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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/lorenkahle/2763788143/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-18908\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/2763788143_08223ddaf2_z-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Loren Kahle\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"@fusionjones\">By Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Imagine you're a senior manager at a leading videogame company. Your job is to devise the company's competitive strategy in a rapidly growing and dynamic industry. What prices will you set for the consoles? How many games will be available for your platform?\u003c/p>\n\u003cp>This is the premise of \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">Platform Wars\u003c/a>, an epistemic game, or management simulator, developed by MIT's Sloan School of Management. The game's learning objectives are to allow students to interactively experience the challenges of strategic competition in complex and dynamic markets.\u003c/p>\n\u003cp>Epistemic games are computer games that are essentially about learning to think in innovative ways. They're designed to be pedagogical tools for the digital age where the player learns to think like professionals by playing a simulated game of such professions as management, engineering, journalism or urban planning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In playing games, [students] are doing explicitly, openly and socially what as adults they will do tacitly, privately and personally.\" \u003c/aside>\n\u003cp>As schools aim to prepare students for life outside of school, they need to realize that the world now values knowledge and skills that can be applied in creative ways. Epistemic games fit the learning requirements of today's world because they allow students to role-play professions while learning skills that they apply in the game.\u003c/p>\n\u003cp>One of the nation's leading scholars on epistemic games is \u003ca href=\"http://epistemicgames.org/eg/category/people/david-williamson-shaffer/\">David Williamson Shaffer\u003c/a>, whose landmark book, \u003ca href=\"http://www.amazon.com/Computer-Games-Help-Children-Learn/dp/1403975051\" target=\"blank\">\u003cem>How Computer Games Help Children Learn\u003c/em>,\u003c/a> demonstrates how particular kinds of video and computer games can cultivate innovative thinking. Shaffer outlines how modern schools developed in a particular time and place to meet the specific economic and social needs of industrialism and now, he contends, education needs to change to fit the needs of our current world. The traditional educational paradigm prepared students for a world of standardization, whereas today's world puts a premium on independent thinking and creativity. As a result of the \u003c!--more-->social and economic sea change, schools need to foster innovative thinking.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Shaffer believes one of the best ways to do this is through what he calls epistemic games: video or computer games that are essentially about learning to think in innovative ways in a post-industrial, global economy and society.\u003c/p>\n\u003ch4>Epistemologies of the Digital Age\u003c/h4>\n\u003cp>Epistemology is the study of knowledge and, according to Shaffer, every age has its own epistemology, i.e., what it means to know something. Computers -- which are increasingly becoming ubiquitous in work and school -- provide the means to think in new ways, which will fundamentally reconfigure our thinking and theories of knowledge. Computers in general, and epistemic games in particular, are structuring new epistemologies for our digital age.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-computer-games-help-children-learn/1149218-l/\" rel=\"attachment wp-att-18909\">\u003cimg class=\"alignleft size-medium wp-image-18909\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/1149218-L-300x453.jpg\" alt=\"\" width=\"164\" height=\"248\">\u003c/a>\"The epistemology of School,\" in Shaffer's words, \"is the epistemology of the Industrial Revolution -- of creating wealth through mass production of standardized goods. School is a game about thinking like a factory worker. It is a game with an epistemology or right and wrong answers in which Students are supposed to follow instructions, whether they make sense in the moment or not.\"\u003c/p>\n\u003cp>While this kind of epistemology may have been appropriate and even innovative for the Industrial Revolution, it is outdated for our informational economy and digital age. Being literate in the digital age uses reading and writing as a foundation to build upon, but they are no longer solely sufficient. Students must learn to produce various kinds of media and learn how to solve problems using simulations.\u003c/p>\n\u003ch4>Epistemic Frames\u003c/h4>\n\u003cp>Epistemic games are organized around epistemic frames. Any profession is structured around a culture that is composed of skills, values, knowledge, identities and an epistemology that anchor how creative professionals operate. Shaffer calls this configuration an epistemic frame: an integral theory of learning that sees how the collection of a profession's knowledge and skills synergistically work together to create a learning community.\u003c/p>\n\u003cp>Professionals learn to acquire their epistemic frames, i.e., their knowledge and skills, in ways that are very different from traditional classrooms because the creative thinking today's jobs demand require more than knowing a standardized answer. In addition, their thinking, problem solving and communication need to be integrated into the real world of work.\u003c/p>\n\u003ch4>Epistemic Games\u003c/h4>\n\u003cp>One epistemic game Shaffer writes about is \u003ca href=\"http://sodaplay.com/creators/soda/items/constructor\">SodaConstructor,\u003c/a> which uses the epistemic frames of engineering and physics. SodaConstructor lets players construct a virtual creature of their own design and then simulate how that creature would operate once gravity, friction and muscles enter the equation. In order to get their creatures to successfully walk in this virtual world they need to understand a couple fundamental physics and engineering concepts: \u003cem>center of mass and cross bracing.\u003c/em> Once key concepts are understood, players then begin to frame their project in a way real engineers creatively think: creating designs, building them, and then testing alternatives as well.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-power-of-play-in-learning/\">The Power of Play in Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">Can an Online Game Crack the Code to Language Learning?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/what-do-wii-remotes-have-to-do-with-science-ask-sixth-graders/\">What Do Wii Remotes Have to Do With Science? Ask Sixth-Graders\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>While epistemic games can be fun, their real value lies in allowing individuals to experience worlds they're interested in. \"In playing games,\" according to Shaffer, \"[students] are doing explicitly, openly and socially what as adults they will do tacitly, privately and personally. They are running simulations of worlds they want to learn about in order to understand the rules, roles and consequences of those worlds.\"\u003c/p>\n\u003ch5>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. He taught middle school history and science for five years, where he integrated technology into his classes to enhance his teaching and student learning.\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-computer-games-help-children-learn/pbs-mediashift-logo-final-13/\" rel=\"attachment wp-att-18916\">\u003cimg class=\"alignleft size-thumbnail wp-image-18916\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"55\" height=\"55\">\u003c/a>\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n",
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"description": "Flickr: Loren Kahle By Aran Levasseur Imagine you're a senior manager at a leading videogame company. Your job is to devise the company's competitive strategy in a rapidly growing and dynamic industry. What prices will you set for the consoles? How many games will be available for your platform? This is the premise of Platform",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/lorenkahle/2763788143/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-18908\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/2763788143_08223ddaf2_z-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Loren Kahle\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"@fusionjones\">By Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Imagine you're a senior manager at a leading videogame company. Your job is to devise the company's competitive strategy in a rapidly growing and dynamic industry. What prices will you set for the consoles? How many games will be available for your platform?\u003c/p>\n\u003cp>This is the premise of \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">Platform Wars\u003c/a>, an epistemic game, or management simulator, developed by MIT's Sloan School of Management. The game's learning objectives are to allow students to interactively experience the challenges of strategic competition in complex and dynamic markets.\u003c/p>\n\u003cp>Epistemic games are computer games that are essentially about learning to think in innovative ways. They're designed to be pedagogical tools for the digital age where the player learns to think like professionals by playing a simulated game of such professions as management, engineering, journalism or urban planning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In playing games, [students] are doing explicitly, openly and socially what as adults they will do tacitly, privately and personally.\" \u003c/aside>\n\u003cp>As schools aim to prepare students for life outside of school, they need to realize that the world now values knowledge and skills that can be applied in creative ways. Epistemic games fit the learning requirements of today's world because they allow students to role-play professions while learning skills that they apply in the game.\u003c/p>\n\u003cp>One of the nation's leading scholars on epistemic games is \u003ca href=\"http://epistemicgames.org/eg/category/people/david-williamson-shaffer/\">David Williamson Shaffer\u003c/a>, whose landmark book, \u003ca href=\"http://www.amazon.com/Computer-Games-Help-Children-Learn/dp/1403975051\" target=\"blank\">\u003cem>How Computer Games Help Children Learn\u003c/em>,\u003c/a> demonstrates how particular kinds of video and computer games can cultivate innovative thinking. Shaffer outlines how modern schools developed in a particular time and place to meet the specific economic and social needs of industrialism and now, he contends, education needs to change to fit the needs of our current world. The traditional educational paradigm prepared students for a world of standardization, whereas today's world puts a premium on independent thinking and creativity. As a result of the \u003c!--more-->social and economic sea change, schools need to foster innovative thinking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Shaffer believes one of the best ways to do this is through what he calls epistemic games: video or computer games that are essentially about learning to think in innovative ways in a post-industrial, global economy and society.\u003c/p>\n\u003ch4>Epistemologies of the Digital Age\u003c/h4>\n\u003cp>Epistemology is the study of knowledge and, according to Shaffer, every age has its own epistemology, i.e., what it means to know something. Computers -- which are increasingly becoming ubiquitous in work and school -- provide the means to think in new ways, which will fundamentally reconfigure our thinking and theories of knowledge. Computers in general, and epistemic games in particular, are structuring new epistemologies for our digital age.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-computer-games-help-children-learn/1149218-l/\" rel=\"attachment wp-att-18909\">\u003cimg class=\"alignleft size-medium wp-image-18909\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/1149218-L-300x453.jpg\" alt=\"\" width=\"164\" height=\"248\">\u003c/a>\"The epistemology of School,\" in Shaffer's words, \"is the epistemology of the Industrial Revolution -- of creating wealth through mass production of standardized goods. School is a game about thinking like a factory worker. It is a game with an epistemology or right and wrong answers in which Students are supposed to follow instructions, whether they make sense in the moment or not.\"\u003c/p>\n\u003cp>While this kind of epistemology may have been appropriate and even innovative for the Industrial Revolution, it is outdated for our informational economy and digital age. Being literate in the digital age uses reading and writing as a foundation to build upon, but they are no longer solely sufficient. Students must learn to produce various kinds of media and learn how to solve problems using simulations.\u003c/p>\n\u003ch4>Epistemic Frames\u003c/h4>\n\u003cp>Epistemic games are organized around epistemic frames. Any profession is structured around a culture that is composed of skills, values, knowledge, identities and an epistemology that anchor how creative professionals operate. Shaffer calls this configuration an epistemic frame: an integral theory of learning that sees how the collection of a profession's knowledge and skills synergistically work together to create a learning community.\u003c/p>\n\u003cp>Professionals learn to acquire their epistemic frames, i.e., their knowledge and skills, in ways that are very different from traditional classrooms because the creative thinking today's jobs demand require more than knowing a standardized answer. In addition, their thinking, problem solving and communication need to be integrated into the real world of work.\u003c/p>\n\u003ch4>Epistemic Games\u003c/h4>\n\u003cp>One epistemic game Shaffer writes about is \u003ca href=\"http://sodaplay.com/creators/soda/items/constructor\">SodaConstructor,\u003c/a> which uses the epistemic frames of engineering and physics. SodaConstructor lets players construct a virtual creature of their own design and then simulate how that creature would operate once gravity, friction and muscles enter the equation. In order to get their creatures to successfully walk in this virtual world they need to understand a couple fundamental physics and engineering concepts: \u003cem>center of mass and cross bracing.\u003c/em> Once key concepts are understood, players then begin to frame their project in a way real engineers creatively think: creating designs, building them, and then testing alternatives as well.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-power-of-play-in-learning/\">The Power of Play in Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">Can an Online Game Crack the Code to Language Learning?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/what-do-wii-remotes-have-to-do-with-science-ask-sixth-graders/\">What Do Wii Remotes Have to Do With Science? Ask Sixth-Graders\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>While epistemic games can be fun, their real value lies in allowing individuals to experience worlds they're interested in. \"In playing games,\" according to Shaffer, \"[students] are doing explicitly, openly and socially what as adults they will do tacitly, privately and personally. They are running simulations of worlds they want to learn about in order to understand the rules, roles and consequences of those worlds.\"\u003c/p>\n\u003ch5>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. He taught middle school history and science for five years, where he integrated technology into his classes to enhance his teaching and student learning.\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-computer-games-help-children-learn/pbs-mediashift-logo-final-13/\" rel=\"attachment wp-att-18916\">\u003cimg class=\"alignleft size-thumbnail wp-image-18916\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"55\" height=\"55\">\u003c/a>\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"title": "The Power of Play in Learning",
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"content": "\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://www.flickr.com/photos/iboy/\">\u003cimg class=\"size-full wp-image-17862\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/ipad_kids_play_byErnst_Vikne_flickrcc.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/ipad_kids_play_byErnst_Vikne_flickrcc.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/ipad_kids_play_byErnst_Vikne_flickrcc-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/ipad_kids_play_byErnst_Vikne_flickrcc-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Ernst Vikne\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">By Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp>The goal of the videogame \"Civilization\" is to build a civilization that stands the test of time. You start the game in 4000 B.C. as a settler and, with successful gameplay, can create a civilization that lasts until the Space Age. Throughout the game, you need to manage your civilization's military, science, technology, commerce and culture.\u003c/p>\n\u003cp>One doesn't read \"The Decline and Fall of the Roman Empire\" to develop strategy before playing the game. One starts by playing. This is true for all videogames. You start by exploring the world with curiosity and begin to develop a hypothesis of what you're supposed to do. Through trial, error, pattern recognition, logic and chance you continually reformulate your trajectory.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">Students begin to develop a self-reliance that enjoys independent experimentation and exploration.\u003c/span>\u003c/aside>\n\u003cp>This model of learning is not only effective for videogames but for all digital tools, and I would argue that play -- especially in the digital sense -- is emerging as a pedagogical keystone for education in the 21st century.\u003c/p>\n\u003cp>Stuart Brown, M.D., explains in his book, \u003cem>\u003ca href=\"http://www.stuartbrownmd.com/\">Play\u003c/a>\u003c/em>, how a range of scientific disciplines have revealed the importance of lifelong play. Playfulness amplifies our capacity to innovate and to adapt to changing circumstances. Adults who are deprived of play are often rigid, inflexible and closed to trying out new options. Play is an active process that reshapes our rigid views of the world.\u003c/p>\n\u003ch5>THE POWER OF PLAY\u003c/h5>\n\u003cp>Play is also a powerful vehicle for learning, something that's been underscored for me in my work at San Francisco University High School where we began a one-to-one iPad program in the fall.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The iPad has been hyped as a device that will revolutionize education. And, while I've witnessed glimmers of this potential, it isn't microwavable. Migrating from an analog to a digital environment sounds simple enough, but the reality has been more disruptive.\u003c/p>\n\u003cp>Disruption can signal the onset of innovation, but this isn't comforting to the organizations and individuals that are at the epicenter of such turbulence. Yet with a schema of play, we can start to \u003c!--more-->mitigate the resistance to change.\u003c/p>\n\u003ch5>CREATING A SANDBOX\u003c/h5>\n\u003cp>The virtues of Apple's intuitive interfaces have been widely extolled, and while you don't need to be computer-savvy to navigate the operating system, there still is a learning curve. As we've designed training programs to make the learning curve as frictionless as possible, I've noticed that sessions that put a premium on play were not only more effective at cultivating the targeted skills, but also encouraged a growth mindset.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cspan style=\"color: #000000\">Read more about learning and play\u003c/span>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/teaching-kids-the-rules-of-the-game/\">\u003cspan style=\"color: #ff6600\">Teaching Kids the Rules of the Game\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/combining-tv-and-active-play-microsoft-dives-in/\">\u003cspan style=\"color: #ff6600\">Is it Possible to Combine TV and Play?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/what-makes-a-great-toy-for-creative-play/\">\u003cspan style=\"color: #ff6600\">What Makes a Great Toy for Creative Play?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>The atmosphere of play created a sandbox where both students and faculty could explore the features of the device and apps with the spirit of curiosity and experimentation. Rather than solely being guided through this virtual landscape, they were learning how to orient and guide themselves. Within this learning model, the teacher or trainer shifts into more of a coaching role. The value of this approach extends beyond the classroom because students begin to develop a self-reliance that enjoys independent experimentation and exploration.\u003c/p>\n\u003cp>Play is vital for normal cognitive, social and emotional development. It reduces stress and increases well-being. Absence of play leads to maladaptive behavior.\u003c/p>\n\u003cp>As positive as play is, it requires the ability to make mistakes. It implies being able to entertain multiple scenarios and outcomes. Bubble logic, i.e., our testing culture, is diametrically opposed. Our systems of education haven't prepared us to think and act playfully, nor do our institutions of work by and large encourage this behavior. Yet it is this kind of playful disposition that is the muse of all great thinkers, artists and innovators.\u003c/p>\n\u003cp>Joichi Ito, the director of the MIT Media Lab, in a recent \u003ca href=\"http://www.nytimes.com/2011/12/06/science/joichi-ito-innovating-by-the-seat-of-our-pants.html\">New York Times essay\u003c/a> emphasized the correlation between innovation and play. In Ito's view, retaining childlike qualities such as idealism, experimentation and wonder is vital for innovation. In his words, \"I don't think education is about centralized instruction anymore; rather, it is the process establishing oneself as a node in a broad network of distributed creativity.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Play is about exploring the possible. In times of rapid change, exploring the possible becomes an essential skill. We don't have maps for the territory of tomorrow. As a result, all citizens must become explorers of this emerging world. The best way to prepare for the emergence of the future is to learn how to be comfortable with uncertainty. To be comfortable with uncertainty, one must remain fluid, receptive and creative -- in a word: playful.\u003c/p>\n\u003ch5>\u003cem>Aran Levasseur has taught taught middle school history and science, integrating technology to enhance his teaching and student learning. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-power-of-play-in-learning/pbs-mediashift-logo-final-12/\" rel=\"attachment wp-att-17864\">\u003cimg class=\"alignleft size-thumbnail wp-image-17864\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"54\" height=\"54\">\u003c/a>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n",
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"description": "Flickr: Ernst Vikne By Aran Levasseur The goal of the videogame "Civilization" is to build a civilization that stands the test of time. You start the game in 4000 B.C. as a settler and, with successful gameplay, can create a civilization that lasts until the Space Age. Throughout the game, you need to manage your",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://www.flickr.com/photos/iboy/\">\u003cimg class=\"size-full wp-image-17862\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/ipad_kids_play_byErnst_Vikne_flickrcc.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/ipad_kids_play_byErnst_Vikne_flickrcc.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/ipad_kids_play_byErnst_Vikne_flickrcc-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/ipad_kids_play_byErnst_Vikne_flickrcc-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Ernst Vikne\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">By Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp>The goal of the videogame \"Civilization\" is to build a civilization that stands the test of time. You start the game in 4000 B.C. as a settler and, with successful gameplay, can create a civilization that lasts until the Space Age. Throughout the game, you need to manage your civilization's military, science, technology, commerce and culture.\u003c/p>\n\u003cp>One doesn't read \"The Decline and Fall of the Roman Empire\" to develop strategy before playing the game. One starts by playing. This is true for all videogames. You start by exploring the world with curiosity and begin to develop a hypothesis of what you're supposed to do. Through trial, error, pattern recognition, logic and chance you continually reformulate your trajectory.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">Students begin to develop a self-reliance that enjoys independent experimentation and exploration.\u003c/span>\u003c/aside>\n\u003cp>This model of learning is not only effective for videogames but for all digital tools, and I would argue that play -- especially in the digital sense -- is emerging as a pedagogical keystone for education in the 21st century.\u003c/p>\n\u003cp>Stuart Brown, M.D., explains in his book, \u003cem>\u003ca href=\"http://www.stuartbrownmd.com/\">Play\u003c/a>\u003c/em>, how a range of scientific disciplines have revealed the importance of lifelong play. Playfulness amplifies our capacity to innovate and to adapt to changing circumstances. Adults who are deprived of play are often rigid, inflexible and closed to trying out new options. Play is an active process that reshapes our rigid views of the world.\u003c/p>\n\u003ch5>THE POWER OF PLAY\u003c/h5>\n\u003cp>Play is also a powerful vehicle for learning, something that's been underscored for me in my work at San Francisco University High School where we began a one-to-one iPad program in the fall.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The iPad has been hyped as a device that will revolutionize education. And, while I've witnessed glimmers of this potential, it isn't microwavable. Migrating from an analog to a digital environment sounds simple enough, but the reality has been more disruptive.\u003c/p>\n\u003cp>Disruption can signal the onset of innovation, but this isn't comforting to the organizations and individuals that are at the epicenter of such turbulence. Yet with a schema of play, we can start to \u003c!--more-->mitigate the resistance to change.\u003c/p>\n\u003ch5>CREATING A SANDBOX\u003c/h5>\n\u003cp>The virtues of Apple's intuitive interfaces have been widely extolled, and while you don't need to be computer-savvy to navigate the operating system, there still is a learning curve. As we've designed training programs to make the learning curve as frictionless as possible, I've noticed that sessions that put a premium on play were not only more effective at cultivating the targeted skills, but also encouraged a growth mindset.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cspan style=\"color: #000000\">Read more about learning and play\u003c/span>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/teaching-kids-the-rules-of-the-game/\">\u003cspan style=\"color: #ff6600\">Teaching Kids the Rules of the Game\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/combining-tv-and-active-play-microsoft-dives-in/\">\u003cspan style=\"color: #ff6600\">Is it Possible to Combine TV and Play?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/what-makes-a-great-toy-for-creative-play/\">\u003cspan style=\"color: #ff6600\">What Makes a Great Toy for Creative Play?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>The atmosphere of play created a sandbox where both students and faculty could explore the features of the device and apps with the spirit of curiosity and experimentation. Rather than solely being guided through this virtual landscape, they were learning how to orient and guide themselves. Within this learning model, the teacher or trainer shifts into more of a coaching role. The value of this approach extends beyond the classroom because students begin to develop a self-reliance that enjoys independent experimentation and exploration.\u003c/p>\n\u003cp>Play is vital for normal cognitive, social and emotional development. It reduces stress and increases well-being. Absence of play leads to maladaptive behavior.\u003c/p>\n\u003cp>As positive as play is, it requires the ability to make mistakes. It implies being able to entertain multiple scenarios and outcomes. Bubble logic, i.e., our testing culture, is diametrically opposed. Our systems of education haven't prepared us to think and act playfully, nor do our institutions of work by and large encourage this behavior. Yet it is this kind of playful disposition that is the muse of all great thinkers, artists and innovators.\u003c/p>\n\u003cp>Joichi Ito, the director of the MIT Media Lab, in a recent \u003ca href=\"http://www.nytimes.com/2011/12/06/science/joichi-ito-innovating-by-the-seat-of-our-pants.html\">New York Times essay\u003c/a> emphasized the correlation between innovation and play. In Ito's view, retaining childlike qualities such as idealism, experimentation and wonder is vital for innovation. In his words, \"I don't think education is about centralized instruction anymore; rather, it is the process establishing oneself as a node in a broad network of distributed creativity.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Play is about exploring the possible. In times of rapid change, exploring the possible becomes an essential skill. We don't have maps for the territory of tomorrow. As a result, all citizens must become explorers of this emerging world. The best way to prepare for the emergence of the future is to learn how to be comfortable with uncertainty. To be comfortable with uncertainty, one must remain fluid, receptive and creative -- in a word: playful.\u003c/p>\n\u003ch5>\u003cem>Aran Levasseur has taught taught middle school history and science, integrating technology to enhance his teaching and student learning. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-power-of-play-in-learning/pbs-mediashift-logo-final-12/\" rel=\"attachment wp-att-17864\">\u003cimg class=\"alignleft size-thumbnail wp-image-17864\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"54\" height=\"54\">\u003c/a>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_17551\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/willfolsom/5134869124/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-17551\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/5134869124_f7d9e11e6e_z-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">How does the experience of playing the real board game compare to playing the app?\u003c/figcaption>\u003c/figure>\n\u003cp>The holidays are screeching around the corner, and the frenzy to fill stockings and pile up presents is hitting its peak this weekend. For those with kids on their list, board games have always been the standby winners, but now there's a new rival on the scene: the board game app.\u003c/p>\n\u003cp>True, apps are not as fun to gift. The tiny, flat iTunes or Amazon gift card pales next to the big wrapped box. But beyond opening the gift, does the experience of playing with the app hold up to playing with the real thing?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There's definitely room for both in our real and virtual game closet.\"\u003c/aside>\n\u003cp>Last summer, my eight-year-old daughter was introduced to LIFE, the board game. She was hooked instantly. She and her friends spent long summer afternoons spinning the number wheel, counting their savings and retirement, and moving their characters along in the path toward college or work, having kids, and buying homes. They talked about why they made each of those decisions and plotted their strategies with each other for their future.\u003c/p>\n\u003cp>Preparing to go on vacation, we decided to buy the \u003ca href=\"http://itunes.apple.com/us/app/the-game-of-life-for-ipad/id406233537?mt=8\">LIFE app \u003c/a>for the iPad rather than lug along the big box and all of its many components. The game itself is executed well enough on the touchscreen tablet. You can choose to play with up to six other virtual players within the app -- jolly characters like Zoe or Ernie or Malcom, or pass it around to play with real players. Spin the wheel \u003c!--more-->by making a circle on the touchscreen (the sound resembles the real wheel, the tap-tap-tap going quickly at first, then slowing down). Tap images of finance-related cards (the app does all the counting for you), and follow the prompts and arrows to keep the game moving. For the most part, all the logistics of playing the game are the same on the app as on the board.\u003c/p>\n\u003cp>LIFE was originally created in 1860 by Milton Bradley. More than 150 years and many iterations later, kids are playing the digital version of the game, and discovering for themselves the differences between the two.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/for-a-holiday-gift-board-game-or-app-of-board-game/life/\" rel=\"attachment wp-att-17552\">\u003cimg class=\"size-medium wp-image-17552\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/life-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">The LIFE app.\u003c/p>\n\u003c/div>\n\u003cp>Tara Runyan from Oakland plays LIFE with her daughter Julia on the iPad. Though they enjoyed it at first, it \"gets boring after the novelty wears off,\" she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The physical board game is a lot more fun,\" Runyan said. \"There are things that are automated, like playing the cards you draw, that take away the strategy element, which is minimal anyway.\"\u003c/p>\n\u003cp>My daughter, Lucy, agrees. \"With the game, you have to do your own math, which is more fun, except when I'm feeling lazy,\" she said.\"Plus, your parents don't tell you to get off the iPad screen, because they think it's okay for you to play the real game.\"\u003c/p>\n\u003cp>And although you can technically play with others on the iPad version, Lucy points out it's more fun to play with real people \"because they can actually talk to me.\"\u003c/p>\n\u003cp>Any redeeming qualities of the app? It's easier to clean up and much more portable.\u003c/p>\n\u003cp>\u003cstrong>THE HUMAN ELEMENT\u003c/strong>\u003c/p>\n\u003cp>Somehow the image of passing around a tablet or mobile phone around the dining room table doesn't evoke the same warmth as the messy board game, piled up with cards and cash and rainbow-colored tokens. With the real game, you have a better sense of strategy, of players' predilections. You can see the real estate mogul's empire grow on the Monopoly board, miniature houses and hotels crowding out the other players' tokens. You can tell who likes to be in charge of counting the money, collecting fines, doling out people's pensions and rewards, ever the scrupulous banker (we hope).\u003c/p>\n\u003cp>Word games have their own dynamics, too. Playing the tactile versions of Boggle and Scrabble versus the apps are two completely different experiences. The Boggle app allows you to spin the board around clockwise, so it's easier to see new ways of putting letters together to make words. You create words by tapping each letter, and the app buzzes when you're wrong.\u003c/p>\n\u003cp>The Scrabble app also makes playing easier by giving you the option of looking up those ridiculous two-letter words that qualify, like \"xa\" and \"fa.\" On the other hand, you can play the app version at any time of day, with real friends and virtual friends who use the app.\u003c/p>\n\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/fotologic/2638202771/\">\u003cimg class=\"size-medium wp-image-17553\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/2638202771_aeb38046af-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: ANGEL\u003c/p>\n\u003c/div>\n\u003cp>Amy Nathan of Berkeley, the mother of two grade-school boys, says her kids are not interested in the app version of Boggle. \"I think the manipulatives in each of those games is a big part of the learning,\" she said.\u003c/p>\n\u003cp>Telma Cox from Pacific Grove points out that playing a real board game with a big group is more engaging for players. \"As much as our kids love games and apps on their iPads and iPod touches, the tactile board games are more interactive and fun for a larger number of people, like when you have the whole family together,\" she said.\u003c/p>\n\u003cp>It's important to note, though, that there are wonderful, original, interactive, educational apps (see our list of \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">app reviews\u003c/a>.) And a lot of those don't exist in the tactile world.\u003c/p>\n\u003cp>For some families, it's not a matter of choosing one or the other. \"There's definitely room for both in our real and virtual game closet,\" Runyan said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If Lucy had too choose between the real game and the app, she says she'd choose the real game. \"But you know what,\" she said. \"I'd actually want to have both.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_17551\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/willfolsom/5134869124/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-17551\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/5134869124_f7d9e11e6e_z-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">How does the experience of playing the real board game compare to playing the app?\u003c/figcaption>\u003c/figure>\n\u003cp>The holidays are screeching around the corner, and the frenzy to fill stockings and pile up presents is hitting its peak this weekend. For those with kids on their list, board games have always been the standby winners, but now there's a new rival on the scene: the board game app.\u003c/p>\n\u003cp>True, apps are not as fun to gift. The tiny, flat iTunes or Amazon gift card pales next to the big wrapped box. But beyond opening the gift, does the experience of playing with the app hold up to playing with the real thing?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There's definitely room for both in our real and virtual game closet.\"\u003c/aside>\n\u003cp>Last summer, my eight-year-old daughter was introduced to LIFE, the board game. She was hooked instantly. She and her friends spent long summer afternoons spinning the number wheel, counting their savings and retirement, and moving their characters along in the path toward college or work, having kids, and buying homes. They talked about why they made each of those decisions and plotted their strategies with each other for their future.\u003c/p>\n\u003cp>Preparing to go on vacation, we decided to buy the \u003ca href=\"http://itunes.apple.com/us/app/the-game-of-life-for-ipad/id406233537?mt=8\">LIFE app \u003c/a>for the iPad rather than lug along the big box and all of its many components. The game itself is executed well enough on the touchscreen tablet. You can choose to play with up to six other virtual players within the app -- jolly characters like Zoe or Ernie or Malcom, or pass it around to play with real players. Spin the wheel \u003c!--more-->by making a circle on the touchscreen (the sound resembles the real wheel, the tap-tap-tap going quickly at first, then slowing down). Tap images of finance-related cards (the app does all the counting for you), and follow the prompts and arrows to keep the game moving. For the most part, all the logistics of playing the game are the same on the app as on the board.\u003c/p>\n\u003cp>LIFE was originally created in 1860 by Milton Bradley. More than 150 years and many iterations later, kids are playing the digital version of the game, and discovering for themselves the differences between the two.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/for-a-holiday-gift-board-game-or-app-of-board-game/life/\" rel=\"attachment wp-att-17552\">\u003cimg class=\"size-medium wp-image-17552\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/life-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">The LIFE app.\u003c/p>\n\u003c/div>\n\u003cp>Tara Runyan from Oakland plays LIFE with her daughter Julia on the iPad. Though they enjoyed it at first, it \"gets boring after the novelty wears off,\" she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The physical board game is a lot more fun,\" Runyan said. \"There are things that are automated, like playing the cards you draw, that take away the strategy element, which is minimal anyway.\"\u003c/p>\n\u003cp>My daughter, Lucy, agrees. \"With the game, you have to do your own math, which is more fun, except when I'm feeling lazy,\" she said.\"Plus, your parents don't tell you to get off the iPad screen, because they think it's okay for you to play the real game.\"\u003c/p>\n\u003cp>And although you can technically play with others on the iPad version, Lucy points out it's more fun to play with real people \"because they can actually talk to me.\"\u003c/p>\n\u003cp>Any redeeming qualities of the app? It's easier to clean up and much more portable.\u003c/p>\n\u003cp>\u003cstrong>THE HUMAN ELEMENT\u003c/strong>\u003c/p>\n\u003cp>Somehow the image of passing around a tablet or mobile phone around the dining room table doesn't evoke the same warmth as the messy board game, piled up with cards and cash and rainbow-colored tokens. With the real game, you have a better sense of strategy, of players' predilections. You can see the real estate mogul's empire grow on the Monopoly board, miniature houses and hotels crowding out the other players' tokens. You can tell who likes to be in charge of counting the money, collecting fines, doling out people's pensions and rewards, ever the scrupulous banker (we hope).\u003c/p>\n\u003cp>Word games have their own dynamics, too. Playing the tactile versions of Boggle and Scrabble versus the apps are two completely different experiences. The Boggle app allows you to spin the board around clockwise, so it's easier to see new ways of putting letters together to make words. You create words by tapping each letter, and the app buzzes when you're wrong.\u003c/p>\n\u003cp>The Scrabble app also makes playing easier by giving you the option of looking up those ridiculous two-letter words that qualify, like \"xa\" and \"fa.\" On the other hand, you can play the app version at any time of day, with real friends and virtual friends who use the app.\u003c/p>\n\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/fotologic/2638202771/\">\u003cimg class=\"size-medium wp-image-17553\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/2638202771_aeb38046af-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: ANGEL\u003c/p>\n\u003c/div>\n\u003cp>Amy Nathan of Berkeley, the mother of two grade-school boys, says her kids are not interested in the app version of Boggle. \"I think the manipulatives in each of those games is a big part of the learning,\" she said.\u003c/p>\n\u003cp>Telma Cox from Pacific Grove points out that playing a real board game with a big group is more engaging for players. \"As much as our kids love games and apps on their iPads and iPod touches, the tactile board games are more interactive and fun for a larger number of people, like when you have the whole family together,\" she said.\u003c/p>\n\u003cp>It's important to note, though, that there are wonderful, original, interactive, educational apps (see our list of \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">app reviews\u003c/a>.) And a lot of those don't exist in the tactile world.\u003c/p>\n\u003cp>For some families, it's not a matter of choosing one or the other. \"There's definitely room for both in our real and virtual game closet,\" Runyan said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If Lucy had too choose between the real game and the app, she says she'd choose the real game. \"But you know what,\" she said. \"I'd actually want to have both.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Would You Pay for a Great Educational App?",
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"content": "\u003cfigure id=\"attachment_17011\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-17011\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/ipad-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003cfigcaption class=\"wp-caption-text\">The vast discrepancy in the price of apps doesn't always reflect quality.\u003c/figcaption>\u003c/figure>\n\u003cp>Walk the aisles of any toy store and you'll see miles of shelves lined with $20-$30 board games and toys.\u003c/p>\n\u003cp>We're accustomed to paying that amount because that's where that the market set the price years ago. It's predicated on production costs, overhead for toy manufacturers, distribution, and the store's cut of the margin, among many other factors.\u003c/p>\n\u003cp>But with apps, it's been a different story. Combine the freedom from marketing-oriented design restrictions with the power of new digital tools like the iPad, and the result is an explosion in excellent, interactive, educational games that allow kids to explore and create -- not just consume or destroy -- and at a far cheaper price.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Would parents be willing to make the ideological jump to paying more for a quality educational app?\u003c/aside>\n\u003cp>Straight out of the gate, consumers are used to paying just a buck or two for most apps -- and many of the \"lite\" versions are free. Even the apps that most agree have educational value vary in range from free to $7. Most would balk at the idea of paying $20 or $30 for an app when it's available for so much less.\u003c/p>\n\u003cp>But there's one thing app users have discovered: there are apps and there are apps. Some will invariably be single-function duds. At $1, it's not much of a risk (though it does add up if \u003c!--more-->apps are indiscriminately charged). The bigger question is this: Would consumers (parents) be willing to make the ideological jump to paying more for a quality educational app? Maybe -- if they knew what goes into making it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's true that educational app developers no longer need to worry about the high costs of distribution to brick-and-mortar stores. They no longer need to design their toys around the demands for \"shelf appeal.\" But the investment they make in research and development and new and innovative tools aren't necessarily offset by the $1 or $2 price tag. There are success stories for app developers who price their software that low, but they're typically rare exceptions, and have little to do with the quality of the app, especially in the educational market, which is still arguably small.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/what-would-you-pay-for-a-great-educational-app/screen-shot-2011-11-18-at-11-21-51-am/\" rel=\"attachment wp-att-17012\">\u003cimg class=\"alignright size-medium wp-image-17012\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/Screen-shot-2011-11-18-at-11.21.51-AM-300x308.png\" alt=\"\" width=\"300\" height=\"308\">\u003c/a>These are the questions raised this week by the \u003ca href=\"http://www.childrensappmanifesto.net/\">Children's App Manifesto\u003c/a>, a call-to-action -- or at least a call-to-conversation -- about the best road forward in helping sustain high-quality educational apps. It's written by Andy Russell, who's behind \u003ca href=\"http://www.launchpadtoys.com/\">Launchpad Toys\u003c/a> -- maker of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/digital-storytelling-comes-to-life-on-the-ipad/\">Toontastic storytelling app\u003c/a>, and Daniel Donahoo, who's a \u003ca href=\"wired.com/geekdad\">GeekDad\u003c/a> contributor, author and researcher.\u003c/p>\n\u003cp>From their perspective, the onus is on everyone who has a vested interest in children's media.\"Parents need to support exceptional content by looking beyond $.99 apps, publishers need to keep their prices accessible, developers need to avoid the temptation of selling game-play consumables, and investors need to maintain reasonable expectations for returns. In short, we all need to strike a balance between our respective interests and what's best for the long-term viability of the market and for our children to play, learn, create, and grow (hint: it's one and the same),\" writes Donahoo in \u003ca href=\"http://www.huffingtonpost.com/daniel-donahoo/the-critical-juncture-in-_b_1091947.html\">The Huffington Post\u003c/a>.\u003c/p>\n\u003cp>Donahoo and Russell have looked at some of the various revenue models used by developers to price children's app, assessing which ones provide the most benefit to both parents and kids. They say their goal isn't to arbitrarily raise the price of all apps. And it's particularly important that kids aren't exploited -- a charge often leveraged at apps that require in-app purchases, such as the infamous Smurf Village app, whereby a special Smurfberry item cost $99, much to the \u003ca href=\"http://www.escapistmagazine.com/news/view/107662-Eight-Year-Old-Girl-Blows-1400-on-Smurfberries\">shock of parents who received the bills\u003c/a> when their kids made these purchases.\u003c/p>\n\u003cp>Donahoo and Russell propose there's a better way: subscriptions and content expansion packs. Launchpad Toys follows the latter tact. The initial price the Toontastic app for $3 (though it's currently free). Users can use that fully functioning app, or choose to add additional characters and themes with $.99 expansion packs. This way, they contend, costs are controlled; it's cheap for parents and children to evaluate an app, and the model encourages regular updates.\u003c/p>\n\u003cp>As more high-quality, sophisticated educational apps become available, consumers will ultimately decide what the market will bear.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>- With Tina Barseghian\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_17011\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-17011\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/ipad-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003cfigcaption class=\"wp-caption-text\">The vast discrepancy in the price of apps doesn't always reflect quality.\u003c/figcaption>\u003c/figure>\n\u003cp>Walk the aisles of any toy store and you'll see miles of shelves lined with $20-$30 board games and toys.\u003c/p>\n\u003cp>We're accustomed to paying that amount because that's where that the market set the price years ago. It's predicated on production costs, overhead for toy manufacturers, distribution, and the store's cut of the margin, among many other factors.\u003c/p>\n\u003cp>But with apps, it's been a different story. Combine the freedom from marketing-oriented design restrictions with the power of new digital tools like the iPad, and the result is an explosion in excellent, interactive, educational games that allow kids to explore and create -- not just consume or destroy -- and at a far cheaper price.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Would parents be willing to make the ideological jump to paying more for a quality educational app?\u003c/aside>\n\u003cp>Straight out of the gate, consumers are used to paying just a buck or two for most apps -- and many of the \"lite\" versions are free. Even the apps that most agree have educational value vary in range from free to $7. Most would balk at the idea of paying $20 or $30 for an app when it's available for so much less.\u003c/p>\n\u003cp>But there's one thing app users have discovered: there are apps and there are apps. Some will invariably be single-function duds. At $1, it's not much of a risk (though it does add up if \u003c!--more-->apps are indiscriminately charged). The bigger question is this: Would consumers (parents) be willing to make the ideological jump to paying more for a quality educational app? Maybe -- if they knew what goes into making it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's true that educational app developers no longer need to worry about the high costs of distribution to brick-and-mortar stores. They no longer need to design their toys around the demands for \"shelf appeal.\" But the investment they make in research and development and new and innovative tools aren't necessarily offset by the $1 or $2 price tag. There are success stories for app developers who price their software that low, but they're typically rare exceptions, and have little to do with the quality of the app, especially in the educational market, which is still arguably small.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/what-would-you-pay-for-a-great-educational-app/screen-shot-2011-11-18-at-11-21-51-am/\" rel=\"attachment wp-att-17012\">\u003cimg class=\"alignright size-medium wp-image-17012\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/Screen-shot-2011-11-18-at-11.21.51-AM-300x308.png\" alt=\"\" width=\"300\" height=\"308\">\u003c/a>These are the questions raised this week by the \u003ca href=\"http://www.childrensappmanifesto.net/\">Children's App Manifesto\u003c/a>, a call-to-action -- or at least a call-to-conversation -- about the best road forward in helping sustain high-quality educational apps. It's written by Andy Russell, who's behind \u003ca href=\"http://www.launchpadtoys.com/\">Launchpad Toys\u003c/a> -- maker of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/digital-storytelling-comes-to-life-on-the-ipad/\">Toontastic storytelling app\u003c/a>, and Daniel Donahoo, who's a \u003ca href=\"wired.com/geekdad\">GeekDad\u003c/a> contributor, author and researcher.\u003c/p>\n\u003cp>From their perspective, the onus is on everyone who has a vested interest in children's media.\"Parents need to support exceptional content by looking beyond $.99 apps, publishers need to keep their prices accessible, developers need to avoid the temptation of selling game-play consumables, and investors need to maintain reasonable expectations for returns. In short, we all need to strike a balance between our respective interests and what's best for the long-term viability of the market and for our children to play, learn, create, and grow (hint: it's one and the same),\" writes Donahoo in \u003ca href=\"http://www.huffingtonpost.com/daniel-donahoo/the-critical-juncture-in-_b_1091947.html\">The Huffington Post\u003c/a>.\u003c/p>\n\u003cp>Donahoo and Russell have looked at some of the various revenue models used by developers to price children's app, assessing which ones provide the most benefit to both parents and kids. They say their goal isn't to arbitrarily raise the price of all apps. And it's particularly important that kids aren't exploited -- a charge often leveraged at apps that require in-app purchases, such as the infamous Smurf Village app, whereby a special Smurfberry item cost $99, much to the \u003ca href=\"http://www.escapistmagazine.com/news/view/107662-Eight-Year-Old-Girl-Blows-1400-on-Smurfberries\">shock of parents who received the bills\u003c/a> when their kids made these purchases.\u003c/p>\n\u003cp>Donahoo and Russell propose there's a better way: subscriptions and content expansion packs. Launchpad Toys follows the latter tact. The initial price the Toontastic app for $3 (though it's currently free). Users can use that fully functioning app, or choose to add additional characters and themes with $.99 expansion packs. This way, they contend, costs are controlled; it's cheap for parents and children to evaluate an app, and the model encourages regular updates.\u003c/p>\n\u003cp>As more high-quality, sophisticated educational apps become available, consumers will ultimately decide what the market will bear.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>- With Tina Barseghian\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can an Online Game Crack the Code to Language Learning?",
"title": "Can an Online Game Crack the Code to Language Learning?",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.practomime.com/wp-content/uploads/2011/05/LAPIS-Poster-2-Low-Res.jpg\">\u003cimg class=\"size-medium wp-image-16811\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/LAPIS-Poster-2-Low-Res-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Practomime.com\u003c/p>\n\u003c/div>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp>What can possibly get kids excited to learn a dead language? This was the challenge for Latin teacher Kevin Ballestrini.\u003c/p>\n\u003cp>Ideally, he could take the entire class to Rome and walk them through the ruins, where they could practice speaking the language while learning the history. He found a way to do it -- at least in the virtual world.\u003c/p>\n\u003cp>Ballestrini has turned his introductory Latin class at Connecticut’s Norwich Free Academy into an alternate reality. The students’ job: to save the world by joining a shadowy organization on a quest to find the Lapis Saeculōrum that was part of an Ancient Roman society.\u003c/p>\n\u003cp>“Mr. Bal told us this isn’t school anymore,” says 10th-grader Caroline Scheck. “He told us, ‘You’re on a mission to save the world.’ Naturally, we all thought he was crazy. He even asked, ‘Who thinks I’m crazy?’ and a few of us raised our hands.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I took Spanish for four years and I don’t think I’ve learned as much as I have in that class as I have in just two months.\"\u003c/aside>\n\u003cp>But there's a method to the madness. “It’s a mix of a role-playing game and an alternate reality game,” Ballestrini says. 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. And those are the same goals of any introductory Latin course.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Using an \u003ca href=\"http://www.practomime.com/\">online portal\u003c/a>, student teams direct their character in Latin to find mysterious inscriptions on stones and solve mysteries. Then they can see how other teams' characters responded to the \u003c!--more-->prompts. Much of the action takes place in the “TSTT-interface – a sophisticated simulation cleverly disguised as an Internet forum. Each night, the students receive, in a forum post that pretends to be a “TSTT immersion session,” a new piece of the narrative and a prompt to which their team’s Roman must respond.\u003c/p>\n\u003cp>“Each individual student is responsible for his or her contribution so the group product is never anything that affects their grades,” Ballestrini says. “I give experience points for completing tasks instead of grades, and then when it’s time to report grades, the student and I have a conversation about their progress and decide the right grade.”\u003c/p>\n\u003cp>In its second year, the game is now being run in 30 classrooms across the country and can be done with as little tech as pen and paper or as fully tech integrated as mobile phones and a full Web site. Ballistrini is excited to see the game expanding beyond just his classroom. He’s started a company with his research partner Roger Travis to capture this new style of learning through engaging games.\u003c/p>\n\u003cp>But most importantly, his students are loving it, too.\u003c/p>\n\u003cp>“Latin is my favorite class,” said Peter Liang, a 9\u003csup>th\u003c/sup> grader in Ballestrini’s class. “I look forward to it every day. The class is funny because some missions, you have to go back in time and create a battle scene. It's so much better than learning from a book! We go on a Web site and get to use Latin every day. And not just for 60 minutes in class. We have to think of sentence structures and the online opportunity.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/mission-4-1-a/\" rel=\"attachment wp-att-16815\">\u003cimg class=\"alignleft size-medium wp-image-16815\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/Mission-4-1-A-300x187.png\" alt=\"\" width=\"300\" height=\"187\">\u003c/a>Another student observes a huge difference in how the game format has helped her learn this obsolete language. “I took Spanish for four years and I don’t think I’ve learned as much as I have in that class as I have in just two months,\" said Caroline Scheck. “I can write sentences because we’re using it like we’re writing a story. As a child, you’d learn Latin by people speaking to you in sentences. You know how sometimes in languages you just learn words and then later on you use sentences? This time, we’re just learning it as if someone was speaking to us.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Rather than coming into class with their homework done entirely wrong, I’m catching the misconceptions well in advance, and have a better understanding of what they’re understanding.”\u003c/aside>\n\u003cp>Apart from student engagement, Ballestrini believes this class structure accomplishes a few other important objectives: It matches the exact curriculum goals, teaches students to flex their online skills, and it alerts him to potential problems in students’ learning process. The students who are excelling mentor the struggling students, as together they figure out the correct Latin text that will control the character.\u003c/p>\n\u003cp>What's more, Ballestrini feels he gets to know his students better.\u003c/p>\n\u003cp>“Each night, I get to see insights into their thinking in ways I’ve never been able to see before,” he says. “It allows me some great affordances where I can jump in at 7:30 at night and say, ‘You’re on track,’ or, ‘There’s a conceptual problem and let’s take a look at why.’ So rather than coming into class with their homework done entirely wrong, I’m catching the misconceptions well in advance, I’m doing work I feel is more productive and have a better understanding of what they’re understanding.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Is his experiment a success? It may be too early to tell, but it will be interesting to see if the game successfully transfers to the other 30 courses.\u003c/p>\n\u003cdiv class=\"prezi-player\">\n\u003cdiv class=\"prezi-player-links\">\n\u003cp>\u003cem>Update: Check out Ballestrini's \u003ca href=\"http://prezi.com\">Prezi\u003c/a> on how the class works.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.practomime.com/wp-content/uploads/2011/05/LAPIS-Poster-2-Low-Res.jpg\">\u003cimg class=\"size-medium wp-image-16811\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/LAPIS-Poster-2-Low-Res-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Practomime.com\u003c/p>\n\u003c/div>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp>What can possibly get kids excited to learn a dead language? This was the challenge for Latin teacher Kevin Ballestrini.\u003c/p>\n\u003cp>Ideally, he could take the entire class to Rome and walk them through the ruins, where they could practice speaking the language while learning the history. He found a way to do it -- at least in the virtual world.\u003c/p>\n\u003cp>Ballestrini has turned his introductory Latin class at Connecticut’s Norwich Free Academy into an alternate reality. The students’ job: to save the world by joining a shadowy organization on a quest to find the Lapis Saeculōrum that was part of an Ancient Roman society.\u003c/p>\n\u003cp>“Mr. Bal told us this isn’t school anymore,” says 10th-grader Caroline Scheck. “He told us, ‘You’re on a mission to save the world.’ Naturally, we all thought he was crazy. He even asked, ‘Who thinks I’m crazy?’ and a few of us raised our hands.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I took Spanish for four years and I don’t think I’ve learned as much as I have in that class as I have in just two months.\"\u003c/aside>\n\u003cp>But there's a method to the madness. “It’s a mix of a role-playing game and an alternate reality game,” Ballestrini says. 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. And those are the same goals of any introductory Latin course.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Using an \u003ca href=\"http://www.practomime.com/\">online portal\u003c/a>, student teams direct their character in Latin to find mysterious inscriptions on stones and solve mysteries. Then they can see how other teams' characters responded to the \u003c!--more-->prompts. Much of the action takes place in the “TSTT-interface – a sophisticated simulation cleverly disguised as an Internet forum. Each night, the students receive, in a forum post that pretends to be a “TSTT immersion session,” a new piece of the narrative and a prompt to which their team’s Roman must respond.\u003c/p>\n\u003cp>“Each individual student is responsible for his or her contribution so the group product is never anything that affects their grades,” Ballestrini says. “I give experience points for completing tasks instead of grades, and then when it’s time to report grades, the student and I have a conversation about their progress and decide the right grade.”\u003c/p>\n\u003cp>In its second year, the game is now being run in 30 classrooms across the country and can be done with as little tech as pen and paper or as fully tech integrated as mobile phones and a full Web site. Ballistrini is excited to see the game expanding beyond just his classroom. He’s started a company with his research partner Roger Travis to capture this new style of learning through engaging games.\u003c/p>\n\u003cp>But most importantly, his students are loving it, too.\u003c/p>\n\u003cp>“Latin is my favorite class,” said Peter Liang, a 9\u003csup>th\u003c/sup> grader in Ballestrini’s class. “I look forward to it every day. The class is funny because some missions, you have to go back in time and create a battle scene. It's so much better than learning from a book! We go on a Web site and get to use Latin every day. And not just for 60 minutes in class. We have to think of sentence structures and the online opportunity.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/mission-4-1-a/\" rel=\"attachment wp-att-16815\">\u003cimg class=\"alignleft size-medium wp-image-16815\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/Mission-4-1-A-300x187.png\" alt=\"\" width=\"300\" height=\"187\">\u003c/a>Another student observes a huge difference in how the game format has helped her learn this obsolete language. “I took Spanish for four years and I don’t think I’ve learned as much as I have in that class as I have in just two months,\" said Caroline Scheck. “I can write sentences because we’re using it like we’re writing a story. As a child, you’d learn Latin by people speaking to you in sentences. You know how sometimes in languages you just learn words and then later on you use sentences? This time, we’re just learning it as if someone was speaking to us.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Rather than coming into class with their homework done entirely wrong, I’m catching the misconceptions well in advance, and have a better understanding of what they’re understanding.”\u003c/aside>\n\u003cp>Apart from student engagement, Ballestrini believes this class structure accomplishes a few other important objectives: It matches the exact curriculum goals, teaches students to flex their online skills, and it alerts him to potential problems in students’ learning process. The students who are excelling mentor the struggling students, as together they figure out the correct Latin text that will control the character.\u003c/p>\n\u003cp>What's more, Ballestrini feels he gets to know his students better.\u003c/p>\n\u003cp>“Each night, I get to see insights into their thinking in ways I’ve never been able to see before,” he says. “It allows me some great affordances where I can jump in at 7:30 at night and say, ‘You’re on track,’ or, ‘There’s a conceptual problem and let’s take a look at why.’ So rather than coming into class with their homework done entirely wrong, I’m catching the misconceptions well in advance, I’m doing work I feel is more productive and have a better understanding of what they’re understanding.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Is his experiment a success? It may be too early to tell, but it will be interesting to see if the game successfully transfers to the other 30 courses.\u003c/p>\n\u003cdiv class=\"prezi-player\">\n\u003cdiv class=\"prezi-player-links\">\n\u003cp>\u003cem>Update: Check out Ballestrini's \u003ca href=\"http://prezi.com\">Prezi\u003c/a> on how the class works.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Do Wii Remotes Have to Do With Science? Ask Sixth-Graders",
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"content": "\u003cfigure id=\"attachment_16570\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-16570\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/MT_home_SM.png\" alt=\"\" width=\"300\" height=\"331\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Amidst \u003ca href=\"http://www.latimes.com/news/local/la-me-science-20111031,0,3957251.story\">grim reports\u003c/a> this week that California schools are \"failing to invest enough time, money and training to teach science well,\" and that only \u003ca href=\"http://www.cftl.org/Whats__New.htm\">one out of 10 elementary school students\u003c/a> gets to play with hands-on science experiments, a shining counter-example is happening at the \u003ca href=\"http://nuevaschool.org/\">Nueva School\u003c/a> in the wealthy San Francisco suburb of Hillsborough.\u003c/p>\n\u003cp>Sixth-grade students are using Wii remote controls to collect scientific data on things like positive and negative acceleration and thinking about conceptual issues like the difference between engineering and science.\u003c/p>\n\u003cp>Led by Stanford researchers, the class is using Wii remote controls (available online for anywhere from $15 to $40) to create things like a rat-trap car, a marble roller-coaster, and balloon-powered vehicle to test different theories.\u003c/p>\n\u003cp>With the rat-trap car, students have created a Wii-strapped vehicle with CDs as wheels, like a skateboard. They've already experimented with smaller mousetraps and lighter batteries to see if the cars would go faster, but landed on the rat trap as the best way to measure the information they needed.\u003c/p>\n\u003cp>The main objective of the experiment is not necessarily to measure speed, but to show students \u003cem>how\u003c/em> to capture data like scientists do. Kids are typically confused by graphs, but with the Wii experiment, they could see the horizontal, vertical, and lateral aspects of the accelerometer.\u003c/p>\n\u003caside class=\"pullquote alignleft\">With the Wii remotes, students are using interesting new technology and participating in the creation of their own designs.\u003c/aside>\n\u003cp>\"Kids see patterns in data,\" said Wendy Ju, one of the Stanford researchers working with the students at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a> held at Nueva recently. \"What does that data do to \u003c!--more-->contribute to their designs?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With the marble roller coaster, students used the Wii remotes to test their theories on speed. They designed the roller coaster, then used the infrared camera in front of the Wii remote to see where in the structure the marbles would role by the fastest. The same idea was used to test the speed of the balloon-powered cars.\u003c/p>\n\u003cp>During the course of the classes, the Stanford researchers have been surprised by students' reactions: The students were more interested in the \u003cem>designing\u003c/em> phase than by the measuring phase.\u003c/p>\n\u003cp>\"Students had a hard time letting go of the engineering,\" Ju said. \"They wanted to keep redesigning things. The moments of talking about measuring stuff was interrupted by trying to find ways of redesigning and changing things.\"\u003c/p>\n\u003cp>This tension between science and engineering is one of the ideas being explored through the eyes of sixth-graders. \"Science labs are often really engineering projects in drag,\" said Stanford computer science professor Terry Winograd. \"You make it work, but you don’t think about how you got there. There’s a feat, but not a deep understanding of what’s going on. You don’t get to probe the phenomenon.\"\u003c/p>\n\u003cp>The Nueva kids are lucky. For most students, should they be lucky enough to have time to conduct science experiments in class, it's typically completed in 15 minutes and has a preordained outcome. \"You can see where all the right answers are, and from the perspective of science, it's too neat,\" Winograd said. \"It just tests whether you can follow instructions.\"\u003c/p>\n\u003cp>That's not the best way of teaching science and scientific inquiry, he said. With the Wii remotes, students are using interesting new technology and participating in the creation of their own designs. They're actually helping researchers develop tools that can be used by other kids, and they've been incredibly vocal about what methods to use.\u003c/p>\n\u003cp>Researchers have been operating video cameras throughout the workshops, and have hundreds of hours of footage of the kids' experiments. \"You can see where kids think something else is going on and they argue about it amongst themselves, and talk about what they think \u003cem>should\u003c/em> happen,\" Ju said.\u003c/p>\n\u003cp>This is the third year of the \u003ca href=\"http://wiiscience.org/\">WiiScience\u003c/a> program at Nueva. How amazing would it be to see the proliferation of a class like this in all elementary schools.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Amidst grim reports this week that California schools are "failing to invest enough time, money and training to teach science well," and that only one out of 10 elementary school students gets to play with hands-on science experiments, a shining counter-example is happening at the Nueva School in the wealthy San Francisco suburb of Hillsborough.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_16570\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-16570\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/MT_home_SM.png\" alt=\"\" width=\"300\" height=\"331\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Amidst \u003ca href=\"http://www.latimes.com/news/local/la-me-science-20111031,0,3957251.story\">grim reports\u003c/a> this week that California schools are \"failing to invest enough time, money and training to teach science well,\" and that only \u003ca href=\"http://www.cftl.org/Whats__New.htm\">one out of 10 elementary school students\u003c/a> gets to play with hands-on science experiments, a shining counter-example is happening at the \u003ca href=\"http://nuevaschool.org/\">Nueva School\u003c/a> in the wealthy San Francisco suburb of Hillsborough.\u003c/p>\n\u003cp>Sixth-grade students are using Wii remote controls to collect scientific data on things like positive and negative acceleration and thinking about conceptual issues like the difference between engineering and science.\u003c/p>\n\u003cp>Led by Stanford researchers, the class is using Wii remote controls (available online for anywhere from $15 to $40) to create things like a rat-trap car, a marble roller-coaster, and balloon-powered vehicle to test different theories.\u003c/p>\n\u003cp>With the rat-trap car, students have created a Wii-strapped vehicle with CDs as wheels, like a skateboard. They've already experimented with smaller mousetraps and lighter batteries to see if the cars would go faster, but landed on the rat trap as the best way to measure the information they needed.\u003c/p>\n\u003cp>The main objective of the experiment is not necessarily to measure speed, but to show students \u003cem>how\u003c/em> to capture data like scientists do. Kids are typically confused by graphs, but with the Wii experiment, they could see the horizontal, vertical, and lateral aspects of the accelerometer.\u003c/p>\n\u003caside class=\"pullquote alignleft\">With the Wii remotes, students are using interesting new technology and participating in the creation of their own designs.\u003c/aside>\n\u003cp>\"Kids see patterns in data,\" said Wendy Ju, one of the Stanford researchers working with the students at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a> held at Nueva recently. \"What does that data do to \u003c!--more-->contribute to their designs?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With the marble roller coaster, students used the Wii remotes to test their theories on speed. They designed the roller coaster, then used the infrared camera in front of the Wii remote to see where in the structure the marbles would role by the fastest. The same idea was used to test the speed of the balloon-powered cars.\u003c/p>\n\u003cp>During the course of the classes, the Stanford researchers have been surprised by students' reactions: The students were more interested in the \u003cem>designing\u003c/em> phase than by the measuring phase.\u003c/p>\n\u003cp>\"Students had a hard time letting go of the engineering,\" Ju said. \"They wanted to keep redesigning things. The moments of talking about measuring stuff was interrupted by trying to find ways of redesigning and changing things.\"\u003c/p>\n\u003cp>This tension between science and engineering is one of the ideas being explored through the eyes of sixth-graders. \"Science labs are often really engineering projects in drag,\" said Stanford computer science professor Terry Winograd. \"You make it work, but you don’t think about how you got there. There’s a feat, but not a deep understanding of what’s going on. You don’t get to probe the phenomenon.\"\u003c/p>\n\u003cp>The Nueva kids are lucky. For most students, should they be lucky enough to have time to conduct science experiments in class, it's typically completed in 15 minutes and has a preordained outcome. \"You can see where all the right answers are, and from the perspective of science, it's too neat,\" Winograd said. \"It just tests whether you can follow instructions.\"\u003c/p>\n\u003cp>That's not the best way of teaching science and scientific inquiry, he said. With the Wii remotes, students are using interesting new technology and participating in the creation of their own designs. They're actually helping researchers develop tools that can be used by other kids, and they've been incredibly vocal about what methods to use.\u003c/p>\n\u003cp>Researchers have been operating video cameras throughout the workshops, and have hundreds of hours of footage of the kids' experiments. \"You can see where kids think something else is going on and they argue about it amongst themselves, and talk about what they think \u003cem>should\u003c/em> happen,\" Ju said.\u003c/p>\n\u003cp>This is the third year of the \u003ca href=\"http://wiiscience.org/\">WiiScience\u003c/a> program at Nueva. How amazing would it be to see the proliferation of a class like this in all elementary schools.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Makes a Great Toy for Creative Play?",
"title": "What Makes a Great Toy for Creative Play?",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/boedker/3846587018/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-16330\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/3846587018_0b621c70c0-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Boedker\u003c/p>\n\u003c/div>\n\u003ch5>By Andy Russell\u003c/h5>\n\u003cp>Picture for a moment the first thing you ever constructed, designed, prototyped, or invented. There’s a pretty good chance that you built your idea using toys like Lego, Play-Doh, Lincoln Logs, or perhaps, to your parents’ dismay, a mix of all of the above (good luck getting Play-Doh out of those bricks).\u003c/p>\n\u003cp>These are the best kinds of toys -- they not only entertain, but ultimately empower kids to design and share their own imaginative inventions. The virtues of great toys remain the same, even in the digital age. The main objective should be to inspire and scaffold imagination, just as LEGO did for generations of kids. To that end, here’s what to look for in a toy that encourages creative play.\u003c/p>\n\u003cp>\u003cstrong>PLAY PATTERNS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>While there are hundreds of new toys and games released each year, every one of them is rooted in core play patterns that comes from basic human behaviors. The not-so-great toys (Pet Rocks) are inherently limited to one or two play patterns (collecting and… well, collecting). But the best toys, like LEGOs, appeal to a variety of play patterns (modeling, collecting, storytelling, invention) over a range of ages and developmental stages. These are called “grow-with-me” toys because how kids play with the toys adapts over time with their cognitive development, from DUPLOs to LEGOs to MindStorms.\u003c/p>\n\u003caside class=\"pullquote alignleft\">They not only entertain, but ultimately empower kids to design and share their own imaginative inventions. \u003c/aside>\n\u003cp>Take, for example, doll play. Dolls and action figures are some of the most popular toys because they’re (sometimes quite literally) vehicles for so many different play patterns. Some kids collect dolls while others use them for storytelling, battling, or nurture play. Looking closely at kids’ storytelling with dolls and action figures, one might observe that children tell incredible stories \u003c!--more-->through narrative play at a young age, but struggle to share those stories through more formal disciplines like creative writing in class. There’s a gap between what the child imagines and what his or her tools (toys) currently afford.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For toy designers, this insight is invaluable, and can only be reached by watching kids’ natural play patterns. What can we create to help kids bridge this gap and realize their imagination in a way that’s more easily shared with friends and family? The goal here shouldn’t be to replace the child’s imagination, but to spark it with creative tools. \u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>WHAT'S THE PLATFORM?\u003c/strong>\u003c/p>\n\u003cp>Traditionally, toys and games offer very different approaches to play. Toys are kid-driven, tangible catalysts for imagination. Games, on the other hand, represent a collection of rules and challenges for achieving a pre-determined objective. Until recently, video games (and their digital platforms) have been similarly limited, but with the advent of mobile touch-screen devices like the iPad that allow for digital play, these two worlds are colliding to create tangible, kinesthetic, mobile play experiences for kids.\u003c/p>\n\u003cp>For years, electronics have been stuffed into toys to make them more empowering, but it did the opposite – in many cases, it made them more limiting. But platforms like the iPad allow the toy to be stuffed into the electronics to create hands-on, open-ended, and narrative play experiences that not only replicate traditional toys, but also infuse them with digital capabilities. In this scenario, play patterns are virtually limitless.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S THE POTENTIAL?\u003c/strong>\u003c/p>\n\u003cp>Toys for creative play are not “all-in-one” experiences, but rather components of a larger ecosystem – catalysts for an open-ended world. As such, designers break down their big ideas into small pieces that feed the ecosystem – independent tools that can be flexed, torqued, and manipulated (sometimes figuratively, sometimes literally) into new and unique creations.\u003c/p>\n\u003cp>This brings us to two important distinctions between kids and adults. First, most adults are capable of juggling a variety of complex concepts at the same time. Young children, on the other hand, generally lack the cognitive ability to multitask or follow multi-step sequences. So for kids, it’s important to give them the chance to break down complex processes and concepts into their fundamentals – to create “primitives” as a programmer might say, that are more easily grasped and manipulated.\u003c/p>\n\u003cp>These primitives can also serve another role: story starters to spark the imagination. Which brings us to the second important distinction between kids and adults: some adults like blank canvases because of their endless possibilities. They’re inspired by the fact that they can create just about anything. For many kids, on the other hand those endless possibilities, at least at first, can be more inhibiting than inspiring.\u003c/p>\n\u003cp>The biggest hurdle in designing creative play is finding the right level of granularity. Too few components might make for either a conceptually complex or blunt tool. Too many pieces or too much flexibility could overwhelm or under-stimulate.\u003c/p>\n\u003cp>\u003cstrong>WILL IT SPAN AGE RANGE?\u003c/strong>\u003c/p>\n\u003cp>Would you consider this a “grow-with-me toy” that’s accessible to younger users and older kids? How can older kids’ masterpieces be used to encourage creativity in your younger users? Might those older “experts” in turn become teachers – inspiring a cycle of creative learning and a whole new generation of playful inventors to follow?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Andy Russell is a toy and game producer and a co-founder of Launchpad Toys, a San Francisco-based educational media startup building digital tools that empower kids to create, learn, and share their ideas through play. The company’s first product, Toontastic, is a creative learning tool for the iPad that empowers kids to draw and animate their own cartoons and share them with friends and family around the world.\u003c/em>\u003c/p>\n\n",
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"description": "Flickr:Boedker By Andy Russell Picture for a moment the first thing you ever constructed, designed, prototyped, or invented. There’s a pretty good chance that you built your idea using toys like Lego, Play-Doh, Lincoln Logs, or perhaps, to your parents’ dismay, a mix of all of the above (good luck getting Play-Doh out of those",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/boedker/3846587018/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-16330\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/3846587018_0b621c70c0-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Boedker\u003c/p>\n\u003c/div>\n\u003ch5>By Andy Russell\u003c/h5>\n\u003cp>Picture for a moment the first thing you ever constructed, designed, prototyped, or invented. There’s a pretty good chance that you built your idea using toys like Lego, Play-Doh, Lincoln Logs, or perhaps, to your parents’ dismay, a mix of all of the above (good luck getting Play-Doh out of those bricks).\u003c/p>\n\u003cp>These are the best kinds of toys -- they not only entertain, but ultimately empower kids to design and share their own imaginative inventions. The virtues of great toys remain the same, even in the digital age. The main objective should be to inspire and scaffold imagination, just as LEGO did for generations of kids. To that end, here’s what to look for in a toy that encourages creative play.\u003c/p>\n\u003cp>\u003cstrong>PLAY PATTERNS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>While there are hundreds of new toys and games released each year, every one of them is rooted in core play patterns that comes from basic human behaviors. The not-so-great toys (Pet Rocks) are inherently limited to one or two play patterns (collecting and… well, collecting). But the best toys, like LEGOs, appeal to a variety of play patterns (modeling, collecting, storytelling, invention) over a range of ages and developmental stages. These are called “grow-with-me” toys because how kids play with the toys adapts over time with their cognitive development, from DUPLOs to LEGOs to MindStorms.\u003c/p>\n\u003caside class=\"pullquote alignleft\">They not only entertain, but ultimately empower kids to design and share their own imaginative inventions. \u003c/aside>\n\u003cp>Take, for example, doll play. Dolls and action figures are some of the most popular toys because they’re (sometimes quite literally) vehicles for so many different play patterns. Some kids collect dolls while others use them for storytelling, battling, or nurture play. Looking closely at kids’ storytelling with dolls and action figures, one might observe that children tell incredible stories \u003c!--more-->through narrative play at a young age, but struggle to share those stories through more formal disciplines like creative writing in class. There’s a gap between what the child imagines and what his or her tools (toys) currently afford.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For toy designers, this insight is invaluable, and can only be reached by watching kids’ natural play patterns. What can we create to help kids bridge this gap and realize their imagination in a way that’s more easily shared with friends and family? The goal here shouldn’t be to replace the child’s imagination, but to spark it with creative tools. \u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>WHAT'S THE PLATFORM?\u003c/strong>\u003c/p>\n\u003cp>Traditionally, toys and games offer very different approaches to play. Toys are kid-driven, tangible catalysts for imagination. Games, on the other hand, represent a collection of rules and challenges for achieving a pre-determined objective. Until recently, video games (and their digital platforms) have been similarly limited, but with the advent of mobile touch-screen devices like the iPad that allow for digital play, these two worlds are colliding to create tangible, kinesthetic, mobile play experiences for kids.\u003c/p>\n\u003cp>For years, electronics have been stuffed into toys to make them more empowering, but it did the opposite – in many cases, it made them more limiting. But platforms like the iPad allow the toy to be stuffed into the electronics to create hands-on, open-ended, and narrative play experiences that not only replicate traditional toys, but also infuse them with digital capabilities. In this scenario, play patterns are virtually limitless.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S THE POTENTIAL?\u003c/strong>\u003c/p>\n\u003cp>Toys for creative play are not “all-in-one” experiences, but rather components of a larger ecosystem – catalysts for an open-ended world. As such, designers break down their big ideas into small pieces that feed the ecosystem – independent tools that can be flexed, torqued, and manipulated (sometimes figuratively, sometimes literally) into new and unique creations.\u003c/p>\n\u003cp>This brings us to two important distinctions between kids and adults. First, most adults are capable of juggling a variety of complex concepts at the same time. Young children, on the other hand, generally lack the cognitive ability to multitask or follow multi-step sequences. So for kids, it’s important to give them the chance to break down complex processes and concepts into their fundamentals – to create “primitives” as a programmer might say, that are more easily grasped and manipulated.\u003c/p>\n\u003cp>These primitives can also serve another role: story starters to spark the imagination. Which brings us to the second important distinction between kids and adults: some adults like blank canvases because of their endless possibilities. They’re inspired by the fact that they can create just about anything. For many kids, on the other hand those endless possibilities, at least at first, can be more inhibiting than inspiring.\u003c/p>\n\u003cp>The biggest hurdle in designing creative play is finding the right level of granularity. Too few components might make for either a conceptually complex or blunt tool. Too many pieces or too much flexibility could overwhelm or under-stimulate.\u003c/p>\n\u003cp>\u003cstrong>WILL IT SPAN AGE RANGE?\u003c/strong>\u003c/p>\n\u003cp>Would you consider this a “grow-with-me toy” that’s accessible to younger users and older kids? How can older kids’ masterpieces be used to encourage creativity in your younger users? Might those older “experts” in turn become teachers – inspiring a cycle of creative learning and a whole new generation of playful inventors to follow?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Andy Russell is a toy and game producer and a co-founder of Launchpad Toys, a San Francisco-based educational media startup building digital tools that empower kids to create, learn, and share their ideas through play. The company’s first product, Toontastic, is a creative learning tool for the iPad that empowers kids to draw and animate their own cartoons and share them with friends and family around the world.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16130\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/ipad-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By Aran Levassur\u003c/h5>\n\u003cp>\"When people learn to play video games,\" said James Paul Gee, \"they are learning a new \u003cem>literacy\u003c/em>.\"\u003c/p>\n\u003cp>This is one of the reason kids love playing them: They are learning a new interactive language that grants them access to virtual worlds that are filled with intrigue, engagement and meaningful challenges. And one that feels more congruent with the nature and trajectory of today's world.\u003c/p>\n\u003cp>As our commerce and culture migrates further into this emerging digital ecosystem it becomes more critical that we develop digital literacy, of which video games inhabit a large portion.\u003c/p>\n\u003cp>Gee, a linguist and professor of literacy studies at Arizona State University, thinks we should expand the traditional definition of literacy beyond reading and writing because language isn't the only communication system available in today's world. And there is no better example of a new form of media that communicates distinctive types of meaning than video games.\u003c/p>\n\u003cp>\u003cstrong>THE LITERACY OF PROBLEM-SOLVING\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although games can be immensely entertaining, it would be a mistake to consider them as only a form of entertainment. Games are fun, but their real value lies in leveraging play and exploration as a mode of learning the literacy of problem-solving, which lowers the emotional stakes of failing.\u003c/p>\n\u003caside class=\"pullquote alignleft\">A critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.\u003c/aside>\n\u003cp>In Sir Ken Robinson's TED talk, \u003ca href=\"http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html\">Do Schools Kill Creativity?\u003c/a>, he reminds us that our educational system has stigmatized mistakes. As a result, kids are frightened of being wrong. Yet if we are not prepared to be wrong than we won't be able to come up with anything creative or solve complex problems. Videogames, on the other hand, embed trial and error into the foundation of gameplay.\u003c/p>\n\u003cp>Kids aren't naturally great at gaming the first time. They develop mastery through disciplined practice -- a path marked by dead-ends, wrong turns and blunders. Yet gamers aren't angst-ridden \u003c!--more-->about making wrong decisions because games encourage a growth mindset. Mistakes are how one figures out what doesn't work and provides the impetus to zero in on what might.\u003c/p>\n\u003cp>Conversely, the game of modern education revolves around right and wrong answers. Now this kind of learning may be appropriate in some instances, say, when you want a student to remember the capitals of countries. That method is important, but it can only take you so far. It certainly can't penetrate more sophisticated, and I would argue, more important questions, such as: How does geography shape culture?\u003c/p>\n\u003cp>Games on the other hand, cultivate problem-solving, that, with that right kind of scaffolding, could begin to gain traction with these more exploratory questions and knowledge.\u003c/p>\n\u003cp>\u003cstrong>FOCUSING ON THE PROCESS, NOT THE CONTENT\u003c/strong>\u003c/p>\n\u003cp>Much of the critique leveled at videogames is oriented around their content. In \u003ca href=\"http://www.amazon.com/Everything-Bad-Good-You-Actually/dp/1573223077\">Everything Bad Is Good For You\u003c/a>, Steven Johnson writes of a hypothetical high school English teacher admonishing videogames' lack of content: \"There's no psychological depth here, no moral quandaries, no poetry. And he'd be right! But comparing these games to 'The Iliad' or 'The Great Gatsby' or 'Hamlet' relies on a false premise: that the intelligence of these games lies in their content, in the themes and characters they represent.\"\u003c/p>\n\u003cp>Games are based on problems to solve, not content. This doesn't mean that game-based problem-solving should eclipse learning content, but I think we are increasingly seeing that a critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.\u003c/p>\n\u003cp>Videogames, and the type of learning and thinking they generate, may serve as a cornerstone for education and economies of the future.\u003c/p>\n\u003cp>In their book, \u003ca href=\"http://www.amazon.com/Rethinking-Education-Technology-Education-Connections-Education-Connections/dp/0807750026\">Rethinking Education in the Age of Technology\u003c/a>, Allan Collins and Richard Halverson state that \"policymakers interested in preparing students for success in the 21st-century economy would do well ... to appreciate how skills developed through navigating virtual environments might pay off in the workplace ... [and how] the new skills and dispositions of the gamer generation will transform the workplace. The gamer generation will push for work environments to incorporate more virtual aspects in fields, such as market analysis, and social and economic modeling. Gamers, for example, have abundant experience making big decisions, coordinating resources, and experimenting with complex strategies in game-based simulations.\"\u003c/p>\n\u003cp>\u003cstrong>MAKING THE MOST OF GAMING FOR YOUR KIDS\u003c/strong>\u003c/p>\n\u003cp>Although video games have great potential to be powerful vehicles for learning, there is no guarantee this will happen. Just as there is no guarantee that someone will understand the themes and symbols of \u003cem>The Lord of the Flies\u003c/em> by simply reading it. As a result, kids need parents, teachers and their peers to engage their gaming in thoughtful ways. While there could be a long list of recommended practice, for simplicity sake I've reduced the list to three preliminary suggestions.\u003c/p>\n\u003col start=\"1\">\n\u003cli>Play games. Otherwise how can you have meaningful conversations about them? Not learning how to play games would be akin to talking about \"The Lord of the Flies\" without having learned to read.\u003c/li>\n\u003cli>Connect games to books, movies, TV and the world around them. By thinking about games beyond their boundaries we can cultivate pattern recognition across media platforms and parlay the problem-solving of gaming into the real world.\u003c/li>\n\u003cli>Have your students or kids collaborate with other peers to analyze and interpret games, as well share strategies. There has been a raft of research in recent years that extols the wisdom of the crowd and the logic of the swarm. Through collaboration and networking kids can learn to enhance their own perspectives, ideas and, perhaps, contribute to a whole that is greater than the sum of its parts.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-playing-games-teach-literacy/pbs-mediashift-logo-final-6/\" rel=\"attachment wp-att-16140\">\u003cimg class=\"alignleft size-full wp-image-16140\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/pbs-mediashift-logo-final.jpg\" alt=\"\" width=\"54\" height=\"54\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-75x75.jpg 75w\" sizes=\"(max-width: 54px) 100vw, 54px\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003cem> Read more in the \u003ca href=\"http://www.pbs.org/mediashift/2011/08/special-series-kids-media214.html\">Kids & Media series\u003c/a> on MediaShift.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16130\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/ipad-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By Aran Levassur\u003c/h5>\n\u003cp>\"When people learn to play video games,\" said James Paul Gee, \"they are learning a new \u003cem>literacy\u003c/em>.\"\u003c/p>\n\u003cp>This is one of the reason kids love playing them: They are learning a new interactive language that grants them access to virtual worlds that are filled with intrigue, engagement and meaningful challenges. And one that feels more congruent with the nature and trajectory of today's world.\u003c/p>\n\u003cp>As our commerce and culture migrates further into this emerging digital ecosystem it becomes more critical that we develop digital literacy, of which video games inhabit a large portion.\u003c/p>\n\u003cp>Gee, a linguist and professor of literacy studies at Arizona State University, thinks we should expand the traditional definition of literacy beyond reading and writing because language isn't the only communication system available in today's world. And there is no better example of a new form of media that communicates distinctive types of meaning than video games.\u003c/p>\n\u003cp>\u003cstrong>THE LITERACY OF PROBLEM-SOLVING\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although games can be immensely entertaining, it would be a mistake to consider them as only a form of entertainment. Games are fun, but their real value lies in leveraging play and exploration as a mode of learning the literacy of problem-solving, which lowers the emotional stakes of failing.\u003c/p>\n\u003caside class=\"pullquote alignleft\">A critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.\u003c/aside>\n\u003cp>In Sir Ken Robinson's TED talk, \u003ca href=\"http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html\">Do Schools Kill Creativity?\u003c/a>, he reminds us that our educational system has stigmatized mistakes. As a result, kids are frightened of being wrong. Yet if we are not prepared to be wrong than we won't be able to come up with anything creative or solve complex problems. Videogames, on the other hand, embed trial and error into the foundation of gameplay.\u003c/p>\n\u003cp>Kids aren't naturally great at gaming the first time. They develop mastery through disciplined practice -- a path marked by dead-ends, wrong turns and blunders. Yet gamers aren't angst-ridden \u003c!--more-->about making wrong decisions because games encourage a growth mindset. Mistakes are how one figures out what doesn't work and provides the impetus to zero in on what might.\u003c/p>\n\u003cp>Conversely, the game of modern education revolves around right and wrong answers. Now this kind of learning may be appropriate in some instances, say, when you want a student to remember the capitals of countries. That method is important, but it can only take you so far. It certainly can't penetrate more sophisticated, and I would argue, more important questions, such as: How does geography shape culture?\u003c/p>\n\u003cp>Games on the other hand, cultivate problem-solving, that, with that right kind of scaffolding, could begin to gain traction with these more exploratory questions and knowledge.\u003c/p>\n\u003cp>\u003cstrong>FOCUSING ON THE PROCESS, NOT THE CONTENT\u003c/strong>\u003c/p>\n\u003cp>Much of the critique leveled at videogames is oriented around their content. In \u003ca href=\"http://www.amazon.com/Everything-Bad-Good-You-Actually/dp/1573223077\">Everything Bad Is Good For You\u003c/a>, Steven Johnson writes of a hypothetical high school English teacher admonishing videogames' lack of content: \"There's no psychological depth here, no moral quandaries, no poetry. And he'd be right! But comparing these games to 'The Iliad' or 'The Great Gatsby' or 'Hamlet' relies on a false premise: that the intelligence of these games lies in their content, in the themes and characters they represent.\"\u003c/p>\n\u003cp>Games are based on problems to solve, not content. This doesn't mean that game-based problem-solving should eclipse learning content, but I think we are increasingly seeing that a critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.\u003c/p>\n\u003cp>Videogames, and the type of learning and thinking they generate, may serve as a cornerstone for education and economies of the future.\u003c/p>\n\u003cp>In their book, \u003ca href=\"http://www.amazon.com/Rethinking-Education-Technology-Education-Connections-Education-Connections/dp/0807750026\">Rethinking Education in the Age of Technology\u003c/a>, Allan Collins and Richard Halverson state that \"policymakers interested in preparing students for success in the 21st-century economy would do well ... to appreciate how skills developed through navigating virtual environments might pay off in the workplace ... [and how] the new skills and dispositions of the gamer generation will transform the workplace. The gamer generation will push for work environments to incorporate more virtual aspects in fields, such as market analysis, and social and economic modeling. Gamers, for example, have abundant experience making big decisions, coordinating resources, and experimenting with complex strategies in game-based simulations.\"\u003c/p>\n\u003cp>\u003cstrong>MAKING THE MOST OF GAMING FOR YOUR KIDS\u003c/strong>\u003c/p>\n\u003cp>Although video games have great potential to be powerful vehicles for learning, there is no guarantee this will happen. Just as there is no guarantee that someone will understand the themes and symbols of \u003cem>The Lord of the Flies\u003c/em> by simply reading it. As a result, kids need parents, teachers and their peers to engage their gaming in thoughtful ways. While there could be a long list of recommended practice, for simplicity sake I've reduced the list to three preliminary suggestions.\u003c/p>\n\u003col start=\"1\">\n\u003cli>Play games. Otherwise how can you have meaningful conversations about them? Not learning how to play games would be akin to talking about \"The Lord of the Flies\" without having learned to read.\u003c/li>\n\u003cli>Connect games to books, movies, TV and the world around them. By thinking about games beyond their boundaries we can cultivate pattern recognition across media platforms and parlay the problem-solving of gaming into the real world.\u003c/li>\n\u003cli>Have your students or kids collaborate with other peers to analyze and interpret games, as well share strategies. There has been a raft of research in recent years that extols the wisdom of the crowd and the logic of the swarm. Through collaboration and networking kids can learn to enhance their own perspectives, ideas and, perhaps, contribute to a whole that is greater than the sum of its parts.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-playing-games-teach-literacy/pbs-mediashift-logo-final-6/\" rel=\"attachment wp-att-16140\">\u003cimg class=\"alignleft size-full wp-image-16140\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/pbs-mediashift-logo-final.jpg\" alt=\"\" width=\"54\" height=\"54\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-75x75.jpg 75w\" sizes=\"(max-width: 54px) 100vw, 54px\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003cem> Read more in the \u003ca href=\"http://www.pbs.org/mediashift/2011/08/special-series-kids-media214.html\">Kids & Media series\u003c/a> on MediaShift.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_16110\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/isis_start-2.jpg\">\u003cimg class=\"size-large wp-image-16110\" title=\"isis_start-2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/isis_start-2-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Question to Learn school in New York use game techniques to learn about every subject.\u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cstrong>By Nathan Maton\u003cbr>\n\u003c/strong>\u003cstrong>\u003c/strong>\u003c/h5>\n\u003cp>What do games have anything to do with learning? We spoke to nationally recognized researchers, teachers, game-based schools and companies that develop educational games and asked how they see games fitting into the education landscape.\u003c/p>\n\u003cp>\u003cstrong>IT'S ABOUT INTERACTION, NOT ISOLATION\u003c/strong>. “At the end of the day, a game is successful only if each individual gamer has an interaction with it that makes him or her want to come back for more,” says Nt Etuk, CEO of Dimension U, an educational games company. “Even the massively multi-player games [such as World of Warcaft] are successful only because they have tapped into a million individual need to interact, or to compete, or to form groups.”\u003c/p>\n\u003cp>\u003cstrong>GAMES CAN HELP STRUGGLING STUDENTS. \u003c/strong>“[Games] don't cause behavior problems but eliminate them,” Ananth Pai says. Pai teaches students from second to fifth grade in Parkview/Center Point Elementary school in Maplewood, Minnesota. Pai took the time to develop a game-based curricula, and says he's seen the rewards of his efforts.\u003c/p>\n\u003cp>In his gamified classroom, students who performed below proficiency contributed the most to the double-digit growth in achievement. \"These are the students that make up the whole education reform debate. Gamification helps them from falling through the ever widening achievement gap as they move forward from third grade,” he said.\u003c/p>\n\u003cp>\u003cstrong>IT'S HIGHLY PERSONALIZED. \u003c/strong>With the best games, the player is challenged at exactly the right level and in the right way to keep the player playing. “Maybe the question we need to ask is what about games causes youth to engage that our traditional approach to education lacks,” says Brian Alspach, Executive Vice President of E-Line Media, an educational games publisher well known for their game \u003ca href=\"http://gamestarmechanic.com/\">Gamestar Mechanic\u003c/a>. “Perhaps applying games to classes is hard because they work on \u003c!--more-->a different educational philosophy than our current education system. Classes are designed to get the lowest common denominator engaged, while games are an interactive, 'lean-forward' medium in which players can progress at their own pace while trying and failing in a safe environment. A well-designed game offers an intricate balance of challenges and rewards that continually pushes players to, and then beyond, the limits of their knowledge and skill.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>GAMES ARE NOT ALWAYS THE MAIN POINT\u003c/strong>. \u003ca href=\"http://q2l.org/\">Quest To Learn\u003c/a>, a school led by renowned game designer Katie Salen that integrates games across all classes and subjects, is one of the leading examples of how games fit into schools. Yet even there, according to Rebecca Rufo-Tepper, Director of Integrated Learning, none of their teachers teach exclusively through games. Even when they do use games, they’re frequently not what you’d imagine.\u003c/p>\n\u003cp>\"Games are very flexible and can be used in different ways,” Rufo-Tepper says. \"It's not like they're in the classroom playing a video game or playing cards everyday but there is this larger contextual experience that is game like. We use the word 'game-like' a lot instead of 'game.'\"\u003c/p>\n\u003cp>She gives an example of how the school's seventh-grade literacy class, in which they read a book called \u003cem>Chains\u003c/em> by Laurie Halse Anderson, about New York City during the American Revolution. Students are asked to write about the different types of power represented in the book, to give literary examples, and to write a literary essay with multiple drafts. Sounds like a typical English class, except the small twist here is that Oprah Winfrey has \"visited\" them in a video created by game designers and the teacher, and asked them to join her book club. \"There's a fictionalized game-like experience and the kids know that it isn't really Oprah but it is all couched in this game like experience,\" she said.\u003c/p>\n\u003cp>\u003cstrong>GOOD EDUCATIONAL GAMES ARE DIFFICULT TO DEVELOP. \u003c/strong>\"The fact is, many of the games out there suck,\" said Ralph Vacca, a doctoral student at New York University’s Educational Communications and Technology Program. \"They don’t tackle genuine learning needs as teachers see them, they don’t address practical limitations, as teachers see them, and they don’t live up to the hype around them, as teachers see them.\" Those who design games need to recognize the \"logistical, organizational, and cultural obstacles teachers have to deal with that underlie lots of perceived 'resistance' to innovations in the classroom.\" For busy teachers, spending days or weeks prepping to use a game in just one or two classes is not the best use of time, he said.\u003c/p>\n\u003cp>Even Quest To Learn, which hopes to be a leading example in implementing games in schools in game design, admits to the challenge of developing useful games. They’ve pulled together the best and brightest of both the teaching and game-design worlds and carefully thought through their plan. Even so, some of their games, particularly in their first year, were frequently over-designed and over-complicated.\u003c/p>\n\u003cp>“We'll have designed a board game where we realize that it has taken 45 minutes of class for the kids just to understand how to play it,” Rebecca says. “And we'll have said we'll take 15 minutes to explain it and then they'll play around and then we're in a classroom. Forty-five minutes have gone by and the kids are still trying to figure out how to play it.\" Add to that the fact that it was a Friday, by the time student return on Monday, \"they've forgotten everything that you've talked about.”\u003c/p>\n\u003cp>\u003cem>Read more about games in education:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">Can Gamification Boost Independent Learning?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">Ten Surprising Truths About Video Games\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/five-reasons-why-video-games-power-up-learning/\">Why Video Games Power Up Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/video-games/\">MindShift series on Games\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Nathan Maton is an educational games designer and the community manager on Jane McGonigal's website \u003ca href=\"http://www.gameful.org\">Gameful.org\u003c/a>. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>GAMES ARE NOT ALWAYS THE MAIN POINT\u003c/strong>. \u003ca href=\"http://q2l.org/\">Quest To Learn\u003c/a>, a school led by renowned game designer Katie Salen that integrates games across all classes and subjects, is one of the leading examples of how games fit into schools. Yet even there, according to Rebecca Rufo-Tepper, Director of Integrated Learning, none of their teachers teach exclusively through games. Even when they do use games, they’re frequently not what you’d imagine.\u003c/p>\n\u003cp>\"Games are very flexible and can be used in different ways,” Rufo-Tepper says. \"It's not like they're in the classroom playing a video game or playing cards everyday but there is this larger contextual experience that is game like. We use the word 'game-like' a lot instead of 'game.'\"\u003c/p>\n\u003cp>She gives an example of how the school's seventh-grade literacy class, in which they read a book called \u003cem>Chains\u003c/em> by Laurie Halse Anderson, about New York City during the American Revolution. Students are asked to write about the different types of power represented in the book, to give literary examples, and to write a literary essay with multiple drafts. Sounds like a typical English class, except the small twist here is that Oprah Winfrey has \"visited\" them in a video created by game designers and the teacher, and asked them to join her book club. \"There's a fictionalized game-like experience and the kids know that it isn't really Oprah but it is all couched in this game like experience,\" she said.\u003c/p>\n\u003cp>\u003cstrong>GOOD EDUCATIONAL GAMES ARE DIFFICULT TO DEVELOP. \u003c/strong>\"The fact is, many of the games out there suck,\" said Ralph Vacca, a doctoral student at New York University’s Educational Communications and Technology Program. \"They don’t tackle genuine learning needs as teachers see them, they don’t address practical limitations, as teachers see them, and they don’t live up to the hype around them, as teachers see them.\" Those who design games need to recognize the \"logistical, organizational, and cultural obstacles teachers have to deal with that underlie lots of perceived 'resistance' to innovations in the classroom.\" For busy teachers, spending days or weeks prepping to use a game in just one or two classes is not the best use of time, he said.\u003c/p>\n\u003cp>Even Quest To Learn, which hopes to be a leading example in implementing games in schools in game design, admits to the challenge of developing useful games. They’ve pulled together the best and brightest of both the teaching and game-design worlds and carefully thought through their plan. Even so, some of their games, particularly in their first year, were frequently over-designed and over-complicated.\u003c/p>\n\u003cp>“We'll have designed a board game where we realize that it has taken 45 minutes of class for the kids just to understand how to play it,” Rebecca says. “And we'll have said we'll take 15 minutes to explain it and then they'll play around and then we're in a classroom. Forty-five minutes have gone by and the kids are still trying to figure out how to play it.\" Add to that the fact that it was a Friday, by the time student return on Monday, \"they've forgotten everything that you've talked about.”\u003c/p>\n\u003cp>\u003cem>Read more about games in education:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">Can Gamification Boost Independent Learning?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">Ten Surprising Truths About Video Games\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/five-reasons-why-video-games-power-up-learning/\">Why Video Games Power Up Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/video-games/\">MindShift series on Games\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Nathan Maton is an educational games designer and the community manager on Jane McGonigal's website \u003ca href=\"http://www.gameful.org\">Gameful.org\u003c/a>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>At the end of month, we review some of our favorite educational apps that have been released or updated over the last thirty days. (Read our \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/new-educational-apps-of-the-month/\">April\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/new-educational-apps-of-the-month-2/\">May reviews\u003c/a>.) Below you'll find a mixture of iOS, Android, and Web-based apps.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>SHOWME\u003c/strong>\u003c/p>\n\u003cp>\u003cimg class=\"alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mzl.xpdziwre.480x480-75-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">We covered the launch of \u003ca href=\"http://showmeapp.com\">ShowMe\u003c/a> last week, but having watched co-founder San Kim demonstrate the app to teachers at \u003ca href=\"http://www.isteconference.org\">ISTE Conference\u003c/a>, it's clear that ShowMe is worth mentioning again as a great educational tool. The free app turns your iPad into an interactive whiteboard of sorts (\u003ca href=\"http://itunes.apple.com/us/app/showme-interactive-whiteboard/id445066279?mt=8\">iTunes link\u003c/a>), letting you create mini-lessons with both a visual and audio element. Press the record button, talk through your demo as you create it on the whiteboard screen. Then share it -- either publicly or privately -- via the Web. The app is incredibly simple to use, and as many people watching the demo at ISTE recognized, will allow for the creation of \"hundreds of Khan Academies.\"\u003c/p>\n\u003cp>\u003cstrong>GOOGLE GOGGLES AT THE GETTY\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/new-educational-apps-of-the-month-3/getty_goggles/\" rel=\"attachment wp-att-13322\">\u003cimg class=\"alignleft size-full wp-image-13322\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/getty_goggles.jpg\" alt=\"\" width=\"150\" height=\"264\">\u003c/a>\u003ca href=\"http://www.google.com/mobile/goggles/\">Google Goggles\u003c/a>, Google's image-recognition mobile software, now has a great new application. Google has teamed up with the J. Paul Getty Museum in Los Angeles to \"Goggles-enable\" the museum's permanent collection of paintings.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If you use the Google Goggles app (available for Android or iPhone) to snap a photo of a painting, you will be able to access additional information about the artwork, including commentary from artists and curators. The app marks a shift from museum attendants telling visitors that photography is banned, but there are a lot of educational possibilities here to think about snapping a photo to be able to unlock a wealth of additional information about an art (or other) object.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>THE FANTASTIC FLYING BOOKS OF MR. MORRIS LESSMORE\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/new-educational-apps-of-the-month-3/morris/\" rel=\"attachment wp-att-13313\">\u003cimg class=\"size-full wp-image-13313 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/morris.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>We've written before about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/are-moving-tales-the-future-of-childrens-e-books/\">future of interactive books\u003c/a>, and the release of \u003ca href=\"http://www.moonbotstudios.com/\">Moonbot\u003c/a>'s first app, \u003ca href=\"http://itunes.apple.com/us/app/the-fantastic-flying-books/id438052647?mt=8\">The Fantastic Flying Books of Mr. Morris Lessmore\u003c/a>, certainly challenges the definition of \"the book.\" It's part book, part animation, part film. Moonbot Studios has taken its animated short film of the same name and turned it into a book app, one that Wired's Daniel Donahoo calls\"\u003ca href=\"http://www.wired.com/geekdad/2011/05/lessmore/\">a game changer\u003c/a>.\" The app is a wonderful blend of old and new, as some of the visual style of the story harkens back to the silent film era while at the same time clearly throws down the gauntlet to other e-book and app makers, as the app is one of the most cutting edge and compelling e-books available.\u003c/p>\n\u003cp>\u003cstrong>THE WASTE LAND\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/new-educational-apps-of-the-month-3/eliot_150-1/\" rel=\"attachment wp-att-13329\">\u003cimg class=\"alignright size-full wp-image-13329\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/eliot_150-1.jpg\" alt=\"\" width=\"150\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/06/eliot_150-1.jpg 150w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/eliot_150-1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/eliot_150-1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/eliot_150-1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/eliot_150-1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/eliot_150-1-75x75.jpg 75w\" sizes=\"(max-width: 150px) 100vw, 150px\">\u003c/a>Another e-book app that highlights the great potential for the new technology, \"\u003ca href=\"http://itunes.apple.com/us/app/the-waste-land/id427434046?mt=8\">The Waste Land\u003c/a>\" interactive e-book brings one of the best known and most difficult poems of the 20th century to the iPad. The app is a joint project between Faber & Faber (which owns the rights to T. S. Eliot's poem), Touch Press (the maker of the beautiful bestselling science book \u003ca href=\"http://itunes.apple.com/us/app/the-elements-a-visual-exploration/id364147847?mt=8\">The Elements\u003c/a>), and the BBC. It's full of rich content to help readers unpack and understand the poem and includes not only notes and drafts by Eliot himself, but detailed annotations, interviews with other poets and artists, and a performance of the piece by the Irish actress Fiona Shaw.\u003c/p>\n\u003cp>\u003cstrong>STENCYL\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.stencyl.com\">Stencyl\u003c/a> will look familiar to those who have played with visual programming language MIT's \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a>. Stencyl is a game creation tool that has a very similar interface, using a drag-and-drop system so that budding game designers can pull together different building blocks in order to create their programs. More advanced users can also create their own building blocks that can in turn be shared with others. Currently, Stencyl lets users build Flash games for Mac and PC, but the company says it will roll out support for iOS over the summer as well.\u003c/p>\n\u003cp>Stencyl has also modeled itself on Scratch in another way, by creating a game development community so that designers can support each other and share their ideas, as well as share and download open-licensed resources.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/new-educational-apps-of-the-month-3/stencyl_ss/\" rel=\"attachment wp-att-13312\">\u003cimg class=\"aligncenter size-full wp-image-13312\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/stencyl_ss.jpg\" alt=\"\" width=\"550\" height=\"393\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/06/stencyl_ss.jpg 550w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/stencyl_ss-400x286.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/stencyl_ss-320x229.jpg 320w\" sizes=\"(max-width: 550px) 100vw, 550px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>MUSICAL ME\u003c/strong>\u003c/p>\n\u003cp>Brought to you by the same award-winning company that makes \u003ca href=\"http://duckduckmoosedesign.com/\">Duck Duck Moose\u003c/a> is Musical Me (\u003ca href=\"http://itunes.apple.com/us/app/musical-me-by-duck-duck-moose/id441152315?mt=8\">iTunes link\u003c/a>). The app teaches children about the fundamentals of music -- notes, pitch, rhythm, and instruments. It's not GarageBand by any means, but this is an excellent and affordable app for preschool age kids.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Have any favorites that I missed here? Leave us a note in the comments!\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>At the end of month, we review some of our favorite educational apps that have been released or updated over the last thirty days. (Read our \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/new-educational-apps-of-the-month/\">April\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/new-educational-apps-of-the-month-2/\">May reviews\u003c/a>.) Below you'll find a mixture of iOS, Android, and Web-based apps.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>SHOWME\u003c/strong>\u003c/p>\n\u003cp>\u003cimg class=\"alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mzl.xpdziwre.480x480-75-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">We covered the launch of \u003ca href=\"http://showmeapp.com\">ShowMe\u003c/a> last week, but having watched co-founder San Kim demonstrate the app to teachers at \u003ca href=\"http://www.isteconference.org\">ISTE Conference\u003c/a>, it's clear that ShowMe is worth mentioning again as a great educational tool. The free app turns your iPad into an interactive whiteboard of sorts (\u003ca href=\"http://itunes.apple.com/us/app/showme-interactive-whiteboard/id445066279?mt=8\">iTunes link\u003c/a>), letting you create mini-lessons with both a visual and audio element. Press the record button, talk through your demo as you create it on the whiteboard screen. Then share it -- either publicly or privately -- via the Web. The app is incredibly simple to use, and as many people watching the demo at ISTE recognized, will allow for the creation of \"hundreds of Khan Academies.\"\u003c/p>\n\u003cp>\u003cstrong>GOOGLE GOGGLES AT THE GETTY\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/new-educational-apps-of-the-month-3/getty_goggles/\" rel=\"attachment wp-att-13322\">\u003cimg class=\"alignleft size-full wp-image-13322\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/getty_goggles.jpg\" alt=\"\" width=\"150\" height=\"264\">\u003c/a>\u003ca href=\"http://www.google.com/mobile/goggles/\">Google Goggles\u003c/a>, Google's image-recognition mobile software, now has a great new application. Google has teamed up with the J. Paul Getty Museum in Los Angeles to \"Goggles-enable\" the museum's permanent collection of paintings.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If you use the Google Goggles app (available for Android or iPhone) to snap a photo of a painting, you will be able to access additional information about the artwork, including commentary from artists and curators. The app marks a shift from museum attendants telling visitors that photography is banned, but there are a lot of educational possibilities here to think about snapping a photo to be able to unlock a wealth of additional information about an art (or other) object.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>THE FANTASTIC FLYING BOOKS OF MR. MORRIS LESSMORE\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/new-educational-apps-of-the-month-3/morris/\" rel=\"attachment wp-att-13313\">\u003cimg class=\"size-full wp-image-13313 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/morris.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>We've written before about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/are-moving-tales-the-future-of-childrens-e-books/\">future of interactive books\u003c/a>, and the release of \u003ca href=\"http://www.moonbotstudios.com/\">Moonbot\u003c/a>'s first app, \u003ca href=\"http://itunes.apple.com/us/app/the-fantastic-flying-books/id438052647?mt=8\">The Fantastic Flying Books of Mr. Morris Lessmore\u003c/a>, certainly challenges the definition of \"the book.\" It's part book, part animation, part film. Moonbot Studios has taken its animated short film of the same name and turned it into a book app, one that Wired's Daniel Donahoo calls\"\u003ca href=\"http://www.wired.com/geekdad/2011/05/lessmore/\">a game changer\u003c/a>.\" The app is a wonderful blend of old and new, as some of the visual style of the story harkens back to the silent film era while at the same time clearly throws down the gauntlet to other e-book and app makers, as the app is one of the most cutting edge and compelling e-books available.\u003c/p>\n\u003cp>\u003cstrong>THE WASTE LAND\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/new-educational-apps-of-the-month-3/eliot_150-1/\" rel=\"attachment wp-att-13329\">\u003cimg class=\"alignright size-full wp-image-13329\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/eliot_150-1.jpg\" alt=\"\" width=\"150\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/06/eliot_150-1.jpg 150w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/eliot_150-1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/eliot_150-1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/eliot_150-1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/eliot_150-1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/eliot_150-1-75x75.jpg 75w\" sizes=\"(max-width: 150px) 100vw, 150px\">\u003c/a>Another e-book app that highlights the great potential for the new technology, \"\u003ca href=\"http://itunes.apple.com/us/app/the-waste-land/id427434046?mt=8\">The Waste Land\u003c/a>\" interactive e-book brings one of the best known and most difficult poems of the 20th century to the iPad. The app is a joint project between Faber & Faber (which owns the rights to T. S. Eliot's poem), Touch Press (the maker of the beautiful bestselling science book \u003ca href=\"http://itunes.apple.com/us/app/the-elements-a-visual-exploration/id364147847?mt=8\">The Elements\u003c/a>), and the BBC. It's full of rich content to help readers unpack and understand the poem and includes not only notes and drafts by Eliot himself, but detailed annotations, interviews with other poets and artists, and a performance of the piece by the Irish actress Fiona Shaw.\u003c/p>\n\u003cp>\u003cstrong>STENCYL\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.stencyl.com\">Stencyl\u003c/a> will look familiar to those who have played with visual programming language MIT's \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a>. Stencyl is a game creation tool that has a very similar interface, using a drag-and-drop system so that budding game designers can pull together different building blocks in order to create their programs. More advanced users can also create their own building blocks that can in turn be shared with others. Currently, Stencyl lets users build Flash games for Mac and PC, but the company says it will roll out support for iOS over the summer as well.\u003c/p>\n\u003cp>Stencyl has also modeled itself on Scratch in another way, by creating a game development community so that designers can support each other and share their ideas, as well as share and download open-licensed resources.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/new-educational-apps-of-the-month-3/stencyl_ss/\" rel=\"attachment wp-att-13312\">\u003cimg class=\"aligncenter size-full wp-image-13312\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/stencyl_ss.jpg\" alt=\"\" width=\"550\" height=\"393\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/06/stencyl_ss.jpg 550w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/stencyl_ss-400x286.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/stencyl_ss-320x229.jpg 320w\" sizes=\"(max-width: 550px) 100vw, 550px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>MUSICAL ME\u003c/strong>\u003c/p>\n\u003cp>Brought to you by the same award-winning company that makes \u003ca href=\"http://duckduckmoosedesign.com/\">Duck Duck Moose\u003c/a> is Musical Me (\u003ca href=\"http://itunes.apple.com/us/app/musical-me-by-duck-duck-moose/id441152315?mt=8\">iTunes link\u003c/a>). The app teaches children about the fundamentals of music -- notes, pitch, rhythm, and instruments. It's not GarageBand by any means, but this is an excellent and affordable app for preschool age kids.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Have any favorites that I missed here? Leave us a note in the comments!\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Kids Can Learn from Playing in Virtual Worlds",
"title": "What Kids Can Learn from Playing in Virtual Worlds",
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"content": "\u003cfigure id=\"attachment_13194\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13194\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-kids-can-learn-from-playing-in-virtual-worlds/imagination/\">\u003cimg class=\"size-full wp-image-13194\" title=\"imagination\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/imagination.jpg\" alt=\"\" width=\"300\" height=\"283\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>There are over \u003ca href=\"http://www.readwriteweb.com/archives/number_of_virtual_world_users_breaks_the_1_billion.php\">1 billion users\u003c/a> of virtual worlds, online communities where users have avatars and participate in various simulated environments. Even more impressive than that number: roughly half of those virtual world users are under age 15.\u003c/p>\n\u003cp>With a number of news stories lately about \u003ca href=\"http://news.consumerreports.org/electronics/2011/05/facebooks-zuckerberg-wants-to-let-kids-under-13-onto-site.html\">kids under 13 on Facebook\u003c/a> (violating the social network's terms of service), you'd think there weren't any other social networking sites that were geared for kids or where kids wanted to be. But clearly that's hardly the case, and there are many social networks, gaming sites and virtual worlds aimed at the under 13 set: \u003ca href=\"http://www.clubpenguin.com/\">Club Penguin\u003c/a>, \u003ca href=\"http://www.whyville.net/smmk/nice\">Whyville\u003c/a>, and \u003ca href=\"http://www.webkinz.com/\">Webkinz\u003c/a> to name just a few. (Here's a list of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/8-social-media-sites-just-for-kids/\">eight social media sites \u003c/a>just for kids.)\u003c/p>\n\u003cp>Allowing children under age 13 to participate in online communities often raises questions about security and safety, and many parents fear predators and cyberbullies. Kid-oriented websites have a number of measures to prevent these dangers for their members, including logging chats and flagging questionable content and suspicious accounts.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Virtual worlds give children an opportunity to participate in a large social environment, with people from all over the world, often unsupervised by their parents.\"\u003c/aside>\n\u003cp>But there may be other problems with these sites too, including the intense commercialization of many of them. Often virtual worlds (for children as for adults) encourage not just game-play but consumption, and kids need to buy virtual goods (sometimes with real money) in order to dress their avatars and decorate their virtual homes. Purchasing in-game items often gives users more status, and that's a lesson in itself that parents may or may not wish to have imparted to their kids.\u003c!--more-->\u003c/p>\n\u003cp>Virtual worlds are often dismissed as merely games and most do not claim to be educational websites. But there are plenty of informal learning opportunities for kids in these environments, particularly as these are often their first experiences with online communities. Participating in a virtual world can help kids learn how to communicate and behave online.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They can also be utilized to help bridge online and offline ethics. One virtual world, \u003ca href=\"http://minimonos.com\">MiniMonos\u003c/a>, for example, has an environmental theme and tries to make sustainability lessons clear to its users. If you don't keep up with the recycling around your avatar's treehouse, there are in-world consequences. The virtual world also ties this to the real world as well, rewarding users for various environmental actions they take in their own communities.\u003c/p>\n\u003cp>Here's a list of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/five-amazing-games-that-add-a-third-dimension-to-learning/\">five virtual world sites \u003c/a>that can unlock all kinds of adventures, curated by a teacher who's tested many of these sites in his classes.\u003c/p>\n\u003cp>It's this connection to community -- again, on- and offline -- that may be most one of the greatest benefits of virtual worlds. Despite fears about predators, virtual worlds do offer kids a place to experiment and expand socially. Virtual worlds give children an opportunity to participate in a large social environment, with people from all over the world, often unsupervised by their parents. That may sound scary to parents, but for kids, it can be very liberating.\u003c/p>\n\u003cp>As always, parents should make sure they know where and what their kids are doing online. The best virtual worlds offer reporting features for parents and keep in contact with them should any problems arise. They also allow parents to enter alongside their children.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Although virtual worlds may be a relatively new phenomenon, the fact that kids under 13 are embracing them suggests that we're only beginning to see the potential of these online communities.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They can also be utilized to help bridge online and offline ethics. One virtual world, \u003ca href=\"http://minimonos.com\">MiniMonos\u003c/a>, for example, has an environmental theme and tries to make sustainability lessons clear to its users. If you don't keep up with the recycling around your avatar's treehouse, there are in-world consequences. The virtual world also ties this to the real world as well, rewarding users for various environmental actions they take in their own communities.\u003c/p>\n\u003cp>Here's a list of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/five-amazing-games-that-add-a-third-dimension-to-learning/\">five virtual world sites \u003c/a>that can unlock all kinds of adventures, curated by a teacher who's tested many of these sites in his classes.\u003c/p>\n\u003cp>It's this connection to community -- again, on- and offline -- that may be most one of the greatest benefits of virtual worlds. Despite fears about predators, virtual worlds do offer kids a place to experiment and expand socially. Virtual worlds give children an opportunity to participate in a large social environment, with people from all over the world, often unsupervised by their parents. That may sound scary to parents, but for kids, it can be very liberating.\u003c/p>\n\u003cp>As always, parents should make sure they know where and what their kids are doing online. The best virtual worlds offer reporting features for parents and keep in contact with them should any problems arise. They also allow parents to enter alongside their children.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Although virtual worlds may be a relatively new phenomenon, the fact that kids under 13 are embracing them suggests that we're only beginning to see the potential of these online communities.\u003c/p>\n\n\u003c/div>\u003c/p>",
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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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"mindshift": {
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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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"order": 12
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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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},
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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": {
"id": "radiolab",
"title": "Radiolab",
"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": {
"id": "reveal",
"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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