply in the process of learning,” noted the 2012 higher ed collaborative effort of NMC educators and research centers.\u003c/p>\n\u003cp>Then there’s the expectation of the “demand” side: students. An \u003ca href=\"http://www.educause.edu/library/resources/ecar-national-study-undergraduate-students-and-information-technology-2011-report\">Educause survey\u003c/a> last October found 37% of college students use educational games or simulations – and 15% wished their instructors used them more often. Project Tomorrow’s national \u003ca href=\"http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html\">Speak Up report\u003c/a> released in April found that 52% of middle school students wanted their “ultimate” school to have games and simulations.\u003c/p>\n\u003cp>Now, it appears, the “supply” side is responding, building on a base of learning game research from this century – or simply taking advantage of heightened expectations. No matter what the motivation, it provides evidence a perceived K-20 trend toward games may actually be real and is spurring activity from places not always thought as hotbeds of hard-core learning game development.\u003c/p>\n\u003cp>\u003cstrong>CONSUMER\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Consumer and learning game worlds have long been separate, with some notable crossovers (Where in the World is Carmen Sandiego and SimCity are two early standouts). But motivated companies are trying to make consumer crossovers more common and even more structured.\u003c!--more-->\u003c/p>\n\u003cp>Take the original Angry Birds, which has been used to teach \u003ca href=\"http://www.good.is/post/atlanta-teacher-uses-angry-birds-for-physics-lessons/\">physics\u003c/a>. Developer Rovio subsequently worked with NASA on the micro-gravity used in Angry Birds Space to improve its educational value (if you can ignore the exploding pigs in vacuum). That collaboration reached a new orbit with the landing of the Mars Curiosity rover and the \u003ca href=\"http://www.nasa.gov/home/hqnews/2012/aug/HQ_12-285_Angry_Birds.html\">release\u003c/a> the same month of an Angry Birds Space: Red Planet update with explicit links to NASA educational \u003ca href=\"http://www.nasa.gov/redplanet/mars.html\">content \u003c/a>about Mars.\u003c/p>\n\u003cp>Another example: Valve, the maker of hit video games such as Half-Life, \u003ca href=\"http://www.geekwire.com/2011/valve-high-hopes-nonsucky-educational-game/\">promoted\u003c/a> its Learn With Portals initiative last year and went on to release education-specific \u003ca href=\"http://www.teachwithportals.com/\">tools and lessons plans\u003c/a> for its Portal and Portal 2 games to help middle-school students learn physics and encourage STEM education.\u003c/p>\n\u003cp>It’s as if educators and companies are taking advantage of improved consumer game engines that allow for more realistic simulations – and the more life-like the fantasy scenarios become, the more applicable they may be for education in the real world.\u003c/p>\n\u003cp>\u003cstrong>NON-PROFITS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Non-profits, including foundations and research labs, are also creating games and simulations for use in education – and some commercial firms are even taking notice.\u003c/p>\n\u003cp>Digital citizenship game house \u003ca href=\"http://www.icivics.org/games\">iCivics\u003c/a> was founded by former Supreme Court Justice Sandra Day O’Connor. In two years, it created 16 digital educational games such as Argument Wars (arguing cases in front of the Supreme Court) and People’s Pie (controlling the federal government budget), along with teaching materials for each. Several of the iCivics games have made their way into BrainPOP’s year-old \u003ca href=\"http://www.brainpop.com/games/\">GameUp\u003c/a> site for K-12 classrooms. BrainPOP Chief Operating Officer and General Manager Din Heiman notes many of the 50 or so games on its free GameUp site, “are grant funded, published by universities or by entities strongly affiliated with universities and research centers.”\u003c/p>\n\u003cp>Another non-profit offspring is \u003ca href=\"http://gamestarmechanic.com/\">Gamestar Mechanic\u003c/a>, created by the \u003ca href=\"http://www.instituteofplay.org/about/\">Institute of Play\u003c/a> and released in late 2010. It’s a kind of meta-“learning game” game, designed to teach 7- to 14-year olds systems thinking and game design. Games created by students can be played by other students.\u003c/p>\n\u003cp>Other examples include games from organizations as varied as the \u003ca href=\"http://www.nobelprize.org/educational/\">Nobel Prize\u003c/a> to \u003ca href=\"http://www.generationcures.org/education\">Generation Cures\u003c/a>, based at Children’s Hospital Boston. Not to mention a number of government agencies, and museums such as those of the \u003ca href=\"http://www.si.edu/Encyclopedia/Search/Kids%20Favorites\">Smithsonian\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>EDUCATIONAL INSTITUTIONS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Schools, colleges and universities are creating their own games and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/\">sims\u003c/a>. And rather than just use them for their own students, they’re sharing.\u003c/p>\n\u003cp>A relatively well-known example is the video game company management simulator \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">Platform Wars\u003c/a>, originally created by the MIT Sloan School of Management for its own use but made available – for free – to other institutions, and anyone with a web browser, early this year.\u003c/p>\n\u003cp>But there are more game-like – and even quirkier – examples. Take \u003ca href=\"http://cme.stanford.edu/septris/game/index.html\">Septris\u003c/a>. The brainchild of the Stanford University School of Medicine, it tackles education about the deadly complications of \u003ca href=\"http://cme.stanford.edu/septris/\">sepsis \u003c/a>by channeling the classic video game Tetris.\u003c/p>\n\u003cp>In Septris, two “hospital patients” sink fast with alarming vital signs, and players have to race to apply tests and treatments to make a diagnosis and keep them alive. (Sepsis, in real life, can kill a patient only a few hours; in the game, it can happen in as little as two minutes.) While the game is free and can be played on the web or mobile devices, nurses and doctors can level up $20 for a post-game test to get Continuing Medical Education credits. If they succeed.\u003c/p>\n\u003cp>In addition, initiatives like the \u003ca href=\"http://www.stemchallenge.org/winners/2012Youth.aspx\">National STEM Video Game Challenge\u003c/a> encourage students and teachers to create games that can be shared outside their schools’ walls.\u003c/p>\n\u003cp>Cool startups (such as \u003ca href=\"http://www.kuatostudios.com/index.html#\" target=\"_blank\">Kuato\u003c/a>) and established educational companies (such as \u003ca href=\"http://mhecdi.com/pt_about.html\" target=\"_blank\">McGraw-Hill\u003c/a>) are also sources of good learning games, but as the digital games for learning market accelerates, educators may be increasingly looking to – and companies looking over their shoulders at – the playful activities of their counterparts in the consumer, non-profit and academic worlds.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He failed miserably at Septris, dashing any lingering hopes of his parents that he might someday be a doctor.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23927\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660073135/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23927\" title=\"6660073135_a315ee4b17\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/6660073135_a315ee4b17.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingrbrad\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Increasingly, digital games are cropping up everywhere in education. And that’s stimulated a flurry of activity leading to the expectation that no longer are learning games only likely to come from traditional education companies, but a wide variety of sources.\u003c/p>\n\u003cp>The expectation-setting stats and statements, at least, are straightforward. Both the New Media Consortium’s\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-on-the-horizon-in-higher-education/\"> 2012 Horizon Report on higher education\u003c/a> and its 2011 Horizon Report for K-12 put game-based learning in the mainstream (defined as adopted by about 20% of institutions) in the next two-to-three years. “The greatest potential of games for learning lie in their ability to foster collaboration and engage students deeply in the process of learning,” noted the 2012 higher ed collaborative effort of NMC educators and research centers.\u003c/p>\n\u003cp>Then there’s the expectation of the “demand” side: students. An \u003ca href=\"http://www.educause.edu/library/resources/ecar-national-study-undergraduate-students-and-information-technology-2011-report\">Educause survey\u003c/a> last October found 37% of college students use educational games or simulations – and 15% wished their instructors used them more often. Project Tomorrow’s national \u003ca href=\"http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html\">Speak Up report\u003c/a> released in April found that 52% of middle school students wanted their “ultimate” school to have games and simulations.\u003c/p>\n\u003cp>Now, it appears, the “supply” side is responding, building on a base of learning game research from this century – or simply taking advantage of heightened expectations. No matter what the motivation, it provides evidence a perceived K-20 trend toward games may actually be real and is spurring activity from places not always thought as hotbeds of hard-core learning game development.\u003c/p>\n\u003cp>\u003cstrong>CONSUMER\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Consumer and learning game worlds have long been separate, with some notable crossovers (Where in the World is Carmen Sandiego and SimCity are two early standouts). But motivated companies are trying to make consumer crossovers more common and even more structured.\u003c!--more-->\u003c/p>\n\u003cp>Take the original Angry Birds, which has been used to teach \u003ca href=\"http://www.good.is/post/atlanta-teacher-uses-angry-birds-for-physics-lessons/\">physics\u003c/a>. Developer Rovio subsequently worked with NASA on the micro-gravity used in Angry Birds Space to improve its educational value (if you can ignore the exploding pigs in vacuum). That collaboration reached a new orbit with the landing of the Mars Curiosity rover and the \u003ca href=\"http://www.nasa.gov/home/hqnews/2012/aug/HQ_12-285_Angry_Birds.html\">release\u003c/a> the same month of an Angry Birds Space: Red Planet update with explicit links to NASA educational \u003ca href=\"http://www.nasa.gov/redplanet/mars.html\">content \u003c/a>about Mars.\u003c/p>\n\u003cp>Another example: Valve, the maker of hit video games such as Half-Life, \u003ca href=\"http://www.geekwire.com/2011/valve-high-hopes-nonsucky-educational-game/\">promoted\u003c/a> its Learn With Portals initiative last year and went on to release education-specific \u003ca href=\"http://www.teachwithportals.com/\">tools and lessons plans\u003c/a> for its Portal and Portal 2 games to help middle-school students learn physics and encourage STEM education.\u003c/p>\n\u003cp>It’s as if educators and companies are taking advantage of improved consumer game engines that allow for more realistic simulations – and the more life-like the fantasy scenarios become, the more applicable they may be for education in the real world.\u003c/p>\n\u003cp>\u003cstrong>NON-PROFITS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Non-profits, including foundations and research labs, are also creating games and simulations for use in education – and some commercial firms are even taking notice.\u003c/p>\n\u003cp>Digital citizenship game house \u003ca href=\"http://www.icivics.org/games\">iCivics\u003c/a> was founded by former Supreme Court Justice Sandra Day O’Connor. In two years, it created 16 digital educational games such as Argument Wars (arguing cases in front of the Supreme Court) and People’s Pie (controlling the federal government budget), along with teaching materials for each. Several of the iCivics games have made their way into BrainPOP’s year-old \u003ca href=\"http://www.brainpop.com/games/\">GameUp\u003c/a> site for K-12 classrooms. BrainPOP Chief Operating Officer and General Manager Din Heiman notes many of the 50 or so games on its free GameUp site, “are grant funded, published by universities or by entities strongly affiliated with universities and research centers.”\u003c/p>\n\u003cp>Another non-profit offspring is \u003ca href=\"http://gamestarmechanic.com/\">Gamestar Mechanic\u003c/a>, created by the \u003ca href=\"http://www.instituteofplay.org/about/\">Institute of Play\u003c/a> and released in late 2010. It’s a kind of meta-“learning game” game, designed to teach 7- to 14-year olds systems thinking and game design. Games created by students can be played by other students.\u003c/p>\n\u003cp>Other examples include games from organizations as varied as the \u003ca href=\"http://www.nobelprize.org/educational/\">Nobel Prize\u003c/a> to \u003ca href=\"http://www.generationcures.org/education\">Generation Cures\u003c/a>, based at Children’s Hospital Boston. Not to mention a number of government agencies, and museums such as those of the \u003ca href=\"http://www.si.edu/Encyclopedia/Search/Kids%20Favorites\">Smithsonian\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>EDUCATIONAL INSTITUTIONS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Schools, colleges and universities are creating their own games and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/\">sims\u003c/a>. And rather than just use them for their own students, they’re sharing.\u003c/p>\n\u003cp>A relatively well-known example is the video game company management simulator \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">Platform Wars\u003c/a>, originally created by the MIT Sloan School of Management for its own use but made available – for free – to other institutions, and anyone with a web browser, early this year.\u003c/p>\n\u003cp>But there are more game-like – and even quirkier – examples. Take \u003ca href=\"http://cme.stanford.edu/septris/game/index.html\">Septris\u003c/a>. The brainchild of the Stanford University School of Medicine, it tackles education about the deadly complications of \u003ca href=\"http://cme.stanford.edu/septris/\">sepsis \u003c/a>by channeling the classic video game Tetris.\u003c/p>\n\u003cp>In Septris, two “hospital patients” sink fast with alarming vital signs, and players have to race to apply tests and treatments to make a diagnosis and keep them alive. (Sepsis, in real life, can kill a patient only a few hours; in the game, it can happen in as little as two minutes.) While the game is free and can be played on the web or mobile devices, nurses and doctors can level up $20 for a post-game test to get Continuing Medical Education credits. If they succeed.\u003c/p>\n\u003cp>In addition, initiatives like the \u003ca href=\"http://www.stemchallenge.org/winners/2012Youth.aspx\">National STEM Video Game Challenge\u003c/a> encourage students and teachers to create games that can be shared outside their schools’ walls.\u003c/p>\n\u003cp>Cool startups (such as \u003ca href=\"http://www.kuatostudios.com/index.html#\" target=\"_blank\">Kuato\u003c/a>) and established educational companies (such as \u003ca href=\"http://mhecdi.com/pt_about.html\" target=\"_blank\">McGraw-Hill\u003c/a>) are also sources of good learning games, but as the digital games for learning market accelerates, educators may be increasingly looking to – and companies looking over their shoulders at – the playful activities of their counterparts in the consumer, non-profit and academic worlds.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He failed miserably at Septris, dashing any lingering hopes of his parents that he might someday be a doctor.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "GameDesk Opens New Game-Based School ",
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"content": "\u003cdiv id=\"attachment_23609\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-23609\" title=\"Screen Shot 2012-09-04 at 1.33.59 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.59-PM-620x349.png\" alt=\"\" width=\"620\" height=\"349\">\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003ch5>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap\">GameDesk, \u003ca href=\"http://www.gamedesk.org/\">an organization\u003c/a> that's developing a variety of game-based learning initiatives, is venturing into new terrain with the opening of a new school and the development of new digital tools, with millions of dollars in funding from both the Bill and Melinda Gates Foundation and AT&T.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.gamedesk.org/playmaker-school/\">PlayMaker School\u003c/a>, funded by the Bill and Melinda Gates Foundation, will open in Los Angeles on September 7, with 60 students in 6th grade, and will operate as a \"school within a school\" at \u003ca href=\"http://www.newroads.org/\">New Roads\u003c/a>, an independent middle school.\u003c/p>\n\u003cp>Like \u003ca href=\"http://www.q2l.org/\">Quest to Learn\u003c/a>, the game-based school in New York, PlayMaker will incorporate principles of game-based learning into the entire instructional model, but with an additional focus on making and discovering. The goal is to engage students in both high-tech and low-tech games and modular, instructional activities. Individual students will work with an “Adventure Map” that will guide them to choose their own path, allowing for students to control how they learn and when they learn it. These modules will be not only individual tasks, but will also include group work. In a unit on kinetic and potential energy, for example, students will watch videos, play games, create digital roller-coasters, and create real-life models.\u003c/p>\n\u003cp>With ongoing formative assessments tied not only to the Common Core, but also practical digital skills, collaboration, critical thinking, and \u003ca href=\"http://casel.org\">social emotion learning principles,\u003c/a> the focus is meant to go beyond traditional schooling goals. Instruction will focus on providing context for the content, whereby students understand the relevance of what they're learning. Teachers will play the roles of questioners, facilitators, and reflective agents.\u003c/p>\n\u003cp>More information will soon be released about the specifics of the program.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>SCALING UP\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Lucien Vattel, the executive director of GameDesk, said he wants to scale the company's tools and learning models to schools and other groups across the country. To that end, the company \u003ca href=\"http://www.gamedesk.org/gamedesk-collaborates-with-att-to-build-a-new-learning-center-and-national-digital-learning-platform/\">received $3.8 million from AT&T\u003c/a> to fund two new initiatives: a learning laboratory called Learning Center, which will include a \"classroom of the future\" where new digital tools will be developed, tested, evaluated, and aligned with academic standards; and free access to an online portal of \u003c!--more-->digital learning content, as well as support for teachers to learn how to integrate it.\u003c/p>\n\u003cp>\"We see this as being a clearing house for all the best work in this space and we want the entire education community to contribute content to the site, from the professional developer, to the educator in Kansas, to the creative and tenacious parents and kids at home,” Vattel said.\u003c/p>\n\u003cdiv id=\"attachment_23612\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM.png\">\u003cimg class=\"size-medium wp-image-23612\" title=\"Screen Shot 2012-09-04 at 1.33.33 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>PROFESSIONAL DEVELOPMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As part of the professional development for the PlayMaker School, GameDesk also initiated a collaborative called \u003ca href=\"http://www.gamedesk.org/projects/dreamlab/\">DreamLab\u003c/a> focused on not only creating many of the GameDesk’s projects, but also how to implement and sustain them. Instead of simply creating and implementing, however, they design in collaboration with student and teachers, to ensure that real needs are being met well.\u003c/p>\n\u003cp>Although still in its infancy as a component of GameDesk’s work, DreamLab hopes to provide professional development for teachers on site. In addition, they hope to build a portal where teachers can collaborate on lesson design and share their ideas for implementing the games in the classroom. In the past months as they prepared for the new school opening, new teachers received intensive professional development, learned to design games, played games, and understood the pedagogical principles around using games for learning.\u003c/p>\n\u003cp>\u003cstrong>GAMES IN STEM\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.gamedesk.org\">GameDesk\u003c/a> is also \u003ca href=\"http://www.gamedesk.org/projects/\">creating and collaborating on games\u003c/a> that target the Common Core standards. \u003ca href=\"http://www.gamedesk.org/projects/on-site-school-pilots/\">Mathmaker\u003c/a>, which GameDesk created, is focused on having students take on the roles of engineers to learn math concepts. This game, as well as others, is directed at amplifying STEM curriculum, and is being piloting and used in large urban high schools.\u003c/p>\n\u003cp>GameDesk also uses another math-focused game called \u003ca href=\"http://www.gamedesk.org/projects/motion-math-in-class/\">Motion Math In-Class\u003c/a>, created by the team at Stanford University Learning, Design and Technology Program, which is part of its math curriculum. This interactive iPad app\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/dont-forget-the-fun-factor-in-educational-games/\"> helps students learn fractions, proportions and percentages\u003c/a>.\u003c/p>\n\u003cp>Another unique game is \u003ca href=\"http://www.gamedesk.org/projects/dojo/\">Dojo\u003c/a>, which uses play and biometrics to work on emotion regulation (not to be confused with \u003ca href=\"http://www.classdojo.com/\">Class Dojo\u003c/a>, which helps teachers with classroom management). So far, it has been used successfully with diverse populations and even youth within or exiting the juvenile justice system. Players experience real-life challenges that test their emotions, but also gives them strategies and feedback on how to overcome these challenges.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More to come, as GameDesk continues to grow.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23609\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-23609\" title=\"Screen Shot 2012-09-04 at 1.33.59 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.59-PM-620x349.png\" alt=\"\" width=\"620\" height=\"349\">\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003ch5>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap\">GameDesk, \u003ca href=\"http://www.gamedesk.org/\">an organization\u003c/a> that's developing a variety of game-based learning initiatives, is venturing into new terrain with the opening of a new school and the development of new digital tools, with millions of dollars in funding from both the Bill and Melinda Gates Foundation and AT&T.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.gamedesk.org/playmaker-school/\">PlayMaker School\u003c/a>, funded by the Bill and Melinda Gates Foundation, will open in Los Angeles on September 7, with 60 students in 6th grade, and will operate as a \"school within a school\" at \u003ca href=\"http://www.newroads.org/\">New Roads\u003c/a>, an independent middle school.\u003c/p>\n\u003cp>Like \u003ca href=\"http://www.q2l.org/\">Quest to Learn\u003c/a>, the game-based school in New York, PlayMaker will incorporate principles of game-based learning into the entire instructional model, but with an additional focus on making and discovering. The goal is to engage students in both high-tech and low-tech games and modular, instructional activities. Individual students will work with an “Adventure Map” that will guide them to choose their own path, allowing for students to control how they learn and when they learn it. These modules will be not only individual tasks, but will also include group work. In a unit on kinetic and potential energy, for example, students will watch videos, play games, create digital roller-coasters, and create real-life models.\u003c/p>\n\u003cp>With ongoing formative assessments tied not only to the Common Core, but also practical digital skills, collaboration, critical thinking, and \u003ca href=\"http://casel.org\">social emotion learning principles,\u003c/a> the focus is meant to go beyond traditional schooling goals. Instruction will focus on providing context for the content, whereby students understand the relevance of what they're learning. Teachers will play the roles of questioners, facilitators, and reflective agents.\u003c/p>\n\u003cp>More information will soon be released about the specifics of the program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SCALING UP\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Lucien Vattel, the executive director of GameDesk, said he wants to scale the company's tools and learning models to schools and other groups across the country. To that end, the company \u003ca href=\"http://www.gamedesk.org/gamedesk-collaborates-with-att-to-build-a-new-learning-center-and-national-digital-learning-platform/\">received $3.8 million from AT&T\u003c/a> to fund two new initiatives: a learning laboratory called Learning Center, which will include a \"classroom of the future\" where new digital tools will be developed, tested, evaluated, and aligned with academic standards; and free access to an online portal of \u003c!--more-->digital learning content, as well as support for teachers to learn how to integrate it.\u003c/p>\n\u003cp>\"We see this as being a clearing house for all the best work in this space and we want the entire education community to contribute content to the site, from the professional developer, to the educator in Kansas, to the creative and tenacious parents and kids at home,” Vattel said.\u003c/p>\n\u003cdiv id=\"attachment_23612\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM.png\">\u003cimg class=\"size-medium wp-image-23612\" title=\"Screen Shot 2012-09-04 at 1.33.33 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>PROFESSIONAL DEVELOPMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As part of the professional development for the PlayMaker School, GameDesk also initiated a collaborative called \u003ca href=\"http://www.gamedesk.org/projects/dreamlab/\">DreamLab\u003c/a> focused on not only creating many of the GameDesk’s projects, but also how to implement and sustain them. Instead of simply creating and implementing, however, they design in collaboration with student and teachers, to ensure that real needs are being met well.\u003c/p>\n\u003cp>Although still in its infancy as a component of GameDesk’s work, DreamLab hopes to provide professional development for teachers on site. In addition, they hope to build a portal where teachers can collaborate on lesson design and share their ideas for implementing the games in the classroom. In the past months as they prepared for the new school opening, new teachers received intensive professional development, learned to design games, played games, and understood the pedagogical principles around using games for learning.\u003c/p>\n\u003cp>\u003cstrong>GAMES IN STEM\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.gamedesk.org\">GameDesk\u003c/a> is also \u003ca href=\"http://www.gamedesk.org/projects/\">creating and collaborating on games\u003c/a> that target the Common Core standards. \u003ca href=\"http://www.gamedesk.org/projects/on-site-school-pilots/\">Mathmaker\u003c/a>, which GameDesk created, is focused on having students take on the roles of engineers to learn math concepts. This game, as well as others, is directed at amplifying STEM curriculum, and is being piloting and used in large urban high schools.\u003c/p>\n\u003cp>GameDesk also uses another math-focused game called \u003ca href=\"http://www.gamedesk.org/projects/motion-math-in-class/\">Motion Math In-Class\u003c/a>, created by the team at Stanford University Learning, Design and Technology Program, which is part of its math curriculum. This interactive iPad app\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/dont-forget-the-fun-factor-in-educational-games/\"> helps students learn fractions, proportions and percentages\u003c/a>.\u003c/p>\n\u003cp>Another unique game is \u003ca href=\"http://www.gamedesk.org/projects/dojo/\">Dojo\u003c/a>, which uses play and biometrics to work on emotion regulation (not to be confused with \u003ca href=\"http://www.classdojo.com/\">Class Dojo\u003c/a>, which helps teachers with classroom management). So far, it has been used successfully with diverse populations and even youth within or exiting the juvenile justice system. Players experience real-life challenges that test their emotions, but also gives them strategies and feedback on how to overcome these challenges.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More to come, as GameDesk continues to grow.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What's the Difference Between Games and Gamification?",
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"content": "\u003cfigure id=\"attachment_23437\" class=\"wp-caption center\" style=\"max-width: 583px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/screen-shot-2012-05-16-at-10-22-24-am-2/\" rel=\"attachment wp-att-23437\">\u003cimg class=\"size-full wp-image-23437\" title=\"Screen-Shot-2012-05-16-at-10.22.24-AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png\" alt=\"\" width=\"583\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png 583w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png 320w\" sizes=\"(max-width: 583px) 100vw, 583px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Perhaps the best way to think about games in education is not to automatically call everything that looks like fun a “learning game.” Lumping all digital game approaches together makes no more sense than a toddler’s inclination to call every four-legged animal a “doggie.”\u003c/p>\n\u003cp>Game interest is definitely on the upswing in K-12 and higher education. It seems almost cyclical: every several years, almost in sync with the acceptance of new technologies (such as multimedia CD-ROM, then online, then mobile), there’s a surge of activity with games in education.\u003c/p>\n\u003cp>But everything game-like is not a game. And while game purists may wince at this simplification, it helps to consider games in education in terms of \u003cem>gamification\u003c/em>, \u003cem>simulation\u003c/em> and (simply) \u003cem>games\u003c/em>. The three approaches aren’t always exclusive – they’re more of a continuum, or a \u003ca href=\"http://en.wikipedia.org/wiki/Venn_diagram\">Venn\u003c/a> diagram’s overlapping circles – but they are notably different.\u003c/p>\n\u003cp>\u003cstrong>GAMIFICATION \u003c/strong>\u003c/p>\n\u003cp>Gamification is the current bright-shiny of the three terms – and, as a result, is the most used and frequently misused. But the cleanest definition is straightforward: gamification is adding game elements and mechanics to things that aren’t designed to be games.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Providing feelings of competence, of being in control and that the outcome matters is critical, “and marketers (and frankly most people) don’t really have a clue.”\u003c/p>\n\u003c/aside>\n\u003cp>Outside of education, some call these “\u003ca href=\"http://tyleraltrup.com/2012/02/27/stop-using-the-g-word-how-to-successfully-pitch-gamification/\">reward, recognition and motivation programs\u003c/a>.” And Alex Chisholm, executive director of the \u003ca href=\"http://learninggamesnetwork.org/\">Learning Games Network\u003c/a>, a spin-off from the MIT Education Arcade and University of Wisconsin, shared an equivalent perspective recently when he noted that saying you’re going to “gamify” something in education means you’re applying game design principles to motivate and inspire learners.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In apps and software, this is commonly interpreted as adding point systems (sometimes with competitive student leaderboards), badges for accomplishments and levels of progression. One of the highest profile examples of this approach is the \u003ca href=\"http://www.khanacademy.org/about\">Khan Academy\u003c/a>, which layers avatars, energy points and badges on top of completing traditional math activities.\u003c/p>\n\u003cp>But gamification can be done well or poorly.\u003c/p>\n\u003cp>“The first place people go with gamification is ‘rewards.’ There can be dragons,\" says Scott Dodson, a gamification expert and executive with \u003ca href=\"http://www.bobberinteractive.com/about/team/\">Bobber Interactive\u003c/a>. \"Rewards done wrong \u003c!--more-->essentially train the user that the activity is devoid of intrinsic value which leads to amotivation, short-term engagement at best.”\u003c/p>\n\u003cp>Dodson adds that rewards can work, but the way the user experience is framed – providing feelings of competence, of being in control and that the outcome matters – is critical, “and marketers (and frankly most people) don’t really have a clue.”\u003c/p>\n\u003cp>Chisholm expresses similar skepticism when it comes to education. “We’re reserved, if not dubious, about how gamification is employed,” he says, adding it takes a good designer and serious thought about what is actually being gamified.\u003c/p>\n\u003cp>\u003cstrong>SIMULATION\u003c/strong>\u003c/p>\n\u003cp>Mention the original 1989 SimCity as an example and pretty much everyone understands what you mean by a digital simulation that can be used in education. But a good simulation doesn’t have to be game-like. It just has to have both an internally consistent setting with rules and attempt to recreate a real-world scenario or situation.\u003c/p>\n\u003cp>One example: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-computer-games-help-children-learn/\">Platform Wars\u003c/a>, a management simulator used by the MIT Sloan School of Management for its courses and released for \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">public use\u003c/a> in February. In it, the student heads up a video game company and has to make strategic decisions over a decade in simulated time to edge out a competitor’s platform and maximize profits. It’s definitely not flashy, resembling Excel more than Electronic Arts.\u003c/p>\n\u003cp>But that doesn’t mean a simulation can’t be pretty. MediaSpark, which has created business education software for high schools for a number of years, is preparing for the alpha release of \u003ca href=\"http://goventureworld.com/\">GoVenture World\u003c/a>, a web-based, massively multiplayer online role-playing business simulation. In it, players (teenagers and older) can choose a role in manufacturing, law, advertising, retail or investment, deal with each other and sell to simulated consumers. One month in play equals a year in time.\u003c/p>\n\u003cp>Defined another way, “Simulations are re-creations of systems,” says Scott Traylor, who frequently speaks and writes about learning games and is the CEO of digital kids’ content and tech developer \u003ca href=\"http://360kid.org/\">360KID\u003c/a>. That simulation can be of a chemistry lab, gravity or even disaster response. “You are dropped into a situation and the only way you succeed is through trial and error, learning the correct ways of thinking to succeed in a particular role. Does learning occur in a well-designed simulation? You bet. Is this a game? You tell me.”\u003c/p>\n\u003cp>\u003cstrong>(SIMPLY) GAMES\u003c/strong>\u003c/p>\n\u003cp>Successful games in education have a long history, dating back to at least 1985, \u003ca href=\"http://en.wikipedia.org/wiki/Where_in_the_World_Is_Carmen_Sandiego%3F\">Where in the World is Carmen Sandiego\u003c/a> (the first learning product to receive the software industry’s \u003ca href=\"http://www.siia.net/codies/2013/pw_1986.asp\">CODiE award\u003c/a>) and that decade’s Reader Rabbit and Math Blaster, to massively multiplayer, web- and mobile-based learning games of today, like \u003ca href=\"http://us.battle.net/wow/en/\">World of Warcraft\u003c/a>.\u003c/p>\n\u003cp>Games, like simulations, are rule-based. But more so than gamified activities and simulations, there’s usually a strong emphasis on beating the game: that is, playing and winning.\u003c/p>\n\u003cp>“You, as the user, are intrinsically interested in the play experience. If you are engaged at that level, all games have the potential to teach,” notes 360KID’s Traylor. “Good play equals good learning. One example of where learning games tend to go wrong is when game developers apply an A-B-A-B approach to gaming. First you start off by offering some engaging gaming content (A), then you switch to some educational content you must get through in order to return to the game (B).\u003c/p>\n\u003cp>“That’s the chocolate-and-broccoli approach to gaming. Successful learning games seamlessly integrate learning content into the gaming experience,” he says.\u003c/p>\n\u003cp>Chisholm is equally direct, saying the field of game-based educational research has really exploded in the past dozen years. “We don’t want to mimic some of the interesting failures of the multimedia market of the 1990s,” he adds.\u003c/p>\n\u003cp>Traylor echoes the concern. “As people race to develop learning games, only thoughtful and solid collaboration (between gamers and teachers) guided by good research, game development expertise and content expertise will succeed. Learning games could become the latest fad if the market becomes flooded with really bad learning games. That is something I worry about.”\u003c/p>\n\u003cp>Then add in the reality that the lines between gamification, simulation and game aren’t clean: a fuzzy continuum, an overlapping series of circles or, as Bobber’s Dodson suggests, “a triangle, visually” with gamification off the axis and between the others.\u003c/p>\n\u003cp>Take \u003ca href=\"http://minecraftedu.com/\">Minecraft\u003c/a>. Is it a massively multiplayer digital simulation of building with LEGO-like blocks? Or is it a learning game once \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">teachers create projects\u003c/a> for student collaboration using logic gates and objectives?\u003c/p>\n\u003cp>It could be the best response an educator or parent can have, when faced with a digital enthusiast who wants to use games in education, is to first simply ask, “What kind?” And then play on.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "Perhaps the best way to think about games in education is not to automatically call everything that looks like fun a “learning game.” Lumping all digital game approaches together makes no more sense than a toddler’s inclination to call every four-legged animal a “doggie.” Game interest is definitely on the upswing in K-12 and higher",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_23437\" class=\"wp-caption center\" style=\"max-width: 583px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/screen-shot-2012-05-16-at-10-22-24-am-2/\" rel=\"attachment wp-att-23437\">\u003cimg class=\"size-full wp-image-23437\" title=\"Screen-Shot-2012-05-16-at-10.22.24-AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png\" alt=\"\" width=\"583\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png 583w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png 320w\" sizes=\"(max-width: 583px) 100vw, 583px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Perhaps the best way to think about games in education is not to automatically call everything that looks like fun a “learning game.” Lumping all digital game approaches together makes no more sense than a toddler’s inclination to call every four-legged animal a “doggie.”\u003c/p>\n\u003cp>Game interest is definitely on the upswing in K-12 and higher education. It seems almost cyclical: every several years, almost in sync with the acceptance of new technologies (such as multimedia CD-ROM, then online, then mobile), there’s a surge of activity with games in education.\u003c/p>\n\u003cp>But everything game-like is not a game. And while game purists may wince at this simplification, it helps to consider games in education in terms of \u003cem>gamification\u003c/em>, \u003cem>simulation\u003c/em> and (simply) \u003cem>games\u003c/em>. The three approaches aren’t always exclusive – they’re more of a continuum, or a \u003ca href=\"http://en.wikipedia.org/wiki/Venn_diagram\">Venn\u003c/a> diagram’s overlapping circles – but they are notably different.\u003c/p>\n\u003cp>\u003cstrong>GAMIFICATION \u003c/strong>\u003c/p>\n\u003cp>Gamification is the current bright-shiny of the three terms – and, as a result, is the most used and frequently misused. But the cleanest definition is straightforward: gamification is adding game elements and mechanics to things that aren’t designed to be games.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Providing feelings of competence, of being in control and that the outcome matters is critical, “and marketers (and frankly most people) don’t really have a clue.”\u003c/p>\n\u003c/aside>\n\u003cp>Outside of education, some call these “\u003ca href=\"http://tyleraltrup.com/2012/02/27/stop-using-the-g-word-how-to-successfully-pitch-gamification/\">reward, recognition and motivation programs\u003c/a>.” And Alex Chisholm, executive director of the \u003ca href=\"http://learninggamesnetwork.org/\">Learning Games Network\u003c/a>, a spin-off from the MIT Education Arcade and University of Wisconsin, shared an equivalent perspective recently when he noted that saying you’re going to “gamify” something in education means you’re applying game design principles to motivate and inspire learners.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In apps and software, this is commonly interpreted as adding point systems (sometimes with competitive student leaderboards), badges for accomplishments and levels of progression. One of the highest profile examples of this approach is the \u003ca href=\"http://www.khanacademy.org/about\">Khan Academy\u003c/a>, which layers avatars, energy points and badges on top of completing traditional math activities.\u003c/p>\n\u003cp>But gamification can be done well or poorly.\u003c/p>\n\u003cp>“The first place people go with gamification is ‘rewards.’ There can be dragons,\" says Scott Dodson, a gamification expert and executive with \u003ca href=\"http://www.bobberinteractive.com/about/team/\">Bobber Interactive\u003c/a>. \"Rewards done wrong \u003c!--more-->essentially train the user that the activity is devoid of intrinsic value which leads to amotivation, short-term engagement at best.”\u003c/p>\n\u003cp>Dodson adds that rewards can work, but the way the user experience is framed – providing feelings of competence, of being in control and that the outcome matters – is critical, “and marketers (and frankly most people) don’t really have a clue.”\u003c/p>\n\u003cp>Chisholm expresses similar skepticism when it comes to education. “We’re reserved, if not dubious, about how gamification is employed,” he says, adding it takes a good designer and serious thought about what is actually being gamified.\u003c/p>\n\u003cp>\u003cstrong>SIMULATION\u003c/strong>\u003c/p>\n\u003cp>Mention the original 1989 SimCity as an example and pretty much everyone understands what you mean by a digital simulation that can be used in education. But a good simulation doesn’t have to be game-like. It just has to have both an internally consistent setting with rules and attempt to recreate a real-world scenario or situation.\u003c/p>\n\u003cp>One example: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-computer-games-help-children-learn/\">Platform Wars\u003c/a>, a management simulator used by the MIT Sloan School of Management for its courses and released for \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">public use\u003c/a> in February. In it, the student heads up a video game company and has to make strategic decisions over a decade in simulated time to edge out a competitor’s platform and maximize profits. It’s definitely not flashy, resembling Excel more than Electronic Arts.\u003c/p>\n\u003cp>But that doesn’t mean a simulation can’t be pretty. MediaSpark, which has created business education software for high schools for a number of years, is preparing for the alpha release of \u003ca href=\"http://goventureworld.com/\">GoVenture World\u003c/a>, a web-based, massively multiplayer online role-playing business simulation. In it, players (teenagers and older) can choose a role in manufacturing, law, advertising, retail or investment, deal with each other and sell to simulated consumers. One month in play equals a year in time.\u003c/p>\n\u003cp>Defined another way, “Simulations are re-creations of systems,” says Scott Traylor, who frequently speaks and writes about learning games and is the CEO of digital kids’ content and tech developer \u003ca href=\"http://360kid.org/\">360KID\u003c/a>. That simulation can be of a chemistry lab, gravity or even disaster response. “You are dropped into a situation and the only way you succeed is through trial and error, learning the correct ways of thinking to succeed in a particular role. Does learning occur in a well-designed simulation? You bet. Is this a game? You tell me.”\u003c/p>\n\u003cp>\u003cstrong>(SIMPLY) GAMES\u003c/strong>\u003c/p>\n\u003cp>Successful games in education have a long history, dating back to at least 1985, \u003ca href=\"http://en.wikipedia.org/wiki/Where_in_the_World_Is_Carmen_Sandiego%3F\">Where in the World is Carmen Sandiego\u003c/a> (the first learning product to receive the software industry’s \u003ca href=\"http://www.siia.net/codies/2013/pw_1986.asp\">CODiE award\u003c/a>) and that decade’s Reader Rabbit and Math Blaster, to massively multiplayer, web- and mobile-based learning games of today, like \u003ca href=\"http://us.battle.net/wow/en/\">World of Warcraft\u003c/a>.\u003c/p>\n\u003cp>Games, like simulations, are rule-based. But more so than gamified activities and simulations, there’s usually a strong emphasis on beating the game: that is, playing and winning.\u003c/p>\n\u003cp>“You, as the user, are intrinsically interested in the play experience. If you are engaged at that level, all games have the potential to teach,” notes 360KID’s Traylor. “Good play equals good learning. One example of where learning games tend to go wrong is when game developers apply an A-B-A-B approach to gaming. First you start off by offering some engaging gaming content (A), then you switch to some educational content you must get through in order to return to the game (B).\u003c/p>\n\u003cp>“That’s the chocolate-and-broccoli approach to gaming. Successful learning games seamlessly integrate learning content into the gaming experience,” he says.\u003c/p>\n\u003cp>Chisholm is equally direct, saying the field of game-based educational research has really exploded in the past dozen years. “We don’t want to mimic some of the interesting failures of the multimedia market of the 1990s,” he adds.\u003c/p>\n\u003cp>Traylor echoes the concern. “As people race to develop learning games, only thoughtful and solid collaboration (between gamers and teachers) guided by good research, game development expertise and content expertise will succeed. Learning games could become the latest fad if the market becomes flooded with really bad learning games. That is something I worry about.”\u003c/p>\n\u003cp>Then add in the reality that the lines between gamification, simulation and game aren’t clean: a fuzzy continuum, an overlapping series of circles or, as Bobber’s Dodson suggests, “a triangle, visually” with gamification off the axis and between the others.\u003c/p>\n\u003cp>Take \u003ca href=\"http://minecraftedu.com/\">Minecraft\u003c/a>. Is it a massively multiplayer digital simulation of building with LEGO-like blocks? Or is it a learning game once \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">teachers create projects\u003c/a> for student collaboration using logic gates and objectives?\u003c/p>\n\u003cp>It could be the best response an educator or parent can have, when faced with a digital enthusiast who wants to use games in education, is to first simply ask, “What kind?” And then play on.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Is Gaming the New Essential Literacy? ",
"title": "Is Gaming the New Essential Literacy? ",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16130\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/ipad-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By Aran Levassur\u003c/h5>\n\u003cp>\"When people learn to play video games,\" said James Paul Gee, \"they are learning a new \u003cem>literacy\u003c/em>.\"\u003c/p>\n\u003cp>This is one of the reason kids love playing them: They are learning a new interactive language that grants them access to virtual worlds that are filled with intrigue, engagement and meaningful challenges. And one that feels more congruent with the nature and trajectory of today's world.\u003c/p>\n\u003cp>As our commerce and culture migrates further into this emerging digital ecosystem it becomes more critical that we develop digital literacy, of which video games inhabit a large portion.\u003c/p>\n\u003cp>Gee, a linguist and professor of literacy studies at Arizona State University, thinks we should expand the traditional definition of literacy beyond reading and writing because language isn't the only communication system available in today's world. And there is no better example of a new form of media that communicates distinctive types of meaning than video games.\u003c/p>\n\u003cp>\u003cstrong>THE LITERACY OF PROBLEM-SOLVING\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although games can be immensely entertaining, it would be a mistake to consider them as only a form of entertainment. Games are fun, but their real value lies in leveraging play and exploration as a mode of learning the literacy of problem-solving, which lowers the emotional stakes of failing.\u003c/p>\n\u003caside class=\"pullquote alignleft\">A critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.\u003c/aside>\n\u003cp>In Sir Ken Robinson's TED talk, \u003ca href=\"http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html\">Do Schools Kill Creativity?\u003c/a>, he reminds us that our educational system has stigmatized mistakes. As a result, kids are frightened of being wrong. Yet if we are not prepared to be wrong than we won't be able to come up with anything creative or solve complex problems. Videogames, on the other hand, embed trial and error into the foundation of gameplay.\u003c/p>\n\u003cp>Kids aren't naturally great at gaming the first time. They develop mastery through disciplined practice -- a path marked by dead-ends, wrong turns and blunders. Yet gamers aren't angst-ridden \u003c!--more-->about making wrong decisions because games encourage a growth mindset. Mistakes are how one figures out what doesn't work and provides the impetus to zero in on what might.\u003c/p>\n\u003cp>Conversely, the game of modern education revolves around right and wrong answers. Now this kind of learning may be appropriate in some instances, say, when you want a student to remember the capitals of countries. That method is important, but it can only take you so far. It certainly can't penetrate more sophisticated, and I would argue, more important questions, such as: How does geography shape culture?\u003c/p>\n\u003cp>Games on the other hand, cultivate problem-solving, that, with that right kind of scaffolding, could begin to gain traction with these more exploratory questions and knowledge.\u003c/p>\n\u003cp>\u003cstrong>FOCUSING ON THE PROCESS, NOT THE CONTENT\u003c/strong>\u003c/p>\n\u003cp>Much of the critique leveled at videogames is oriented around their content. In \u003ca href=\"http://www.amazon.com/Everything-Bad-Good-You-Actually/dp/1573223077\">Everything Bad Is Good For You\u003c/a>, Steven Johnson writes of a hypothetical high school English teacher admonishing videogames' lack of content: \"There's no psychological depth here, no moral quandaries, no poetry. And he'd be right! But comparing these games to 'The Iliad' or 'The Great Gatsby' or 'Hamlet' relies on a false premise: that the intelligence of these games lies in their content, in the themes and characters they represent.\"\u003c/p>\n\u003cp>Games are based on problems to solve, not content. This doesn't mean that game-based problem-solving should eclipse learning content, but I think we are increasingly seeing that a critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.\u003c/p>\n\u003cp>Videogames, and the type of learning and thinking they generate, may serve as a cornerstone for education and economies of the future.\u003c/p>\n\u003cp>In their book, \u003ca href=\"http://www.amazon.com/Rethinking-Education-Technology-Education-Connections-Education-Connections/dp/0807750026\">Rethinking Education in the Age of Technology\u003c/a>, Allan Collins and Richard Halverson state that \"policymakers interested in preparing students for success in the 21st-century economy would do well ... to appreciate how skills developed through navigating virtual environments might pay off in the workplace ... [and how] the new skills and dispositions of the gamer generation will transform the workplace. The gamer generation will push for work environments to incorporate more virtual aspects in fields, such as market analysis, and social and economic modeling. Gamers, for example, have abundant experience making big decisions, coordinating resources, and experimenting with complex strategies in game-based simulations.\"\u003c/p>\n\u003cp>\u003cstrong>MAKING THE MOST OF GAMING FOR YOUR KIDS\u003c/strong>\u003c/p>\n\u003cp>Although video games have great potential to be powerful vehicles for learning, there is no guarantee this will happen. Just as there is no guarantee that someone will understand the themes and symbols of \u003cem>The Lord of the Flies\u003c/em> by simply reading it. As a result, kids need parents, teachers and their peers to engage their gaming in thoughtful ways. While there could be a long list of recommended practice, for simplicity sake I've reduced the list to three preliminary suggestions.\u003c/p>\n\u003col start=\"1\">\n\u003cli>Play games. Otherwise how can you have meaningful conversations about them? Not learning how to play games would be akin to talking about \"The Lord of the Flies\" without having learned to read.\u003c/li>\n\u003cli>Connect games to books, movies, TV and the world around them. By thinking about games beyond their boundaries we can cultivate pattern recognition across media platforms and parlay the problem-solving of gaming into the real world.\u003c/li>\n\u003cli>Have your students or kids collaborate with other peers to analyze and interpret games, as well share strategies. There has been a raft of research in recent years that extols the wisdom of the crowd and the logic of the swarm. Through collaboration and networking kids can learn to enhance their own perspectives, ideas and, perhaps, contribute to a whole that is greater than the sum of its parts.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-playing-games-teach-literacy/pbs-mediashift-logo-final-6/\" rel=\"attachment wp-att-16140\">\u003cimg class=\"alignleft size-full wp-image-16140\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/pbs-mediashift-logo-final.jpg\" alt=\"\" width=\"54\" height=\"54\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-75x75.jpg 75w\" sizes=\"(max-width: 54px) 100vw, 54px\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003cem> Read more in the \u003ca href=\"http://www.pbs.org/mediashift/2011/08/special-series-kids-media214.html\">Kids & Media series\u003c/a> on MediaShift.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "TB By Aran Levassur "When people learn to play video games," said James Paul Gee, "they are learning a new literacy." This is one of the reason kids love playing them: They are learning a new interactive language that grants them access to virtual worlds that are filled with intrigue, engagement and meaningful challenges. And",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16130\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/ipad-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By Aran Levassur\u003c/h5>\n\u003cp>\"When people learn to play video games,\" said James Paul Gee, \"they are learning a new \u003cem>literacy\u003c/em>.\"\u003c/p>\n\u003cp>This is one of the reason kids love playing them: They are learning a new interactive language that grants them access to virtual worlds that are filled with intrigue, engagement and meaningful challenges. And one that feels more congruent with the nature and trajectory of today's world.\u003c/p>\n\u003cp>As our commerce and culture migrates further into this emerging digital ecosystem it becomes more critical that we develop digital literacy, of which video games inhabit a large portion.\u003c/p>\n\u003cp>Gee, a linguist and professor of literacy studies at Arizona State University, thinks we should expand the traditional definition of literacy beyond reading and writing because language isn't the only communication system available in today's world. And there is no better example of a new form of media that communicates distinctive types of meaning than video games.\u003c/p>\n\u003cp>\u003cstrong>THE LITERACY OF PROBLEM-SOLVING\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although games can be immensely entertaining, it would be a mistake to consider them as only a form of entertainment. Games are fun, but their real value lies in leveraging play and exploration as a mode of learning the literacy of problem-solving, which lowers the emotional stakes of failing.\u003c/p>\n\u003caside class=\"pullquote alignleft\">A critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.\u003c/aside>\n\u003cp>In Sir Ken Robinson's TED talk, \u003ca href=\"http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html\">Do Schools Kill Creativity?\u003c/a>, he reminds us that our educational system has stigmatized mistakes. As a result, kids are frightened of being wrong. Yet if we are not prepared to be wrong than we won't be able to come up with anything creative or solve complex problems. Videogames, on the other hand, embed trial and error into the foundation of gameplay.\u003c/p>\n\u003cp>Kids aren't naturally great at gaming the first time. They develop mastery through disciplined practice -- a path marked by dead-ends, wrong turns and blunders. Yet gamers aren't angst-ridden \u003c!--more-->about making wrong decisions because games encourage a growth mindset. Mistakes are how one figures out what doesn't work and provides the impetus to zero in on what might.\u003c/p>\n\u003cp>Conversely, the game of modern education revolves around right and wrong answers. Now this kind of learning may be appropriate in some instances, say, when you want a student to remember the capitals of countries. That method is important, but it can only take you so far. It certainly can't penetrate more sophisticated, and I would argue, more important questions, such as: How does geography shape culture?\u003c/p>\n\u003cp>Games on the other hand, cultivate problem-solving, that, with that right kind of scaffolding, could begin to gain traction with these more exploratory questions and knowledge.\u003c/p>\n\u003cp>\u003cstrong>FOCUSING ON THE PROCESS, NOT THE CONTENT\u003c/strong>\u003c/p>\n\u003cp>Much of the critique leveled at videogames is oriented around their content. In \u003ca href=\"http://www.amazon.com/Everything-Bad-Good-You-Actually/dp/1573223077\">Everything Bad Is Good For You\u003c/a>, Steven Johnson writes of a hypothetical high school English teacher admonishing videogames' lack of content: \"There's no psychological depth here, no moral quandaries, no poetry. And he'd be right! But comparing these games to 'The Iliad' or 'The Great Gatsby' or 'Hamlet' relies on a false premise: that the intelligence of these games lies in their content, in the themes and characters they represent.\"\u003c/p>\n\u003cp>Games are based on problems to solve, not content. This doesn't mean that game-based problem-solving should eclipse learning content, but I think we are increasingly seeing that a critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.\u003c/p>\n\u003cp>Videogames, and the type of learning and thinking they generate, may serve as a cornerstone for education and economies of the future.\u003c/p>\n\u003cp>In their book, \u003ca href=\"http://www.amazon.com/Rethinking-Education-Technology-Education-Connections-Education-Connections/dp/0807750026\">Rethinking Education in the Age of Technology\u003c/a>, Allan Collins and Richard Halverson state that \"policymakers interested in preparing students for success in the 21st-century economy would do well ... to appreciate how skills developed through navigating virtual environments might pay off in the workplace ... [and how] the new skills and dispositions of the gamer generation will transform the workplace. The gamer generation will push for work environments to incorporate more virtual aspects in fields, such as market analysis, and social and economic modeling. Gamers, for example, have abundant experience making big decisions, coordinating resources, and experimenting with complex strategies in game-based simulations.\"\u003c/p>\n\u003cp>\u003cstrong>MAKING THE MOST OF GAMING FOR YOUR KIDS\u003c/strong>\u003c/p>\n\u003cp>Although video games have great potential to be powerful vehicles for learning, there is no guarantee this will happen. Just as there is no guarantee that someone will understand the themes and symbols of \u003cem>The Lord of the Flies\u003c/em> by simply reading it. As a result, kids need parents, teachers and their peers to engage their gaming in thoughtful ways. While there could be a long list of recommended practice, for simplicity sake I've reduced the list to three preliminary suggestions.\u003c/p>\n\u003col start=\"1\">\n\u003cli>Play games. Otherwise how can you have meaningful conversations about them? Not learning how to play games would be akin to talking about \"The Lord of the Flies\" without having learned to read.\u003c/li>\n\u003cli>Connect games to books, movies, TV and the world around them. By thinking about games beyond their boundaries we can cultivate pattern recognition across media platforms and parlay the problem-solving of gaming into the real world.\u003c/li>\n\u003cli>Have your students or kids collaborate with other peers to analyze and interpret games, as well share strategies. There has been a raft of research in recent years that extols the wisdom of the crowd and the logic of the swarm. Through collaboration and networking kids can learn to enhance their own perspectives, ideas and, perhaps, contribute to a whole that is greater than the sum of its parts.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-playing-games-teach-literacy/pbs-mediashift-logo-final-6/\" rel=\"attachment wp-att-16140\">\u003cimg class=\"alignleft size-full wp-image-16140\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/pbs-mediashift-logo-final.jpg\" alt=\"\" width=\"54\" height=\"54\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-75x75.jpg 75w\" sizes=\"(max-width: 54px) 100vw, 54px\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003cem> Read more in the \u003ca href=\"http://www.pbs.org/mediashift/2011/08/special-series-kids-media214.html\">Kids & Media series\u003c/a> on MediaShift.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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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.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"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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"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"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"
},
"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"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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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"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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"officialWebsiteLink": "/podcasts/hyphenacion",
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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"
}
},
"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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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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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"
},
"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",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"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",
"imageAlt": "KQED Perspectives",
"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/",
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