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"content": "\u003cdiv id=\"attachment_22929\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-10.09.31-AM.png\">\u003cimg class=\"size-large wp-image-22929\" title=\"Screen Shot 2012-07-25 at 10.09.31 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-10.09.31-AM-620x340.png\" alt=\"\" width=\"620\" height=\"340\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Valve\u003c/p>\n\u003c/div>\n\u003ch5>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap-serif\">Video game company\u003ca href=\"http://store.steampowered.com/publisher/Valve\"> Valve\u003c/a> is going deep into the education world with a new initiative using \u003ca href=\"http://store.steampowered.com/publisher/Valve\">Steam\u003c/a>, their free online game platform where users can download games and communicate and play with other players. The initiative is called \u003ca href=\"http://www.teachwithportals.com/index.php/faq/\">Steam for Schools,\u003c/a> and a free educational version is now available to teachers to use in the classroom.\u003c/p>\n\u003cp>What makes it unique for schools is that all functionality unrelated to education is disabled and only certain games are made available for teachers and students.\u003c/p>\n\u003cp>The first major games used in Steam for Schools are \u003ca href=\"http://store.steampowered.com/app/400/\">Portal\u003c/a> and \u003ca href=\"http://store.steampowered.com/app/620/\">Portal 2\u003c/a>. In the games, the main character solves puzzles and problems in a three-dimensional world. As it's explained on the site: “Players primarily interact with the world by using a hand-held portal device to place interconnected portals on walls, floors, or ceilings. Once a pair of portals is positioned any object entering through one portal will exit though the other.” In addition to these two versions of the \u003c!--more-->game, there's also a Portal Puzzle Maker, whereby teachers can make their own puzzles for students to solve.\u003c/p>\n\u003cp>For those willing to experiment with games in class, some ideas on how to use Portal:\u003c/p>\n\u003cp>\u003cstrong>PHYSICS: \u003c/strong>One of the most obvious targets of Portal is the use of concepts in physics. From exploring gravity and friction, to terminal velocity and conservation of mass, there's a wealth of specific sub-topics within general physics that can be targeted explicitly. In addition to learning and exploring these concepts through playing the game, students can create their own games.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>MATH: \u003c/strong>With the puzzle-maker, students learn about parabolas, volume, and even statistics. Students can play games created by other students and collect and chart data on a research question . Even spatial reasoning, an early-years math target, can be learned through both playing Portal and creating puzzles. It’s all about targeting a specific math learning objective, and creating a lesson plan that uncovers that target through the gameplay and game creation.\u003c/p>\n\u003cp>\u003cstrong>LANGUAGE ARTS:\u003c/strong> Portal has a narrative arc and story. There's a protagonist, setting, plot, and other literary elements. Teachers can focus on one or many of these elements and have students track and analyze, for instance, how the choices they make as the character affects the story; or perhaps creating a plot map for the first few levels of the game. In this way, Portal can be used to support lessons crafted by teachers, engage students in a different way of thinking about these elements, and help teachers scaffold learning for look at a text later.\u003c/p>\n\u003cp>\u003cstrong>CRITICAL THINKING, PROBLEM SOLVING: \u003c/strong>Portal is a puzzle game, so players are continually thinking critically about solving problems. In addition, students work together to play and design games.\u003c/p>\n\u003cp>Valve has set up a site called \u003ca href=\"http://www.teachwithportals.com/\">Teach With Portals\u003c/a> where teachers can not only submit their own ideas, but look for others.\u003c/p>\n\u003cp>Have you tried teaching with Portal? Tell us about lessons plans and challenges in classroom implementation.\u003c/p>\n\u003cp>Check out the video showing how the company promotes the use of the game for learning.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=QGQo0z3XikI&feature=player_embedded\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Andrew Miller (\u003ca href=\"http://www.twitter.com/betamiller\">@betamiller\u003c/a> on Twitter) is a National Faculty member for the \u003ca href=\"http://www.bie.org/\">Buck Institute for Education\u003c/a>, an organization specializing in 21st century project-based learning, as well as for \u003ca href=\"http://www.ascd.org/Default.aspx\">ASCD\u003c/a>, an organization providing expertise in a variety of professional development needs. He is also a regular \u003ca href=\"http://www.edutopia.org/blog/18710\">blogger for Edutopia\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>MATH: \u003c/strong>With the puzzle-maker, students learn about parabolas, volume, and even statistics. Students can play games created by other students and collect and chart data on a research question . Even spatial reasoning, an early-years math target, can be learned through both playing Portal and creating puzzles. It’s all about targeting a specific math learning objective, and creating a lesson plan that uncovers that target through the gameplay and game creation.\u003c/p>\n\u003cp>\u003cstrong>LANGUAGE ARTS:\u003c/strong> Portal has a narrative arc and story. There's a protagonist, setting, plot, and other literary elements. Teachers can focus on one or many of these elements and have students track and analyze, for instance, how the choices they make as the character affects the story; or perhaps creating a plot map for the first few levels of the game. In this way, Portal can be used to support lessons crafted by teachers, engage students in a different way of thinking about these elements, and help teachers scaffold learning for look at a text later.\u003c/p>\n\u003cp>\u003cstrong>CRITICAL THINKING, PROBLEM SOLVING: \u003c/strong>Portal is a puzzle game, so players are continually thinking critically about solving problems. In addition, students work together to play and design games.\u003c/p>\n\u003cp>Valve has set up a site called \u003ca href=\"http://www.teachwithportals.com/\">Teach With Portals\u003c/a> where teachers can not only submit their own ideas, but look for others.\u003c/p>\n\u003cp>Have you tried teaching with Portal? Tell us about lessons plans and challenges in classroom implementation.\u003c/p>\n\u003cp>Check out the video showing how the company promotes the use of the game for learning.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/QGQo0z3XikI'\n title='//www.youtube.com/embed/QGQo0z3XikI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\n\u003cp>\u003cem>Andrew Miller (\u003ca href=\"http://www.twitter.com/betamiller\">@betamiller\u003c/a> on Twitter) is a National Faculty member for the \u003ca href=\"http://www.bie.org/\">Buck Institute for Education\u003c/a>, an organization specializing in 21st century project-based learning, as well as for \u003ca href=\"http://www.ascd.org/Default.aspx\">ASCD\u003c/a>, an organization providing expertise in a variety of professional development needs. He is also a regular \u003ca href=\"http://www.edutopia.org/blog/18710\">blogger for Edutopia\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Teachers Transform Minecraft for Class Use",
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"content": "\u003cfigure id=\"attachment_21483\" class=\"wp-caption center\" style=\"max-width: 583px\">\u003cimg class=\"size-full wp-image-21483\" title=\"Screen Shot 2012-05-16 at 10.22.24 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM.png\" alt=\"\" width=\"583\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM.png 583w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png 320w\" sizes=\"(max-width: 583px) 100vw, 583px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">Educators have been tapping into the wildly popular online game \u003ca href=\"http://www.minecraft.net\">Minecraft\u003c/a> for its potential as a learning tool for a while now -- to teach physics, math, and computer science. But until recently, the game was mostly the territory of computer science teachers, and even they were forced to use the commercial version of the online game.\u003c/p>\n\u003cp>So a few months ago, two teachers, \u003ca href=\"http://Minecraftteacher.net/\">Santeri Koivisto and Joel Levin\u003c/a>, decided to make the software more accessible and relevant to teachers. They joined forces to found \u003ca href=\"http://Minecraftedu.com/index.php\">MinecraftEdu\u003c/a> and started offering discounted educator licenses to Minecraft. MinecraftEdu now offers a plug-in, which enables teachers to tailor the software to individual curriculum. And a fresh \u003ca href=\"http://Minecraftedu.com/wiki/index.php?title=Teaching_with_MinecraftEdu\">new wiki\u003c/a> is dedicated to sharing ideas with topic suggestions such as “How To Use Redstone, (a fictional mineral) To Teach Electricity.” Teachers can also work with others to\u003ca href=\"http://warrenbez.com/?p=70\"> co-develop lesson plans\u003c/a> within the game software.\u003c/p>\n\u003cp>Teachers like to use Minecraft because it's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">“sandbox” game\u003c/a> -- it provides players nearly limitless freedom to build within it. As a player’s skill develops, the game’s complexity increases \u003cem>ad infinitum\u003c/em>. In multi-player levels, players collaborate on building complex structures, use programming features to build contraptions, games, or compose music. Meanwhile, beginning players use their problem solving skills to scavenge for materials. They learn to mine stone for building, and coal for making fire.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Many educational games start with the question, ‘What should we teach with the game?’ and they forget the most important part, that it should be a great game too.\"\u003c/p>\n\u003c/aside>\n\u003cp>Koivisto and Levin decided to pursue a classroom application after observing students solve complicated problems with their collaboration in the game. When Koivisto tested Minecraft at a Finnish school, one-third of the 20 teachers in the study later chose to incorporate the game into their teaching.\u003c/p>\n\u003cp>Koivisto and Levin, who uses the game with his second-grade students, are part of the growing movement of teachers who see video games as more than entertainment and educational games \u003c!--more-->as more than a means to an end. They flip the usual query of educational games, “What should we teach?” for a different question altogether: “Is it fun?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Many educational games start with the question ‘What should we teach with the game?’ and they forget the most important part, that it should be a great game too,” says Koivisto, who lives in Finland.\u003c/p>\n\u003cp>They also steer clear of specific educational agenda for the game. Instead, they encourage teachers to first watch how their students behave in the Minecraft world, \u003cem>then\u003c/em> proceed with lesson plans that incorporate the game and the student's reaction to it.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Building Civilizations, Brick by Brick \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">LEGOs for the Digital Age \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">Half of Teachers Surveyed Use Digital Games \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>New York public school science teacher Matt Coia says the MinecraftEdu version provides a deeper level of administrative control than the commercial version, and dovetails neatly with his general teaching goals. “As a teacher, I can select how much freedom the students are allowed to have within the game and also the level at which the game reacts with them,” he says. Coia also likes that MinecraftEdu allows him to build customized maps to elaborate on a specific concept.\u003c/p>\n\u003cp>Currently, 300 schools around the world, half in the U.S., have purchased game licenses. As with most games, the pricing structure is complicated. For schools and educators, the price is $18 per license (per computer). Schools can buy bundles of licenses that make the cost of each about half that price.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Though Coia's school was willing to pay for the game, he says he would have gone for it anyway. “Looking back, I would have paid it out of pocket if I needed to,\" he said. \"It's that good.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21483\" class=\"wp-caption center\" style=\"max-width: 583px\">\u003cimg class=\"size-full wp-image-21483\" title=\"Screen Shot 2012-05-16 at 10.22.24 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM.png\" alt=\"\" width=\"583\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM.png 583w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png 320w\" sizes=\"(max-width: 583px) 100vw, 583px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">Educators have been tapping into the wildly popular online game \u003ca href=\"http://www.minecraft.net\">Minecraft\u003c/a> for its potential as a learning tool for a while now -- to teach physics, math, and computer science. But until recently, the game was mostly the territory of computer science teachers, and even they were forced to use the commercial version of the online game.\u003c/p>\n\u003cp>So a few months ago, two teachers, \u003ca href=\"http://Minecraftteacher.net/\">Santeri Koivisto and Joel Levin\u003c/a>, decided to make the software more accessible and relevant to teachers. They joined forces to found \u003ca href=\"http://Minecraftedu.com/index.php\">MinecraftEdu\u003c/a> and started offering discounted educator licenses to Minecraft. MinecraftEdu now offers a plug-in, which enables teachers to tailor the software to individual curriculum. And a fresh \u003ca href=\"http://Minecraftedu.com/wiki/index.php?title=Teaching_with_MinecraftEdu\">new wiki\u003c/a> is dedicated to sharing ideas with topic suggestions such as “How To Use Redstone, (a fictional mineral) To Teach Electricity.” Teachers can also work with others to\u003ca href=\"http://warrenbez.com/?p=70\"> co-develop lesson plans\u003c/a> within the game software.\u003c/p>\n\u003cp>Teachers like to use Minecraft because it's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">“sandbox” game\u003c/a> -- it provides players nearly limitless freedom to build within it. As a player’s skill develops, the game’s complexity increases \u003cem>ad infinitum\u003c/em>. In multi-player levels, players collaborate on building complex structures, use programming features to build contraptions, games, or compose music. Meanwhile, beginning players use their problem solving skills to scavenge for materials. They learn to mine stone for building, and coal for making fire.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Many educational games start with the question, ‘What should we teach with the game?’ and they forget the most important part, that it should be a great game too.\"\u003c/p>\n\u003c/aside>\n\u003cp>Koivisto and Levin decided to pursue a classroom application after observing students solve complicated problems with their collaboration in the game. When Koivisto tested Minecraft at a Finnish school, one-third of the 20 teachers in the study later chose to incorporate the game into their teaching.\u003c/p>\n\u003cp>Koivisto and Levin, who uses the game with his second-grade students, are part of the growing movement of teachers who see video games as more than entertainment and educational games \u003c!--more-->as more than a means to an end. They flip the usual query of educational games, “What should we teach?” for a different question altogether: “Is it fun?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Many educational games start with the question ‘What should we teach with the game?’ and they forget the most important part, that it should be a great game too,” says Koivisto, who lives in Finland.\u003c/p>\n\u003cp>They also steer clear of specific educational agenda for the game. Instead, they encourage teachers to first watch how their students behave in the Minecraft world, \u003cem>then\u003c/em> proceed with lesson plans that incorporate the game and the student's reaction to it.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Building Civilizations, Brick by Brick \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">LEGOs for the Digital Age \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">Half of Teachers Surveyed Use Digital Games \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>New York public school science teacher Matt Coia says the MinecraftEdu version provides a deeper level of administrative control than the commercial version, and dovetails neatly with his general teaching goals. “As a teacher, I can select how much freedom the students are allowed to have within the game and also the level at which the game reacts with them,” he says. Coia also likes that MinecraftEdu allows him to build customized maps to elaborate on a specific concept.\u003c/p>\n\u003cp>Currently, 300 schools around the world, half in the U.S., have purchased game licenses. As with most games, the pricing structure is complicated. For schools and educators, the price is $18 per license (per computer). Schools can buy bundles of licenses that make the cost of each about half that price.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Though Coia's school was willing to pay for the game, he says he would have gone for it anyway. “Looking back, I would have paid it out of pocket if I needed to,\" he said. \"It's that good.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>http://www.youtube.com/watch?v=-mTf3j2koJA&feature=share&list=PLA3C69D48D4FFE87E\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Take a look at how teacher Joel Levin uses the online game \u003ca href=\"http://minecraftedu.com/\">Minecraft\u003c/a> to teach second-grade students how to work together and build little civilizations. The video was released as one of \u003ca href=\"http://www.youtube.com/playlist?list=PLA3C69D48D4FFE87E\">three case studies\u003c/a> along with the r\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">eport by the Joan Ganz Cooney Center\u003c/a> on Teachers' Attitudes About Digital Games in the Classroom.\u003c/p>\n\u003cp>\"I want the kids to learn to be responsible, self-reliant, innovative thinkers who are comfortable using technology to interact and create,\" Levin said \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">in an article last year.\u003c/a> \"I want them to realize that how they treat others in a game, online, or in the physical world is all really the same thing.”\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/-mTf3j2koJA'\n title='//www.youtube.com/embed/-mTf3j2koJA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp> \u003c/p>\n\u003cp>Take a look at how teacher Joel Levin uses the online game \u003ca href=\"http://minecraftedu.com/\">Minecraft\u003c/a> to teach second-grade students how to work together and build little civilizations. The video was released as one of \u003ca href=\"http://www.youtube.com/playlist?list=PLA3C69D48D4FFE87E\">three case studies\u003c/a> along with the r\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">eport by the Joan Ganz Cooney Center\u003c/a> on Teachers' Attitudes About Digital Games in the Classroom.\u003c/p>\n\u003cp>\"I want the kids to learn to be responsible, self-reliant, innovative thinkers who are comfortable using technology to interact and create,\" Levin said \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">in an article last year.\u003c/a> \"I want them to realize that how they treat others in a game, online, or in the physical world is all really the same thing.”\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_20813\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/augmented-reality-coming-soon-to-a-school-near-you/aris_editor/\" rel=\"attachment wp-att-20813\">\u003cimg class=\"size-full wp-image-20813\" title=\"ARIS\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/ARIS_editor.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A middle school student in Wisconsin tests his new game.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp>Games have shown great promise for learning, but it’s not always easy to figure out the logistics of how to use them in class. Every student and teacher’s experience is unique and it takes time to calibrate and tinker to get the best out of the experience.\u003c/p>\n\u003cp>What's more, using games might lead to something neither students or teacher anticipated -- more work.\u003c/p>\n\u003cp>When it came to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">using the game \u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">Operation Lapis\u003c/a> to learn Latin, the experience proved to be a mixed bag for students and teachers. In the game, students play the role of Romans in a reconstruction of ancient Pompeii (or ancient Rome) and have to learn to think, act, create and write like a Roman in order to win the game. Those are the same goals of any introductory Latin course.\u003c/p>\n\u003cp>After Kevin Ballestrini launched the game in his own class, ten other interested teachers decided to take a stab at using it in their classes. The prevailing conclusion? Students’ successes represent the environment and instructor as much as the game itself.\u003c/p>\n\u003cp>The teachers shared similar joys and frustrations with the challenges, whether it was an over-designed aspect of the game or the benefit of creating active learners. And without exception, they all said they spent more time reviewing students’ writing and were impeded by lack of technology access in the classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Karen Zook, a Ph.D. student working under professor Roger Travis, one of the co-creators of the game, says students struggled with the new game when she first started using it in her college Latin class.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The game provides an insurmountable problem because they cannot simply skid by not doing anything.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"The first week or two is always a little rough,\" Zook says. “Trying to form the students into long-term groups is hard when it isn't clear who's going to be in the course for the first few weeks.”\u003c/p>\n\u003cp>Students were also skeptical when they learned their homework was going to take the form of a game. After that initial adjustment period, though, they came to appreciate Lapis, she said.\u003c/p>\n\u003cp>“It forces engagement, and provides for a less-frustrating classroom experience, since it compels students to prepare for class in a way that’s [different] in a more traditional setting,\" she said.\u003c/p>\n\u003cp>This \"forcing\" of student engagement was a common thread among teachers who tried the game.\u003c/p>\n\u003cp>\"There are a portion of students who refused to buy into the system and they have since failed out of the class,\" said Matthew Bennet, a high school Latin teacher and co-creator of the game. \"The \u003c!--more-->issue with those particular students is that [the game] requires students to take an active role in learning, rather than passively allow them to have the learning done to them. So, for students who do not do any sort of work, Lapis provides an insurmountable problem because they cannot simply skid by not doing anything. Lapis is constructed in such a way that not doing anything is impossible.\"\u003c/p>\n\u003cp>\u003cstrong>TEACHER WORKLOAD\u003c/strong>\u003c/p>\n\u003cp>The students weren’t the only ones adjusting to this type of class. Most teachers also found using the game to require a more active role than traditional classes. Matt Ramsby, who started using Lapis in January, enjoys the experience overall but says he’s spending much more time on this class than in other Latin classes he’s taught.\u003c/p>\n\u003cp>\"The biggest downside I've found so far is the amount of time it takes me to check on their daily inputs into the interface, which I find tedious and sometimes difficult to manage,” Ramsby said. As a result, he hasn’t used several key parts of the program, like the cards, the LPs, for instance, because he hasn’t had time.\u003c/p>\n\u003cp>Bennet agrees. \"It takes a tremendous amount of time and energy as a teacher to keep up with 60 students writing so much Latin 3 times a week,\" he said.\u003c/p>\n\u003cp>Clearly, there are positive and negative effects of the rigor of the course. Ballestrini said it took him similar amounts of time as the other teachers, but he spent it monitoring students' progress rather than grading homework after it was turned in. But not everyone has that time in the evening to spend, Zook points out. Especially at the college level when students might be working at less traditional times, like pounding out a paper at 4 a.m.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"To be honest, I am probably the limiting factor in my students' enjoyment and full appreciation of it.\"\u003c/p>\n\u003c/aside>\n\u003cp>All except for one teacher interviewed who implemented the game said students learned as much as a normal class, or more. The one teacher who stopped using the game within the first few weeks claimed his students started out with more knowledge than the game anticipated. Other teachers simply skipped some sections of it.\u003c/p>\n\u003cp>As game-based learning becomes more common, best practices and techniques will continue to develop. Perhaps a year from now each of these teachers will know exactly how to best implement Lapis in their courses and be singing its praises.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ramsby is still very hopeful. \"I think it the game represents a legitimate alternative to traditional curriculum models in the teaching of Latin,” he says. “I'm not really finding much success with it yet in that sense, since I'm using with students who've already had at least one year of Latin, so most of the material seems basic to them. But I like the idea, and I like it a lot, of having an electronic role-playing textbook such as this. And to be honest, I am probably the limiting factor in my students' enjoyment and full appreciation of it.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Karen Zook, a Ph.D. student working under professor Roger Travis, one of the co-creators of the game, says students struggled with the new game when she first started using it in her college Latin class.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The game provides an insurmountable problem because they cannot simply skid by not doing anything.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"The first week or two is always a little rough,\" Zook says. “Trying to form the students into long-term groups is hard when it isn't clear who's going to be in the course for the first few weeks.”\u003c/p>\n\u003cp>Students were also skeptical when they learned their homework was going to take the form of a game. After that initial adjustment period, though, they came to appreciate Lapis, she said.\u003c/p>\n\u003cp>“It forces engagement, and provides for a less-frustrating classroom experience, since it compels students to prepare for class in a way that’s [different] in a more traditional setting,\" she said.\u003c/p>\n\u003cp>This \"forcing\" of student engagement was a common thread among teachers who tried the game.\u003c/p>\n\u003cp>\"There are a portion of students who refused to buy into the system and they have since failed out of the class,\" said Matthew Bennet, a high school Latin teacher and co-creator of the game. \"The \u003c!--more-->issue with those particular students is that [the game] requires students to take an active role in learning, rather than passively allow them to have the learning done to them. So, for students who do not do any sort of work, Lapis provides an insurmountable problem because they cannot simply skid by not doing anything. Lapis is constructed in such a way that not doing anything is impossible.\"\u003c/p>\n\u003cp>\u003cstrong>TEACHER WORKLOAD\u003c/strong>\u003c/p>\n\u003cp>The students weren’t the only ones adjusting to this type of class. Most teachers also found using the game to require a more active role than traditional classes. Matt Ramsby, who started using Lapis in January, enjoys the experience overall but says he’s spending much more time on this class than in other Latin classes he’s taught.\u003c/p>\n\u003cp>\"The biggest downside I've found so far is the amount of time it takes me to check on their daily inputs into the interface, which I find tedious and sometimes difficult to manage,” Ramsby said. As a result, he hasn’t used several key parts of the program, like the cards, the LPs, for instance, because he hasn’t had time.\u003c/p>\n\u003cp>Bennet agrees. \"It takes a tremendous amount of time and energy as a teacher to keep up with 60 students writing so much Latin 3 times a week,\" he said.\u003c/p>\n\u003cp>Clearly, there are positive and negative effects of the rigor of the course. Ballestrini said it took him similar amounts of time as the other teachers, but he spent it monitoring students' progress rather than grading homework after it was turned in. But not everyone has that time in the evening to spend, Zook points out. Especially at the college level when students might be working at less traditional times, like pounding out a paper at 4 a.m.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"To be honest, I am probably the limiting factor in my students' enjoyment and full appreciation of it.\"\u003c/p>\n\u003c/aside>\n\u003cp>All except for one teacher interviewed who implemented the game said students learned as much as a normal class, or more. The one teacher who stopped using the game within the first few weeks claimed his students started out with more knowledge than the game anticipated. Other teachers simply skipped some sections of it.\u003c/p>\n\u003cp>As game-based learning becomes more common, best practices and techniques will continue to develop. Perhaps a year from now each of these teachers will know exactly how to best implement Lapis in their courses and be singing its praises.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ramsby is still very hopeful. \"I think it the game represents a legitimate alternative to traditional curriculum models in the teaching of Latin,” he says. “I'm not really finding much success with it yet in that sense, since I'm using with students who've already had at least one year of Latin, so most of the material seems basic to them. But I like the idea, and I like it a lot, of having an electronic role-playing textbook such as this. And to be honest, I am probably the limiting factor in my students' enjoyment and full appreciation of it.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "New Report: Half of Teachers Surveyed Use Digital Games in Class",
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"content": "\u003cfigure id=\"attachment_21096\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660073135/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-21096\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/6660073135_a315ee4b17.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/6660073135_a315ee4b17.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/6660073135_a315ee4b17-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/6660073135_a315ee4b17-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Flickr: Flickingerbrad\u003c/figcaption>\u003c/figure>\n\u003cp>No longer relegated to experimental programs, digital games are becoming much more commonly used in classrooms across the country, according to \u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2012/07/jgcc_teacher_survey.pdf\">a survey by\u003c/a> the \u003ca href=\"http://www.joanganzcooneycenter.org\">Joan Ganz Cooney Center\u003c/a> released today.\u003c/p>\n\u003cp>Half of the 505 K-8 teachers surveyed said they use digital games with their students two or more days a week, and 18 percent use them daily.\u003c/p>\n\u003cp>There will be further, more in-depth coverage of this report in the coming weeks, but in the meantime, some more statistics from the study:\u003c/p>\n\u003cul>\n\u003cli>Nearly 70 percent said that \"lower-performing students engage more with subject content with use of digital games.\"\u003c/li>\n\u003cli>Three-fifths reported \"increased attention to specific tasks and improved collaborations among all students.\"\u003c/li>\n\u003cli>Sixty percent said using digital games \"helps personalize instruction and better assess student knowledge and learning.\"\u003c/li>\n\u003cli>Though most use Apple or PC computers, 25 percent said their students use iPads or tablet computers, and less than 10 percent use other mobile devices or video game consoles.\u003c/li>\n\u003cli>62% said games make it easier to level lessons and effectively teach the range of learners in \u003c!--more-->their class.\u003c/li>\n\u003c/ul>\n\u003cp>Teachers mostly used literacy (50 percent) and math (35 percent) games in class, and said the games' alignment with Common Core State Standards was the most valuable quality, the study showed.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/screen-shot-2012-05-02-at-7-27-53-am/\" rel=\"attachment wp-att-21110\">\u003cimg class=\"aligncenter size-large wp-image-21110\" title=\"Screen shot 2012-05-02 at 7.27.53 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-shot-2012-05-02-at-7.27.53-AM-620x478.png\" alt=\"\" width=\"620\" height=\"478\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers said that the cost of digital games was the primary obstacle to integrating them into class. But only 17% of those surveyed said the school spent $100 or more on games, and 40 percent were not sure. Lack of access to technology resources and emphasis on preparing for standardized testing were also listed as obstacles.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/jgcc_teacher_survey_chart_barriers/\" rel=\"attachment wp-att-21093\">\u003cimg class=\"aligncenter size-large wp-image-21093\" title=\"jgcc_teacher_survey_chart_barriers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/jgcc_teacher_survey_chart_barriers-620x300.jpg\" alt=\"\" width=\"620\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>The majority of teachers surveyed taught K-5, and 86 percent teach in public schools -- 60 percent of which are Title I schools. What's more, 80 percent of teachers surveyed have been teaching for at least five years, and 20 percent have been teaching for more than 25 years.\u003c/p>\n\u003cdiv>Researchers of the study conclude that teachers need to be trained on how best to use these digital games -- not just those who are unfamiliar with them, but even those who feel they're moderately comfortable with using games.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp>The online survey, conducted last month by VeraQuest, sampled 505 school teachers who taught kindergarten through eighth grade in the U.S., and was meant to investigate what teachers think about digital games and how games impact students beyond academic achievement. Teachers were randomly selected from a targeted panel of K-8 grade classrooms that are \"generally proportional of the demographic strata of total U.S. teachers,\" according to the news announcement.\u003c/p>\n\u003cp>The survey also included a series of videos featuring case studies that can be \u003ca href=\"http://www.youtube.com/playlist?list=PLA3C69D48D4FFE87E\">viewed here\u003c/a>.\u003c/p>\n\u003cp>The \u003cem>Teacher Attitudes about Digital Games in the Classroom \u003c/em>survey is part of research conducted by the \u003ca href=\"http://www.joanganzcooneycenter.org/Initiatives-39.html\">Games and Learning Publishing Council\u003c/a>, convened by the Cooney Center and E-Line Media, and funded by the Bill & Melinda Gates Foundation, and the John S. and James L. Knight Foundation. The survey also received additional support from BrainPOP, which creates games for classrooms.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21096\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660073135/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-21096\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/6660073135_a315ee4b17.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/6660073135_a315ee4b17.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/6660073135_a315ee4b17-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/6660073135_a315ee4b17-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Flickr: Flickingerbrad\u003c/figcaption>\u003c/figure>\n\u003cp>No longer relegated to experimental programs, digital games are becoming much more commonly used in classrooms across the country, according to \u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2012/07/jgcc_teacher_survey.pdf\">a survey by\u003c/a> the \u003ca href=\"http://www.joanganzcooneycenter.org\">Joan Ganz Cooney Center\u003c/a> released today.\u003c/p>\n\u003cp>Half of the 505 K-8 teachers surveyed said they use digital games with their students two or more days a week, and 18 percent use them daily.\u003c/p>\n\u003cp>There will be further, more in-depth coverage of this report in the coming weeks, but in the meantime, some more statistics from the study:\u003c/p>\n\u003cul>\n\u003cli>Nearly 70 percent said that \"lower-performing students engage more with subject content with use of digital games.\"\u003c/li>\n\u003cli>Three-fifths reported \"increased attention to specific tasks and improved collaborations among all students.\"\u003c/li>\n\u003cli>Sixty percent said using digital games \"helps personalize instruction and better assess student knowledge and learning.\"\u003c/li>\n\u003cli>Though most use Apple or PC computers, 25 percent said their students use iPads or tablet computers, and less than 10 percent use other mobile devices or video game consoles.\u003c/li>\n\u003cli>62% said games make it easier to level lessons and effectively teach the range of learners in \u003c!--more-->their class.\u003c/li>\n\u003c/ul>\n\u003cp>Teachers mostly used literacy (50 percent) and math (35 percent) games in class, and said the games' alignment with Common Core State Standards was the most valuable quality, the study showed.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/screen-shot-2012-05-02-at-7-27-53-am/\" rel=\"attachment wp-att-21110\">\u003cimg class=\"aligncenter size-large wp-image-21110\" title=\"Screen shot 2012-05-02 at 7.27.53 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-shot-2012-05-02-at-7.27.53-AM-620x478.png\" alt=\"\" width=\"620\" height=\"478\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers said that the cost of digital games was the primary obstacle to integrating them into class. But only 17% of those surveyed said the school spent $100 or more on games, and 40 percent were not sure. Lack of access to technology resources and emphasis on preparing for standardized testing were also listed as obstacles.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/jgcc_teacher_survey_chart_barriers/\" rel=\"attachment wp-att-21093\">\u003cimg class=\"aligncenter size-large wp-image-21093\" title=\"jgcc_teacher_survey_chart_barriers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/jgcc_teacher_survey_chart_barriers-620x300.jpg\" alt=\"\" width=\"620\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>The majority of teachers surveyed taught K-5, and 86 percent teach in public schools -- 60 percent of which are Title I schools. What's more, 80 percent of teachers surveyed have been teaching for at least five years, and 20 percent have been teaching for more than 25 years.\u003c/p>\n\u003cdiv>Researchers of the study conclude that teachers need to be trained on how best to use these digital games -- not just those who are unfamiliar with them, but even those who feel they're moderately comfortable with using games.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp>The online survey, conducted last month by VeraQuest, sampled 505 school teachers who taught kindergarten through eighth grade in the U.S., and was meant to investigate what teachers think about digital games and how games impact students beyond academic achievement. Teachers were randomly selected from a targeted panel of K-8 grade classrooms that are \"generally proportional of the demographic strata of total U.S. teachers,\" according to the news announcement.\u003c/p>\n\u003cp>The survey also included a series of videos featuring case studies that can be \u003ca href=\"http://www.youtube.com/playlist?list=PLA3C69D48D4FFE87E\">viewed here\u003c/a>.\u003c/p>\n\u003cp>The \u003cem>Teacher Attitudes about Digital Games in the Classroom \u003c/em>survey is part of research conducted by the \u003ca href=\"http://www.joanganzcooneycenter.org/Initiatives-39.html\">Games and Learning Publishing Council\u003c/a>, convened by the Cooney Center and E-Line Media, and funded by the Bill & Melinda Gates Foundation, and the John S. and James L. Knight Foundation. The survey also received additional support from BrainPOP, which creates games for classrooms.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_20943\" class=\"module image center mceTemp\" style=\"width: 507px\">\n\u003cp>\u003cimg class=\"size-full wp-image-20943\" title=\"136325027\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/136325027.jpg\" alt=\"\" width=\"507\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/136325027.jpg 507w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/136325027-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/136325027-320x213.jpg 320w\" sizes=\"(max-width: 507px) 100vw, 507px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Chocolate-covered broccoli. That’s what designers of educational games call digital products that drape dull academic instruction in the superficially appealing disguise of a game. Instead of placing the fun of discovery and mastery at the heart of the game, these imposters use the trappings of games “as a sugar coating” for their otherwise unappetizing content, note Jacob Habgood and Shaaron Ainsworth.\u003c/p>\n\u003cp>The two researchers, from the University of Nottingham in England, recently decided to find out whether children could detect such subterfuge, and whether they benefited more from lessons that masquerade as games—or from games that make learning an end in itself.\u003c/p>\n\u003cp>Habgood and Ainsworth began by creating a game, called \u003ca href=\"http://zombiedivision.co.uk/\">Zombie Division\u003c/a>, that aimed to teach math to students aged seven to 11. In the authors’ words, Zombie Division “is a 3D adventure game based around sword fighting in which the player (acting as the hero Matrices) must use different attacks to mathematically divide opponents according to the numbers on their chests.”\u003c/p>\n\u003cp>The scientists designed two different variants of the game: an “intrinsic” version, in which mastery of mathematical challenges produced rewards within the game, and an “extrinsic” version, in which a period of play was followed by an online math quiz. Both types contained the same instructional content, but in the extrinsic version that content was “delivered away from flow-inducing\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Ineffective games bestow gold stars for good performance instead of making the incentives internal to the game.\u003c/p>\n\u003c/aside>\n\u003cp>game-play, and presented as abstract mathematical questions,” the researchers note. (“Flow,” as many gamers know, is a psychological state characterized by energetic, engaged immersion.) In the intrinsic model of the game, for example, a player who correctly divided his opponent with his sword would be rewarded by seeing his foe split into a proportional number of ghosts. In the quiz built into the extrinsic model, a player would simply be notified that her answer to a division problem was correct.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In Habgood and Ainsworth’s experiment, \u003ca href=\"http://shura.shu.ac.uk/3556/\">reported in the Journal of the Learning Sciences\u003c/a>, one group of students was assigned to play the intrinsic version of Zombie Division for two hours. A \u003c!--more-->second group played the extrinsic version for the same length of time. Afterward, both groups were tested on their knowledge of division.\u003c/p>\n\u003cp>The results were clear: The children who had played the intrinsically-rewarding game learned more math. Next, the researchers allowed another group of children to choose the option they preferred. The verdict here was even more definitive: The pupils spent seven times longer playing the intrinsic version of Zombie Division.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many educational games fail to live up to their promise of effective, enjoyable learning; Habgood and Ainsworth suggest that’s because the games rely on an extrinsic reward structure, bestowing gold stars for good performance instead of making the incentives internal to the game. The key to creating a successful educational game, the authors conclude, is what they call “intrinsic integration”: ensuring that the mechanics of the game mesh tightly with the content the game is trying to teach. It’s a lesson that applies to offline education, too: Make the vegetables themselves taste good, and you won’t have to bribe kids with chocolate.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20943\" class=\"module image center mceTemp\" style=\"width: 507px\">\n\u003cp>\u003cimg class=\"size-full wp-image-20943\" title=\"136325027\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/136325027.jpg\" alt=\"\" width=\"507\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/136325027.jpg 507w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/136325027-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/136325027-320x213.jpg 320w\" sizes=\"(max-width: 507px) 100vw, 507px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Chocolate-covered broccoli. That’s what designers of educational games call digital products that drape dull academic instruction in the superficially appealing disguise of a game. Instead of placing the fun of discovery and mastery at the heart of the game, these imposters use the trappings of games “as a sugar coating” for their otherwise unappetizing content, note Jacob Habgood and Shaaron Ainsworth.\u003c/p>\n\u003cp>The two researchers, from the University of Nottingham in England, recently decided to find out whether children could detect such subterfuge, and whether they benefited more from lessons that masquerade as games—or from games that make learning an end in itself.\u003c/p>\n\u003cp>Habgood and Ainsworth began by creating a game, called \u003ca href=\"http://zombiedivision.co.uk/\">Zombie Division\u003c/a>, that aimed to teach math to students aged seven to 11. In the authors’ words, Zombie Division “is a 3D adventure game based around sword fighting in which the player (acting as the hero Matrices) must use different attacks to mathematically divide opponents according to the numbers on their chests.”\u003c/p>\n\u003cp>The scientists designed two different variants of the game: an “intrinsic” version, in which mastery of mathematical challenges produced rewards within the game, and an “extrinsic” version, in which a period of play was followed by an online math quiz. Both types contained the same instructional content, but in the extrinsic version that content was “delivered away from flow-inducing\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Ineffective games bestow gold stars for good performance instead of making the incentives internal to the game.\u003c/p>\n\u003c/aside>\n\u003cp>game-play, and presented as abstract mathematical questions,” the researchers note. (“Flow,” as many gamers know, is a psychological state characterized by energetic, engaged immersion.) In the intrinsic model of the game, for example, a player who correctly divided his opponent with his sword would be rewarded by seeing his foe split into a proportional number of ghosts. In the quiz built into the extrinsic model, a player would simply be notified that her answer to a division problem was correct.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In Habgood and Ainsworth’s experiment, \u003ca href=\"http://shura.shu.ac.uk/3556/\">reported in the Journal of the Learning Sciences\u003c/a>, one group of students was assigned to play the intrinsic version of Zombie Division for two hours. A \u003c!--more-->second group played the extrinsic version for the same length of time. Afterward, both groups were tested on their knowledge of division.\u003c/p>\n\u003cp>The results were clear: The children who had played the intrinsically-rewarding game learned more math. Next, the researchers allowed another group of children to choose the option they preferred. The verdict here was even more definitive: The pupils spent seven times longer playing the intrinsic version of Zombie Division.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many educational games fail to live up to their promise of effective, enjoyable learning; Habgood and Ainsworth suggest that’s because the games rely on an extrinsic reward structure, bestowing gold stars for good performance instead of making the incentives internal to the game. The key to creating a successful educational game, the authors conclude, is what they call “intrinsic integration”: ensuring that the mechanics of the game mesh tightly with the content the game is trying to teach. It’s a lesson that applies to offline education, too: Make the vegetables themselves taste good, and you won’t have to bribe kids with chocolate.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_20456\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-20456\" title=\"Screen shot 2012-04-02 at 12.26.07 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-04-02-at-12.26.07-PM-300x223.png\" alt=\"\" width=\"300\" height=\"223\">\n\u003cp class=\"wp-media-credit\">Globaloria\u003c/p>\n\u003c/div>\n\u003ch5>By Jennifer Roland\u003c/h5>\n\u003cp>Identifying bones in a skeleton, learning how chemical elements react, understanding alternative energy uses. These lessons have jumped out of the textbook and into the hands of students who created video games that teach the concepts to their peers.\u003c/p>\n\u003cp>It's part of\u003ca href=\"http://www.globaloria.org\"> Globaloria, \u003c/a>a national program that allows middle school and high school students to design educational video games on topics related to math, science, engineering and social issues. In the process of creating the games, they learn about the topics, as well as how to program a video game.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.globaloria.org/games-front-page/item/mission-impossib-oil\">Mission Impossib-Oil\u003c/a>, for example, players guide a crew tasked with cleaning up an oil spill. They'll have to make decisions about biological resources and human resources based on Environmental Sensitivity Index mapping guidelines, as well as how to spend their budget.\u003c/p>\n\u003cp>William Dorsey, who teaches biology at Capital High School in Kanawha County, \u003ca href=\"http://www.all4ed.org/blog/william_dorsey_leveraging_digital_learning_science\">writes that his students\u003c/a> are not only learning about the topics they create the games around, but also \"soft skills\" like self-directed learning and teamwork. His students “taught themselves the guiding \u003c!--more-->principles of biological classification, a topic that I often had to rush or ignore,” he writes. Though Dorsey has felt crunched for time to cover subjects, he believes adding the game design curriculum is worth it. “My students have more than met the challenge of keeping up with a fast-paced curriculum, and they have often been slightly ahead of other classes covering the same material.”\u003c/p>\n\u003cp>With all the work to be done in labs, Dorsey said creating the games gives his students a creative outlet to look forward to.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Globaloria is not exactly a new program. -- it's been around since 2006, but with the \u003ca href=\"http://www.eschoolnews.com/2011/04/21/obama-stem-education-a-must-have/\">recent push to focus on STEM-related education\u003c/a>, it's now being used in schools across California, Florida, West Virginia, Texas and New York. The program was featured widely during \u003ca href=\"http://www.digitallearningday.org/\">Digital Learning Day, \u003c/a>the first annual nationwide event held on Feb. 1.\u003c/p>\n\n",
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"content": "\u003cdiv id=\"attachment_20300\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/educational-games-that-make-you-sweat/screen-shot-2012-03-28-at-9-23-41-am/\" rel=\"attachment wp-att-20300\">\u003cimg class=\"size-large wp-image-20300\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-9.23.41-AM-620x334.png\" alt=\"\" width=\"620\" height=\"334\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Monkey Jump\u003c/p>\n\u003c/div>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp>If kids are sweaty when they're done playing the educational game \u003ca href=\"http://pbskids.org/curiousgeorge/busyday/jump/\">Monkey Jump\u003c/a>, the game creators will be happy.\u003c/p>\n\u003cp>Sara DeWitt, vice president of PBS Kids and Drew Davidson, director of Carnegie Mellons' Entertainment Technology Center say games using motion sensors to give kids a workout while they learn is one of the next big trends in game-based learning for kids.\u003c/p>\n\u003cp>\"This is the first time I've seen kids finish playing a game sweating and asking for water,\" DeWitt said, describing watching a playtest session of Monkey Jump at her SXSW presentation. The mix of exercise and educational content is a powerful combination for kids learning simple math or language skills.\u003c/p>\n\u003cp>In Monkey Jump, a game featuring Curious George created by \u003ca href=\"http://www.pbskids.org/\">PBS Kids\u003c/a>, players first activate a camera that captures their movement. When they jump, Curious George pounds a pump that blows a ball into the air and a box that shows the view of the player through the Web camera. The balls then show a number helping kids learn to count. The game works by capturing motion from any computer Web cam, and does not require any motion sensor controller like the Kinect or Wiimote.\u003c/p>\n\u003cp>PBS Kids uncovered this combination through the PBS \"funnel approach\" to educational games research. DeWitt says that any time there's a promising new technology that can do something new to teach children valuable skills, they'll experiment, success or not. If it does well enough on a \u003c!--more-->first test, they’ll continue the experiments and create a full product. So far these simple technologies seem to work better. DeWitt talked about an experiment that didn't go well, where kids had to rotate an augmented reality egg on a screen by rotating their hands in the air. Kids got extremely frustrated because their motions and the eggs response wasn't intuitive, so they ended the experiment ended.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This experimentation is the result of a five-year Department of Education grant called \u003ca href=\"http://www2.ed.gov/programs/rtltv/index.html\">Ready To Learn\u003c/a> between PBS and CPB that began in 2010 to assess the use of transmedia storytelling to reinforce learning for children ages two to eight. The premise is that if kids can learn the same thing in three platforms -- for example, online games, interactive white boards and video clips -- they'll be more likely to remember it. The educational content they create will be distributed to Head Start programs across the nation to under-served communities.\u003c/p>\n\u003cp>While it is too soon to fully assess whether or not the hypothesis around transmedia storytelling will bear fruit, some early results from a 2010 Joan Ganz Cooney Center report are promising. On a vocabulary test where 36 words were chosen from \u003cem>\u003ca href=\"http://pbskids.org/mobile/martha-speaks-dog-party.html\">Martha Speaks: Dog Party\u003c/a>, \u003c/em>kids age three to seven showed vocabulary gains between 10 to 27 percent.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/facebook-meets-college-apps-with-mission-admission/collegeology1/\" rel=\"attachment wp-att-20038\">\u003cimg class=\"alignleft size-full wp-image-20038\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/collegeology1.jpg\" alt=\"\" width=\"250\" height=\"187\">\u003c/a>By Nathan Maton\u003c/h5>\n\u003cp>Games and Facebook: We know those are two sure-fire ways of getting kids' attention. Combine them, and you might have a tool to motivate low-income high-schoolers to apply to college.\u003c/p>\n\u003cp>That's the premise, anyway, for launching \u003ca href=\"http://collegeology.usc.edu/games/\">Mission Admission\u003c/a> -- to help students who don't know what steps to take to get in the college application game.\u003c/p>\n\u003cp>“These kids didn’t know what kinds of classes they should be spending their time on or basic vocabulary like what is a letter of recommendation,\" said Tracy Fullerton, a USC professor and the lead game designer on the Mission Admission project about students she worked with, during a seminar at the recent SXSW conference. \"They didn't know how to break down the steps into things they could accomplish. They didn't know whether the Frisbee club or physics club would look better on an application.\"\u003c/p>\n\u003cp>The process of applying for college is already a game, Fullerton says. \"It's just usually played once at such high stakes. If students could play it in a fun and snarky environment, they could learn about the strategies of time management and how to focus their efforts in school.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">The process of applying for college is already a game. It's just usually played once at such high stakes.\u003c/aside>\n\u003cp>In Mission Admission, you play a different student every week applying for the same school. You can \"upgrade\" your school to give it a better reputation, and sort what classes and extra curricular activities to take.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"When they play the first time they're just learning the game just like everyone would if they were playing the \u003cem>real\u003c/em> game, the real college game,\" Fullerton said. \"At the end of it they're like, 'I see what I should've done.' Then if they play again with another group, they'll be the teacher and they'll \u003c!--more-->say, 'You're going to want to level up in that one because you're going to get a letter of recommendation in that physics class.'\"\u003c/p>\n\u003cp>The project grew initially from funding from U.S.C., which brought together a group led by Bill Tierney from the Center for Higher Education Policy Analysis together with Fullerton's Game Lab. With the seed funding (and later, funding from the Department of Education), the group formed a junior design team consisting of youth from under-served high schools. These kids created three games games as part of a participatory research process that allowed Fullerton's team to identify the core problems students face, including managing time and understanding application strategies. It isn't designed to teach content, rather it's designed to teach strategies. And that's the strength of games, according to Fullerton -- to teach strategy rather than content.\u003c/p>\n\u003cp>Fullerton said she had no plans to create such a game until Tierney convinced her that these students had no other prospects -- no school counselors to guide them, and typically parents who didn't know how to navigate the system.\u003c/p>\n\u003cp>\"Neither of my parents went to higher education so I know what it's like where there's no model for you,\" Fullerton said. \"I could've very easily slipped through the tracks. It was just through luck and the fact that my friends were filling out the forms for the SAT that I even took the SAT. I only applied to one college and luckily got into UCLA.\"\u003c/p>\n\u003cp>Fullerton knows that the game is designed for a very focused audience of under-served high school students thinking about their careers. They've reserved 1,000 copies of the board game version of the Facebook game, called Application Crunch, to send to schools who need it.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Mission Admission will launch in the spring as one of three under the banner of \u003ca href=\"http://tracyfullerton.com/projects/collegeology.html\">Collegeology Games\u003c/a> through the collaboration.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/facebook-meets-college-apps-with-mission-admission/collegeology1/\" rel=\"attachment wp-att-20038\">\u003cimg class=\"alignleft size-full wp-image-20038\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/collegeology1.jpg\" alt=\"\" width=\"250\" height=\"187\">\u003c/a>By Nathan Maton\u003c/h5>\n\u003cp>Games and Facebook: We know those are two sure-fire ways of getting kids' attention. Combine them, and you might have a tool to motivate low-income high-schoolers to apply to college.\u003c/p>\n\u003cp>That's the premise, anyway, for launching \u003ca href=\"http://collegeology.usc.edu/games/\">Mission Admission\u003c/a> -- to help students who don't know what steps to take to get in the college application game.\u003c/p>\n\u003cp>“These kids didn’t know what kinds of classes they should be spending their time on or basic vocabulary like what is a letter of recommendation,\" said Tracy Fullerton, a USC professor and the lead game designer on the Mission Admission project about students she worked with, during a seminar at the recent SXSW conference. \"They didn't know how to break down the steps into things they could accomplish. They didn't know whether the Frisbee club or physics club would look better on an application.\"\u003c/p>\n\u003cp>The process of applying for college is already a game, Fullerton says. \"It's just usually played once at such high stakes. If students could play it in a fun and snarky environment, they could learn about the strategies of time management and how to focus their efforts in school.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">The process of applying for college is already a game. It's just usually played once at such high stakes.\u003c/aside>\n\u003cp>In Mission Admission, you play a different student every week applying for the same school. You can \"upgrade\" your school to give it a better reputation, and sort what classes and extra curricular activities to take.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"When they play the first time they're just learning the game just like everyone would if they were playing the \u003cem>real\u003c/em> game, the real college game,\" Fullerton said. \"At the end of it they're like, 'I see what I should've done.' Then if they play again with another group, they'll be the teacher and they'll \u003c!--more-->say, 'You're going to want to level up in that one because you're going to get a letter of recommendation in that physics class.'\"\u003c/p>\n\u003cp>The project grew initially from funding from U.S.C., which brought together a group led by Bill Tierney from the Center for Higher Education Policy Analysis together with Fullerton's Game Lab. With the seed funding (and later, funding from the Department of Education), the group formed a junior design team consisting of youth from under-served high schools. These kids created three games games as part of a participatory research process that allowed Fullerton's team to identify the core problems students face, including managing time and understanding application strategies. It isn't designed to teach content, rather it's designed to teach strategies. And that's the strength of games, according to Fullerton -- to teach strategy rather than content.\u003c/p>\n\u003cp>Fullerton said she had no plans to create such a game until Tierney convinced her that these students had no other prospects -- no school counselors to guide them, and typically parents who didn't know how to navigate the system.\u003c/p>\n\u003cp>\"Neither of my parents went to higher education so I know what it's like where there's no model for you,\" Fullerton said. \"I could've very easily slipped through the tracks. It was just through luck and the fact that my friends were filling out the forms for the SAT that I even took the SAT. I only applied to one college and luckily got into UCLA.\"\u003c/p>\n\u003cp>Fullerton knows that the game is designed for a very focused audience of under-served high school students thinking about their careers. They've reserved 1,000 copies of the board game version of the Facebook game, called Application Crunch, to send to schools who need it.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Mission Admission will launch in the spring as one of three under the banner of \u003ca href=\"http://tracyfullerton.com/projects/collegeology.html\">Collegeology Games\u003c/a> through the collaboration.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_19635\" class=\"wp-caption center\" style=\"max-width: 576px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/game-based-learning-without-video-games/screen-shot-2012-03-04-at-10-26-52-pm/\" rel=\"attachment wp-att-19635\">\u003cimg class=\"size-full wp-image-19635\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-Shot-2012-03-04-at-10.26.52-PM.png\" alt=\"\" width=\"576\" height=\"453\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-Shot-2012-03-04-at-10.26.52-PM.png 576w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-Shot-2012-03-04-at-10.26.52-PM-400x315.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-Shot-2012-03-04-at-10.26.52-PM-320x252.png 320w\" sizes=\"(max-width: 576px) 100vw, 576px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Roger Travis's course on Homer includes using Lord of the Rings Online.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp class=\"dropcap-serif\">Remember \u003ca href=\"http://www.mathblaster.com/\">Math Blaster\u003c/a>? Careening through space, shooting apple cores to learn about multiplication? That’s the most common correlation to the idea of \"educational games.\" But there's a completely different way of using games for learning.\u003c/p>\n\u003cp>Roger Travis, a professor at University of Connecticut who teaches classics and researches gaming describes it this way: \"When the learning objectives are the same as the play objectives of the game, that's game-based learning.\"\u003c/p>\n\u003cp>Travis has created a game to teach Homer texts he calls \"Operation ΚΛΕΟΣ.\" The objective of the game is for students to develop an analytic sense of both ancient and modern epic narratives and to perform as modern bards with a sense of ancient tradition.\u003c/p>\n\u003cp>There are no video game controllers in this class. Playing the game requires students to become bards and discuss epic narratives. Students perform bardic rituals on online games like Lord of The Rings Online. They form teams at the beginning of the course, and each team represents a separate character who they learn about and attempt to role-play in their game performances.\u003c/p>\n\u003cp>Travis uses game play to structure rules that require deeper interrogation of the subject, and he believes any subject below graduate-level studies can be taught this way. But creating a game-based learning experience is not easy. Travis has been teaching this course for six years, but it's only his second year trying to make it a game. Last year he created a narrative that spoke to \u003c!--more-->students as college students instead of as bards in an epic story, requiring his students to learn more about the fictional narrative he created, which separated the play objectives from his learning objectives.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The course last year had its value but it ended up detracting from the learning objectives,” Travis said. He admits some students were confused about the narrative by the end of it even though they were learning about epic narratives.\u003c/p>\n\u003cp>For their part in the class, though some students admit parts of the course seem silly, they say it enhances their learning.\u003c/p>\n\u003cp>\"The game based-format forces me to look at the text in a way that I wouldn't have seen it before,\" one student said. “Instead of just looking at the events of the \u003cem>Iliad\u003c/em>, I now think about why the bard would sing it that way and what the purpose was for the events that take place in the grand scheme of the epic.\"\u003c/p>\n\u003cp>Other students like how the game changes the course structure. \"I like the self-paced nature of the course,\" another student said. \"Everyone is paired off into groups at the beginning of the semesters. Every Tuesday and Thursday they have deadlines for missions where they respond to a pre-ordained project. We learn from annotations in Google docs and share the discussions and team work better than any other course I've been in.\"\u003c/p>\n\u003cp>But students mention one downside of the course with near unanimity – heavy coursework.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The worst part about the class is that the student has to be committed to the classwork because it is a demanding class if you start to fall behind,\" another student said. \"Since students annotate texts and work in teams they can't check out for half the semester and just tune in to write their papers at the end. Even this negative seems like a benefit. If the class time isn’t valuable and students can get A’s only by coming at the end, why have the course in the first place as opposed to just creating a study group for the test?\"\u003c/p>\n\n",
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"description": "By Nathan Maton Remember Math Blaster? Careening through space, shooting apple cores to learn about multiplication? That’s the most common correlation to the idea of "educational games." But there's a completely different way of using games for learning. Roger Travis, a professor at University of Connecticut who teaches classics and researches gaming describes it this",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_19635\" class=\"wp-caption center\" style=\"max-width: 576px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/game-based-learning-without-video-games/screen-shot-2012-03-04-at-10-26-52-pm/\" rel=\"attachment wp-att-19635\">\u003cimg class=\"size-full wp-image-19635\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-Shot-2012-03-04-at-10.26.52-PM.png\" alt=\"\" width=\"576\" height=\"453\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-Shot-2012-03-04-at-10.26.52-PM.png 576w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-Shot-2012-03-04-at-10.26.52-PM-400x315.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-Shot-2012-03-04-at-10.26.52-PM-320x252.png 320w\" sizes=\"(max-width: 576px) 100vw, 576px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Roger Travis's course on Homer includes using Lord of the Rings Online.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp class=\"dropcap-serif\">Remember \u003ca href=\"http://www.mathblaster.com/\">Math Blaster\u003c/a>? Careening through space, shooting apple cores to learn about multiplication? That’s the most common correlation to the idea of \"educational games.\" But there's a completely different way of using games for learning.\u003c/p>\n\u003cp>Roger Travis, a professor at University of Connecticut who teaches classics and researches gaming describes it this way: \"When the learning objectives are the same as the play objectives of the game, that's game-based learning.\"\u003c/p>\n\u003cp>Travis has created a game to teach Homer texts he calls \"Operation ΚΛΕΟΣ.\" The objective of the game is for students to develop an analytic sense of both ancient and modern epic narratives and to perform as modern bards with a sense of ancient tradition.\u003c/p>\n\u003cp>There are no video game controllers in this class. Playing the game requires students to become bards and discuss epic narratives. Students perform bardic rituals on online games like Lord of The Rings Online. They form teams at the beginning of the course, and each team represents a separate character who they learn about and attempt to role-play in their game performances.\u003c/p>\n\u003cp>Travis uses game play to structure rules that require deeper interrogation of the subject, and he believes any subject below graduate-level studies can be taught this way. But creating a game-based learning experience is not easy. Travis has been teaching this course for six years, but it's only his second year trying to make it a game. Last year he created a narrative that spoke to \u003c!--more-->students as college students instead of as bards in an epic story, requiring his students to learn more about the fictional narrative he created, which separated the play objectives from his learning objectives.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The course last year had its value but it ended up detracting from the learning objectives,” Travis said. He admits some students were confused about the narrative by the end of it even though they were learning about epic narratives.\u003c/p>\n\u003cp>For their part in the class, though some students admit parts of the course seem silly, they say it enhances their learning.\u003c/p>\n\u003cp>\"The game based-format forces me to look at the text in a way that I wouldn't have seen it before,\" one student said. “Instead of just looking at the events of the \u003cem>Iliad\u003c/em>, I now think about why the bard would sing it that way and what the purpose was for the events that take place in the grand scheme of the epic.\"\u003c/p>\n\u003cp>Other students like how the game changes the course structure. \"I like the self-paced nature of the course,\" another student said. \"Everyone is paired off into groups at the beginning of the semesters. Every Tuesday and Thursday they have deadlines for missions where they respond to a pre-ordained project. We learn from annotations in Google docs and share the discussions and team work better than any other course I've been in.\"\u003c/p>\n\u003cp>But students mention one downside of the course with near unanimity – heavy coursework.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The worst part about the class is that the student has to be committed to the classwork because it is a demanding class if you start to fall behind,\" another student said. \"Since students annotate texts and work in teams they can't check out for half the semester and just tune in to write their papers at the end. Even this negative seems like a benefit. If the class time isn’t valuable and students can get A’s only by coming at the end, why have the course in the first place as opposed to just creating a study group for the test?\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-18989\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/57436584-300x216.jpg\" alt=\"\" width=\"300\" height=\"216\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>By Annie Murphy Paul\u003c/h5>\n\u003cp>Until I had children, I couldn't be bothered with playing games. Couldn't stand poker, pinochle or gin rummy. Bored out of my mind by Sorry! and Stratego. Never understood the appeal of chess, checkers or backgammon.\u003c/p>\n\u003cp>But once I had kids, games took on a new appeal. Apart from entertaining my kids on rainy afternoons, I saw how many different skills games helped to develop. Card games like Uno and Go Fish helped my sons learn to recognize colors and numbers. Board games like Candyland and Chutes and Ladders reinforced their burgeoning conception of a linear number line. And word games like Scrabble and Boggle, which we’re just beginning to try out, promise to expand their vocabularies and enhance their understanding of word stems and endings.\u003c/p>\n\u003cp>But the biggest benefits of playing games, I’ve come to see, are social. The same kid who responds to the question, “What did you do at school today?” with an impassive “Nothing,” suddenly grows loquacious once there’s a pair of dice or a pack of playing cards between the two of you. Games teach children how to take turns, lose stoically and win graciously (well, most of the time). And there’s another skill that game-playing promotes, one I hadn’t thought about until I read \u003ca href=\"http://www.pnas.org/content/109/5/1419\">a study published\u003c/a> last month in the \u003ca href=\"http://www.pnas.org/\">\u003cem>Proceedings of the National Academy of Sciences\u003c/em>\u003c/a>: Games push players to try to understand the minds of the other participants. Is she bluffing? Is he \u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>clueless, or just playing dumb? Can everyone tell that I’m planning to go out in a blaze of glory on the next round?\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>\u003cspan style=\"color: #2f568e\">RELATED READING\u003c/span>:\u003c/strong>\u003cbr>\n\u003cstrong>\u003cspan style=\"color: #8a96a5\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-power-of-play-in-learning/\">\u003cspan style=\"color: #7e8992\">THE POWER OF PLAY IN LEARNING\u003c/span>\u003c/a>\u003c/span>\u003c/strong>\u003c/aside>\n\u003cp>The study, conducted by a group of researchers from the University of California, Berkeley, used functional magnetic resonance imaging to show that different brain regions are active when individuals play a game against other people and when they play against themselves.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“When players compete against each other in a game, they try to make a mental model of the other person’s intentions, what they’re going to do and how they’re going to play, so they can play strategically against them,” explains one of the study's authors Kyle Mathewson, who worked alongside lead author Lusha Zhu\u003c/p>\n\u003cp>This “mental model” of other people’s thoughts and feelings, also known as theory of mind, is crucial for the development of empathy, perspective-taking, and social reciprocity—all the skills that allow us to get along productively with others.\u003c/p>\n\u003cp>OK, so in this case we’re trying to understand the other person so that we can \u003cem>completely crush them\u003c/em> in Battleship. But the ability to adopt another person’s point of view is an aptitude we should want to foster at every opportunity, in every setting. Cultivating children’s theory of mind is a game that everybody wins.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[Update: The current version of the article reflects the correct name of the lead author and university that conducted the study.]\u003c/p>\n\n",
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"description": "Getty By Annie Murphy Paul Until I had children, I couldn't be bothered with playing games. Couldn't stand poker, pinochle or gin rummy. Bored out of my mind by Sorry! and Stratego. Never understood the appeal of chess, checkers or backgammon. But once I had kids, games took on a new appeal. Apart from entertaining",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
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"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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