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"headTitle": "The MindShift Guide to Digital Games and Learning | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_36356\" class=\"wp-caption aligncenter\" style=\"max-width: 559px\">\u003cimg class=\"size-full wp-image-36356\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/Screen-Shot-2014-06-17-at-9.39.33-AM.png\" alt=\"Keith Devlin\" width=\"559\" height=\"257\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/Screen-Shot-2014-06-17-at-9.39.33-AM.png 559w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/Screen-Shot-2014-06-17-at-9.39.33-AM-400x184.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/Screen-Shot-2014-06-17-at-9.39.33-AM-320x147.png 320w\" sizes=\"(max-width: 559px) 100vw, 559px\">\u003cfigcaption class=\"wp-caption-text\">Keith Devlin\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 8 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://profkeithdevlin.com/\" target=\"_blank\">Keith Devlin\u003c/a> is a well-known mathematician and the author of many popular math books. He is co-founder and Executive Director of Stanford University’s Human-Sciences and Technologies Advanced Research Institute and is well known as the “\u003ca href=\"http://www.npr.org/2014/04/12/302166509/martin-gardner-a-genius-of-recreational-mathematics\" target=\"_blank\">NPR Math Guy\u003c/a>.” He’s also a big fan of using video games as a teaching tool and the founder of an education technology company called BrainQuake.\u003c/p>\n\u003cp>Devlin believes the future demands a substantial change in the way we think about math education. “So many people in the U.S. have never experienced good mathematics teaching. They have a totally false impression of what mathematics is,” he says.\u003c/p>\n\u003cp>In this conversation, he explains why we now need different mathematical skills than we once did, and points out that the math curriculum of the 20th century did not equip today’s adults to mentor children in the math skills of the 21st century.\u003c/p>\n\u003cp>Devlin argues that video games are the perfect tool for teaching math. He also sheds some light on those Common Core math problems that are so controversial.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Jordan Shapiro: In 2011, you published a book entitled \u003c/b>\u003cb>\u003ci>\u003ca href=\"http://www.amazon.com/Mathematics-Education-New-Era-Learning/dp/1568814313\" target=\"_blank\">Mathematics Education For A New Era: Video Games As A Medium For Learning\u003c/a>.\u003c/i> W\u003c/b>\u003cb>hat inspired you to write that book? Do you play video games?\u003c/b>\u003c/p>\n\u003cp>\u003cb>Keith Devlin: \u003c/b>I not only play video games, I actually wrote one, way back in the early 1980s when personal home computers were just starting to appear. I wrote a math game where you use trigonometry to find buried pirates’ treasure on a desert island. I did it for use in the math class at the local elementary school my daughters attended. When I saw how my daughters were totally engaged by video games (professional ones, much better than mine!), I recognized at once their potential in mathematics education.\u003c/p>\n\u003cp>I wrote the book to try to give teachers some sense of what it would take to build a good video game for mathematics learning and to explain to game designers what it would take to embed \u003ci>good\u003c/i> mathematics learning into a game. I was not thinking about building a video game myself (back then).\u003c/p>\n\u003cp>\u003cb>JS: In the book, you argue that video games are the best way to teach math to middle school kids. We’ve spoken about this before and you’ve talked about the importance of learning through doing. Why is context so important? And how can thinking of video games as math simulations help to move the typical math class from an product based pedagogy to a process based pedagogy?\u003c/b>\u003c/p>\n\u003cp>\u003cb>KD: \u003c/b>Video games are an ideal medium for developing mathematical thinking. It’s a classic case where a technology that renders old skills less relevant actually provides their replacement. Many people outside of the worlds of mathematics (particularly math as used in the world) and mathematics education are simply not aware of the dramatic shift that both disciplines have undergone as a result of digital technologies.\u003c/p>\n\u003cp>When today’s parents were going through schools, the main focus in mathematics was on mastery of a collection of standard procedures for solving well-defined problems that have unique right answers. If you did well at that, you were pretty well guaranteed a good job. Learning mathematics had been that way for several thousand years. Math textbooks were essentially recipe books.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The problems we need mathematics for today come in a messy, real-world context, and part of making progress is to figure out just what you need from that context.\"\u003c/aside>\n\u003cp>But now all those math recipes have been coded into devices, some of which we carry round in our pockets. Suddenly, in a single generation, mastery of the procedural math skills that had ruled supreme for three thousand years has become largely irrelevant. In my book, I used the term “mathematical thinking” to distinguish the kind of math that is relevant today from the (procedural) “mathematics” most people are familiar with.\u003c/p>\n\u003cp>The skill that is in great demand today, and will continue to grow, is the ability to take a novel problem, possibly not well-defined, and likely not having a single “right” answer, and make progress on it, in some cases (but not all!) “solving” it (whatever that turns out to mean). The problems we need mathematics for today come in a messy, real-world context, and part of making progress is to figure out just what you need from that context.\u003c/p>\n\u003cp>[contextly_sidebar id=\"8e0286063995d3d5540997f09b77cdea\"]\u003c/p>\n\u003cp>Books and lectures (in a room or on a screen) are useful \u003ci>resources\u003c/i> for mathematical thinking, but they are no longer at the heart of math learning. The only way to acquire mathematical thinking ability is by a process of exploration – lots of trial-and-error and reflection. This is exactly what video games can deliver. They can provide small scale simulations of the kinds of open-ended, context-influenced, project-based, problem solving that is at such a premium in today’s world.\u003c/p>\n\u003cp>\u003cb>JS: I wrote about your game Wuzzit Trouble \u003c/b>\u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-games-based-learning-teaches-problem-solving-in-context/\">\u003cb>earlier in this series\u003c/b>\u003c/a>\u003cb>. I also sometimes show it when I’m doing workshops or public speaking. I’ve used your metaphor often: learning games should work like musical instruments. What does it mean to create a mathematical instrument? Can we do the equivalent for other subjects?\u003c/b>\u003c/p>\n\u003cp>\u003cb>KD: \u003c/b>Yes, it’s fortunate that the word “play” applies both to musical instruments and video games. Everyone knows that the best way to learn an instrument is to start to play it. We don’t ask someone to learn to read music before they sit at a piano or pick up a guitar. But that’s exactly what we do in mathematics! The reason we do is that through most of its history, mathematics did not have any instruments. Video games can provide math instruments you can use to learn mathematics. Take a look at the \u003ca href=\"https://vimeo.com/89583763\">twenty-minute video\u003c/a> of the talk I gave recently. In it, I use \u003ci>Wuzzit Troubl\u003c/i>e to explain how this can be done.\u003c/p>\n\u003cp>We can do the same kind of thing in other subjects, but many of them already have instruments (e.g. laboratory equipment in the natural sciences). Before video game technologies, however, all we had for math were paper and pencil, augmented with ruler and compass for geometry.\u003c/p>\n\u003cp>\u003cb>JS: So, are you saying that kids don’t need to learn how to scribble numbers and equations on paper? Does that mean the symbolic Hindu-Arabic representation of mathematics is obsolete? \u003c/b>\u003c/p>\n\u003cp>\u003cb>Keith: \u003c/b>No, kids need to master Hindu-Arithmetic \u003ci>representation\u003c/i> of numbers far more today than in the past. What they don’t need to do – and I think this is what you’re getting at with your question – is train themselves to do long computations, as was necessary when I was a child. No one calculates that way any more! What they (we) need in today’s world is a deeper understanding of how and why Hindu-Arabic arithmetic works.\u003c/p>\n\u003cp>In all four offerings of \u003ca href=\"https://www.coursera.org/course/maththink\">my mathematical thinking MOOC\u003c/a> to date, I have had as students, engineers with years of experience who suddenly found themselves out of a job when their employers replaced them with software systems (or sometimes overseas outsource services). Those engineers are now having to retool to learn this other skill of creative problem solving – \u003ci>mathematical thinking\u003c/i>.\u003c/p>\n\u003cp>Incidentally, the Common Core State Standards that are so much in the news were designed to guide the shift to this new kind of mathematics, as \u003ca href=\"http://www.huffingtonpost.com/dr-keith-devlin/common-core-math-standards_b_5369939.html\">I’ve tried to explain before\u003c/a>. Many of the parents who object to the basic goal of Common Core appear do so because they too have not realized how much the world has changed in its demands for mathematical skills. (There is a lot to argue about when it comes to the implementation of the Core, but that’s a separate issue.)\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignleft\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>\u003cb>JS: In the past, you and I have discussed the “Symbol Barrier.” Now I think I misunderstood the concept. I always thought you meant that Hindu-Arabic representation was an obstacle to mathematical thinking. But clearly that’s not what you meant. Explain the “Symbol Barrier” and how video games can help to circumvent it.\u003c/b>\u003c/p>\n\u003cp>\u003cb>Keith: \u003c/b>The Symbol Barrier is the name I gave to a phenomenon first noticed in the early 1990s. If people need to use basic computational mathematics in their everyday lives or careers, they quickly pick it up and are able to perform at a 98 percent accuracy level. That’s not just some people, it’s ALL people (apart from around 3 percent who have a brain condition called dyscalculia). But if you ask those same people to solve the same math problems presented in a traditional, school, paper-and-pencil test format, their performance levels drops from 98 percent accuracy to a mere 37 percent correct. Those people (all of us) don’t have an inherent math problem, they (we) have a language problem! That’s the Symbol Barrier.\u003c/p>\n\u003cp>The Symbol Barrier is a problem – i.e. a barrier to entry into mathematical thinking – because at the moment, learning mathematics and being tested in mathematics is all done by way of the symbolic representation! It’s as if we taught and tested people’s musical ability by instructing them in musical notation and testing how well they could write music using that notation. We don’t do that. We ask them to sit down and play an instrument!\u003c/p>\n\u003cp>Same with driving. Would you prefer to be driven by someone who had just passed the written part of the driving test, or would you want to know they had passed the road test?\u003c/p>\n\u003cp>Or an airline pilot. Which gives you more confidence, someone who has flown successfully in a simulator or a trainee pilot who has just passed a written test on how to fly a plane?\u003c/p>\n\u003cp>Likewise for mathematics. I would feel much more confident in the arithmetical ability of someone who had scored highly on my own game \u003ci>Wuzzit Trouble\u003c/i> than someone who had simply learned how to line up numbers in columns and apply the standard algorithms of arithmetic. The latter just requires rule following, the former makes you \u003ci>think\u003c/i>.\u003c/p>\n\u003cp>\u003cb>JS: What other types of learning products are you working on at your company, BrainQuake? Which mathematical concepts are you trying to tackle? \u003c/b>\u003c/p>\n\u003cp>\u003cb>KD: \u003c/b>Our basic platform is mobile games, though we intend to bring out Web-based PC versions for classroom use. The user data we obtained from the release of \u003ci>Wuzzit Trouble\u003c/i>, last fall was as good, if not better, than we had hoped. We were ranked highly in many general game categories, not just educational games, and we were appealing to people of all ages.\u003c/p>\n\u003cp>Once we knew \u003ci>Wuzzit Trouble\u003c/i> was succeeding as a general category video game, it made sense to develop that side more, so as to appeal to the widest possible audience. So we have been focusing on embedding that basic gears mechanic into a richer video game.\u003c/p>\n\u003cp>However, to be honest, \u003ci>Wuzzit Trouble\u003c/i> is barely classified as a game. I would (and did) call it an entertaining and engaging math-based mobile app. To reach a much wider audience, we need to incorporate more of the elements of the highly successful video games that attract tens of millions of players. Teaming up with John Romero (the legendary creator of \u003ci>Doom\u003c/i> and \u003ci>Quake\u003c/i>) as our chief Game designer provided us an exciting opportunity to go after that elusive big audience.\u003c/p>\n\u003cp>We are also developing the assessment side. Students, parents, and teachers – and adult player-learners – want to know how well they are progressing in terms of math learning. Video-game learning provides extremely powerful mechanisms to track learning – potentially far better than the existing methods used in standardized tests. Doing that requires the development of powerful algorithms that take the raw player data (which goes right down to individual finger actions on the screen) and use it to infer the player’s thought processes behind those actions, so we can see \u003ci>how\u003c/i> a player is trying to solve the problem. This will take the old idea of “show your working” to a whole different level.\u003c/p>\n\u003cp>\u003cb>JS: This sounds great. Should we be trying to do this for every part of the mathematics curriculum? \u003c/b>\u003c/p>\n\u003cp>\u003cb>KD: \u003c/b>BrainQuake is absolutely \u003cem>not\u003c/em> obsessed with trying to achieve “full curriculum coverage,” whatever that might mean. To my mind it makes no sense to try to use video games to provide learning for parts of mathematics where an alternative, interactive representation does not add anything significantly new.\u003c/p>\n\u003cp>Also, I think it will always be largely up to a good teacher to help learners master the symbolic approach necessary for more advanced mathematics. I think that people who see technology as a way to eliminate the need for good classroom teachers fundamentally misunderstand what it takes to help someone learn how to think a different way – in my case the mathematical way. Technology can help. It can help in significant ways. But it cannot replace a good teacher.\u003c/p>\n\u003cp>\u003cb>JS: What do teachers and parents need to know about the future of game-based learning, the future of pedagogy, and the future of education in general?\u003c/b>\u003c/p>\n\u003cp>\u003cb>KD: \u003c/b>Game-based learning \u003ci>is\u003c/i> the future. Games are just simulators with an internal incentive structure (often dopamine based). That means they tap into the way humans, and all living creatures, are hard-wired to learn: \u003ci>by doing\u003c/i>.\u003c/p>\n\u003cp>But people are not machines. We are social creatures. If you want a child to develop into a useful citizen who can have a good life and contribute to society, you need to develop that child fully as a human being. That requires good parenting and great teaching. Doing it right requires close integration of the technologies with the human interactions.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36356\" class=\"wp-caption aligncenter\" style=\"max-width: 559px\">\u003cimg class=\"size-full wp-image-36356\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/Screen-Shot-2014-06-17-at-9.39.33-AM.png\" alt=\"Keith Devlin\" width=\"559\" height=\"257\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/Screen-Shot-2014-06-17-at-9.39.33-AM.png 559w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/Screen-Shot-2014-06-17-at-9.39.33-AM-400x184.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/Screen-Shot-2014-06-17-at-9.39.33-AM-320x147.png 320w\" sizes=\"(max-width: 559px) 100vw, 559px\">\u003cfigcaption class=\"wp-caption-text\">Keith Devlin\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 8 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://profkeithdevlin.com/\" target=\"_blank\">Keith Devlin\u003c/a> is a well-known mathematician and the author of many popular math books. He is co-founder and Executive Director of Stanford University’s Human-Sciences and Technologies Advanced Research Institute and is well known as the “\u003ca href=\"http://www.npr.org/2014/04/12/302166509/martin-gardner-a-genius-of-recreational-mathematics\" target=\"_blank\">NPR Math Guy\u003c/a>.” He’s also a big fan of using video games as a teaching tool and the founder of an education technology company called BrainQuake.\u003c/p>\n\u003cp>Devlin believes the future demands a substantial change in the way we think about math education. “So many people in the U.S. have never experienced good mathematics teaching. They have a totally false impression of what mathematics is,” he says.\u003c/p>\n\u003cp>In this conversation, he explains why we now need different mathematical skills than we once did, and points out that the math curriculum of the 20th century did not equip today’s adults to mentor children in the math skills of the 21st century.\u003c/p>\n\u003cp>Devlin argues that video games are the perfect tool for teaching math. He also sheds some light on those Common Core math problems that are so controversial.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Jordan Shapiro: In 2011, you published a book entitled \u003c/b>\u003cb>\u003ci>\u003ca href=\"http://www.amazon.com/Mathematics-Education-New-Era-Learning/dp/1568814313\" target=\"_blank\">Mathematics Education For A New Era: Video Games As A Medium For Learning\u003c/a>.\u003c/i> W\u003c/b>\u003cb>hat inspired you to write that book? Do you play video games?\u003c/b>\u003c/p>\n\u003cp>\u003cb>Keith Devlin: \u003c/b>I not only play video games, I actually wrote one, way back in the early 1980s when personal home computers were just starting to appear. I wrote a math game where you use trigonometry to find buried pirates’ treasure on a desert island. I did it for use in the math class at the local elementary school my daughters attended. When I saw how my daughters were totally engaged by video games (professional ones, much better than mine!), I recognized at once their potential in mathematics education.\u003c/p>\n\u003cp>I wrote the book to try to give teachers some sense of what it would take to build a good video game for mathematics learning and to explain to game designers what it would take to embed \u003ci>good\u003c/i> mathematics learning into a game. I was not thinking about building a video game myself (back then).\u003c/p>\n\u003cp>\u003cb>JS: In the book, you argue that video games are the best way to teach math to middle school kids. We’ve spoken about this before and you’ve talked about the importance of learning through doing. Why is context so important? And how can thinking of video games as math simulations help to move the typical math class from an product based pedagogy to a process based pedagogy?\u003c/b>\u003c/p>\n\u003cp>\u003cb>KD: \u003c/b>Video games are an ideal medium for developing mathematical thinking. It’s a classic case where a technology that renders old skills less relevant actually provides their replacement. Many people outside of the worlds of mathematics (particularly math as used in the world) and mathematics education are simply not aware of the dramatic shift that both disciplines have undergone as a result of digital technologies.\u003c/p>\n\u003cp>When today’s parents were going through schools, the main focus in mathematics was on mastery of a collection of standard procedures for solving well-defined problems that have unique right answers. If you did well at that, you were pretty well guaranteed a good job. Learning mathematics had been that way for several thousand years. Math textbooks were essentially recipe books.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The problems we need mathematics for today come in a messy, real-world context, and part of making progress is to figure out just what you need from that context.\"\u003c/aside>\n\u003cp>But now all those math recipes have been coded into devices, some of which we carry round in our pockets. Suddenly, in a single generation, mastery of the procedural math skills that had ruled supreme for three thousand years has become largely irrelevant. In my book, I used the term “mathematical thinking” to distinguish the kind of math that is relevant today from the (procedural) “mathematics” most people are familiar with.\u003c/p>\n\u003cp>The skill that is in great demand today, and will continue to grow, is the ability to take a novel problem, possibly not well-defined, and likely not having a single “right” answer, and make progress on it, in some cases (but not all!) “solving” it (whatever that turns out to mean). The problems we need mathematics for today come in a messy, real-world context, and part of making progress is to figure out just what you need from that context.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Books and lectures (in a room or on a screen) are useful \u003ci>resources\u003c/i> for mathematical thinking, but they are no longer at the heart of math learning. The only way to acquire mathematical thinking ability is by a process of exploration – lots of trial-and-error and reflection. This is exactly what video games can deliver. They can provide small scale simulations of the kinds of open-ended, context-influenced, project-based, problem solving that is at such a premium in today’s world.\u003c/p>\n\u003cp>\u003cb>JS: I wrote about your game Wuzzit Trouble \u003c/b>\u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-games-based-learning-teaches-problem-solving-in-context/\">\u003cb>earlier in this series\u003c/b>\u003c/a>\u003cb>. I also sometimes show it when I’m doing workshops or public speaking. I’ve used your metaphor often: learning games should work like musical instruments. What does it mean to create a mathematical instrument? Can we do the equivalent for other subjects?\u003c/b>\u003c/p>\n\u003cp>\u003cb>KD: \u003c/b>Yes, it’s fortunate that the word “play” applies both to musical instruments and video games. Everyone knows that the best way to learn an instrument is to start to play it. We don’t ask someone to learn to read music before they sit at a piano or pick up a guitar. But that’s exactly what we do in mathematics! The reason we do is that through most of its history, mathematics did not have any instruments. Video games can provide math instruments you can use to learn mathematics. Take a look at the \u003ca href=\"https://vimeo.com/89583763\">twenty-minute video\u003c/a> of the talk I gave recently. In it, I use \u003ci>Wuzzit Troubl\u003c/i>e to explain how this can be done.\u003c/p>\n\u003cp>We can do the same kind of thing in other subjects, but many of them already have instruments (e.g. laboratory equipment in the natural sciences). Before video game technologies, however, all we had for math were paper and pencil, augmented with ruler and compass for geometry.\u003c/p>\n\u003cp>\u003cb>JS: So, are you saying that kids don’t need to learn how to scribble numbers and equations on paper? Does that mean the symbolic Hindu-Arabic representation of mathematics is obsolete? \u003c/b>\u003c/p>\n\u003cp>\u003cb>Keith: \u003c/b>No, kids need to master Hindu-Arithmetic \u003ci>representation\u003c/i> of numbers far more today than in the past. What they don’t need to do – and I think this is what you’re getting at with your question – is train themselves to do long computations, as was necessary when I was a child. No one calculates that way any more! What they (we) need in today’s world is a deeper understanding of how and why Hindu-Arabic arithmetic works.\u003c/p>\n\u003cp>In all four offerings of \u003ca href=\"https://www.coursera.org/course/maththink\">my mathematical thinking MOOC\u003c/a> to date, I have had as students, engineers with years of experience who suddenly found themselves out of a job when their employers replaced them with software systems (or sometimes overseas outsource services). Those engineers are now having to retool to learn this other skill of creative problem solving – \u003ci>mathematical thinking\u003c/i>.\u003c/p>\n\u003cp>Incidentally, the Common Core State Standards that are so much in the news were designed to guide the shift to this new kind of mathematics, as \u003ca href=\"http://www.huffingtonpost.com/dr-keith-devlin/common-core-math-standards_b_5369939.html\">I’ve tried to explain before\u003c/a>. Many of the parents who object to the basic goal of Common Core appear do so because they too have not realized how much the world has changed in its demands for mathematical skills. (There is a lot to argue about when it comes to the implementation of the Core, but that’s a separate issue.)\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignleft\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>\u003cb>JS: In the past, you and I have discussed the “Symbol Barrier.” Now I think I misunderstood the concept. I always thought you meant that Hindu-Arabic representation was an obstacle to mathematical thinking. But clearly that’s not what you meant. Explain the “Symbol Barrier” and how video games can help to circumvent it.\u003c/b>\u003c/p>\n\u003cp>\u003cb>Keith: \u003c/b>The Symbol Barrier is the name I gave to a phenomenon first noticed in the early 1990s. If people need to use basic computational mathematics in their everyday lives or careers, they quickly pick it up and are able to perform at a 98 percent accuracy level. That’s not just some people, it’s ALL people (apart from around 3 percent who have a brain condition called dyscalculia). But if you ask those same people to solve the same math problems presented in a traditional, school, paper-and-pencil test format, their performance levels drops from 98 percent accuracy to a mere 37 percent correct. Those people (all of us) don’t have an inherent math problem, they (we) have a language problem! That’s the Symbol Barrier.\u003c/p>\n\u003cp>The Symbol Barrier is a problem – i.e. a barrier to entry into mathematical thinking – because at the moment, learning mathematics and being tested in mathematics is all done by way of the symbolic representation! It’s as if we taught and tested people’s musical ability by instructing them in musical notation and testing how well they could write music using that notation. We don’t do that. We ask them to sit down and play an instrument!\u003c/p>\n\u003cp>Same with driving. Would you prefer to be driven by someone who had just passed the written part of the driving test, or would you want to know they had passed the road test?\u003c/p>\n\u003cp>Or an airline pilot. Which gives you more confidence, someone who has flown successfully in a simulator or a trainee pilot who has just passed a written test on how to fly a plane?\u003c/p>\n\u003cp>Likewise for mathematics. I would feel much more confident in the arithmetical ability of someone who had scored highly on my own game \u003ci>Wuzzit Trouble\u003c/i> than someone who had simply learned how to line up numbers in columns and apply the standard algorithms of arithmetic. The latter just requires rule following, the former makes you \u003ci>think\u003c/i>.\u003c/p>\n\u003cp>\u003cb>JS: What other types of learning products are you working on at your company, BrainQuake? Which mathematical concepts are you trying to tackle? \u003c/b>\u003c/p>\n\u003cp>\u003cb>KD: \u003c/b>Our basic platform is mobile games, though we intend to bring out Web-based PC versions for classroom use. The user data we obtained from the release of \u003ci>Wuzzit Trouble\u003c/i>, last fall was as good, if not better, than we had hoped. We were ranked highly in many general game categories, not just educational games, and we were appealing to people of all ages.\u003c/p>\n\u003cp>Once we knew \u003ci>Wuzzit Trouble\u003c/i> was succeeding as a general category video game, it made sense to develop that side more, so as to appeal to the widest possible audience. So we have been focusing on embedding that basic gears mechanic into a richer video game.\u003c/p>\n\u003cp>However, to be honest, \u003ci>Wuzzit Trouble\u003c/i> is barely classified as a game. I would (and did) call it an entertaining and engaging math-based mobile app. To reach a much wider audience, we need to incorporate more of the elements of the highly successful video games that attract tens of millions of players. Teaming up with John Romero (the legendary creator of \u003ci>Doom\u003c/i> and \u003ci>Quake\u003c/i>) as our chief Game designer provided us an exciting opportunity to go after that elusive big audience.\u003c/p>\n\u003cp>We are also developing the assessment side. Students, parents, and teachers – and adult player-learners – want to know how well they are progressing in terms of math learning. Video-game learning provides extremely powerful mechanisms to track learning – potentially far better than the existing methods used in standardized tests. Doing that requires the development of powerful algorithms that take the raw player data (which goes right down to individual finger actions on the screen) and use it to infer the player’s thought processes behind those actions, so we can see \u003ci>how\u003c/i> a player is trying to solve the problem. This will take the old idea of “show your working” to a whole different level.\u003c/p>\n\u003cp>\u003cb>JS: This sounds great. Should we be trying to do this for every part of the mathematics curriculum? \u003c/b>\u003c/p>\n\u003cp>\u003cb>KD: \u003c/b>BrainQuake is absolutely \u003cem>not\u003c/em> obsessed with trying to achieve “full curriculum coverage,” whatever that might mean. To my mind it makes no sense to try to use video games to provide learning for parts of mathematics where an alternative, interactive representation does not add anything significantly new.\u003c/p>\n\u003cp>Also, I think it will always be largely up to a good teacher to help learners master the symbolic approach necessary for more advanced mathematics. I think that people who see technology as a way to eliminate the need for good classroom teachers fundamentally misunderstand what it takes to help someone learn how to think a different way – in my case the mathematical way. Technology can help. It can help in significant ways. But it cannot replace a good teacher.\u003c/p>\n\u003cp>\u003cb>JS: What do teachers and parents need to know about the future of game-based learning, the future of pedagogy, and the future of education in general?\u003c/b>\u003c/p>\n\u003cp>\u003cb>KD: \u003c/b>Game-based learning \u003ci>is\u003c/i> the future. Games are just simulators with an internal incentive structure (often dopamine based). That means they tap into the way humans, and all living creatures, are hard-wired to learn: \u003ci>by doing\u003c/i>.\u003c/p>\n\u003cp>But people are not machines. We are social creatures. If you want a child to develop into a useful citizen who can have a good life and contribute to society, you need to develop that child fully as a human being. That requires good parenting and great teaching. Doing it right requires close integration of the technologies with the human interactions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_33245\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33245\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/Skyrim300.jpg\" alt=\"Skyrim300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/Skyrim300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/Skyrim300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/Skyrim300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Skyrim Elder Scrolls trailer\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educators typically think of using digital and video games as the actual learning tool, but one teacher is using video games for something else entirely -- as a replacement for the textbook.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/jsmummert\" target=\"_blank\">Jeff Mummert\u003c/a>, a social studies teacher and department chair at Hershey High School in Pennsylvania, uses games in his class to get students thinking critically about the subject matter the games address, even if they're completely imaginary, he \u003ca href=\"http://www.edweb.net/\" target=\"_blank\">said\u003c/a>. Game designers put a lot of time and thought into developing aesthetically appealing games that they think will draw players into an imaginary world. Mummert says his interest in games in the classroom focuses entirely on asking students to think critically about the game in the same way they would analyze a text or work of art.\u003c/p>\n\u003cp>Since many of his students already play video games at home, Mummert prefers to use those games as discussion points. In one assignment, for example, he asked students to critique the characters in \u003ca href=\"http://us.battle.net/en/int?r=wow\" target=\"_blank\">World of Warcraft\u003c/a> after watching a YouTube trailer for the game. In it, there's only one “human” race that's represented by a European male in Western clothing. The “orc” character sails in on a ship with overtly Middle Eastern overtones and promptly attacks the “human” character.\u003c/p>\n\u003cp>[contextly_sidebar id=\"38954a6c8eda5e12bb8e0e50a52b899d\"]\u003c/p>\n\u003cp>\"It seems like harmless fun, but if you get your students thinking critically about it, it’s really something else,” Mummert said. He asks his students to think about the stereotypes portrayed in the game and to dig into deeper questions like, is the game racist? Do stereotypes hurt men? “Sometimes people want to play games to make them feel comfortable with issues they already have about perceptions of race and ethnicity,” Mummert said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A few games developed in the last three or four years are actually based on historical moments -- a social studies teacher’s dream, Mummert says. One game that he's found useful is called \u003ca href=\"https://www.youtube.com/watch?v=PjqsYzBrP-M\" target=\"_blank\">Skyrim Elder Scrolls V,\u003c/a> set in medieval times that has many “non-player characters,” people in the game that a player can interact with, but that are not controlled by the player. “I’ve actually used it with my class to do field work within a game,” Mummert said. He’s asked students to take population statistics and analyze whether the towns are producing enough food to feed the population. “It’s an interesting way for an AP Human Geography teacher to get kids to think about how field work works and how to use statistics to try to change things,” he said.\u003c/p>\n\u003cp>Another game his students have enjoyed analyzing is \u003ca href=\"http://assassinscreed.ubi.com/en-us/media/media.aspx?c=tcm:19-67848&ct=tcm:6-231-32\" target=\"_blank\">Assassins Creed III\u003c/a>, which is set in revolutionary America. After watching the trailer, his class discussed how the game was marketed differently in the United States and in Canada. The trailer depicts scenes from the Boston Massacre in a recreation that many experts say is quite realistic. Talking about what is fact and fiction within the game and whether it can be harmful to misrepresent the truth helps students understand the idea of authenticity.\u003c/p>\n\u003cp>But there is one hazard of off-the-shelf games in the classroom: exposing kids to serious violence. Mummert says teachers need to be careful which games they select and to make it clear that just because a game is being used for textual analysis in class doesn’t mean that he, as a teacher, is endorsing the violence. A good example is\u003ca href=\"http://www.2kgames.com/bioshock/\" target=\"_blank\"> Bioshock\u003c/a>, which Mummert was initially excited about because it presented a dystopian future at the turn of the century, where the U.S. went a different direction from the rest of the world. Mummert liked the game because it offered opportunities to discuss concepts like social Darwinism, industrialization, racism, and segregation – core social studies topics. But, the “horrifically violent” nature of the game, as Mummert put it, ruined its chances of becoming an educational tool.\u003c/p>\n\u003cp>\u003cstrong>THE NEXT STEP: MODIFYING\u003c/strong>\u003c/p>\n\u003cp>While talking about historical context and implicit undertones of games can produce rich discussions in class, for Mummert, the strongest way to use games in the classroom is to ask students to propose modifications to a game based on the issues discussed. “That really brings up the thinking level,” Mummert said.\u003c/p>\n\u003cp>One of his favorite activities is to ask students to modify a game to reflect race and gender more realistically while retaining diversity, complexity, and player choice in the game. The assignment forces students to work within specific parameters, just as a game developer might. “Students have no concept of the kinds of skills it takes to make a video game,” Mummert said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By asking them to modify race and gender, the assignment requires students to think about how to introduce historical authenticity into the game. “You can play, but you have to play in this fenced in area,” Mummert said, and that can be challenging.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33245\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33245\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/Skyrim300.jpg\" alt=\"Skyrim300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/Skyrim300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/Skyrim300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/Skyrim300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Skyrim Elder Scrolls trailer\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educators typically think of using digital and video games as the actual learning tool, but one teacher is using video games for something else entirely -- as a replacement for the textbook.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/jsmummert\" target=\"_blank\">Jeff Mummert\u003c/a>, a social studies teacher and department chair at Hershey High School in Pennsylvania, uses games in his class to get students thinking critically about the subject matter the games address, even if they're completely imaginary, he \u003ca href=\"http://www.edweb.net/\" target=\"_blank\">said\u003c/a>. Game designers put a lot of time and thought into developing aesthetically appealing games that they think will draw players into an imaginary world. Mummert says his interest in games in the classroom focuses entirely on asking students to think critically about the game in the same way they would analyze a text or work of art.\u003c/p>\n\u003cp>Since many of his students already play video games at home, Mummert prefers to use those games as discussion points. In one assignment, for example, he asked students to critique the characters in \u003ca href=\"http://us.battle.net/en/int?r=wow\" target=\"_blank\">World of Warcraft\u003c/a> after watching a YouTube trailer for the game. In it, there's only one “human” race that's represented by a European male in Western clothing. The “orc” character sails in on a ship with overtly Middle Eastern overtones and promptly attacks the “human” character.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"It seems like harmless fun, but if you get your students thinking critically about it, it’s really something else,” Mummert said. He asks his students to think about the stereotypes portrayed in the game and to dig into deeper questions like, is the game racist? Do stereotypes hurt men? “Sometimes people want to play games to make them feel comfortable with issues they already have about perceptions of race and ethnicity,” Mummert said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A few games developed in the last three or four years are actually based on historical moments -- a social studies teacher’s dream, Mummert says. One game that he's found useful is called \u003ca href=\"https://www.youtube.com/watch?v=PjqsYzBrP-M\" target=\"_blank\">Skyrim Elder Scrolls V,\u003c/a> set in medieval times that has many “non-player characters,” people in the game that a player can interact with, but that are not controlled by the player. “I’ve actually used it with my class to do field work within a game,” Mummert said. He’s asked students to take population statistics and analyze whether the towns are producing enough food to feed the population. “It’s an interesting way for an AP Human Geography teacher to get kids to think about how field work works and how to use statistics to try to change things,” he said.\u003c/p>\n\u003cp>Another game his students have enjoyed analyzing is \u003ca href=\"http://assassinscreed.ubi.com/en-us/media/media.aspx?c=tcm:19-67848&ct=tcm:6-231-32\" target=\"_blank\">Assassins Creed III\u003c/a>, which is set in revolutionary America. After watching the trailer, his class discussed how the game was marketed differently in the United States and in Canada. The trailer depicts scenes from the Boston Massacre in a recreation that many experts say is quite realistic. Talking about what is fact and fiction within the game and whether it can be harmful to misrepresent the truth helps students understand the idea of authenticity.\u003c/p>\n\u003cp>But there is one hazard of off-the-shelf games in the classroom: exposing kids to serious violence. Mummert says teachers need to be careful which games they select and to make it clear that just because a game is being used for textual analysis in class doesn’t mean that he, as a teacher, is endorsing the violence. A good example is\u003ca href=\"http://www.2kgames.com/bioshock/\" target=\"_blank\"> Bioshock\u003c/a>, which Mummert was initially excited about because it presented a dystopian future at the turn of the century, where the U.S. went a different direction from the rest of the world. Mummert liked the game because it offered opportunities to discuss concepts like social Darwinism, industrialization, racism, and segregation – core social studies topics. But, the “horrifically violent” nature of the game, as Mummert put it, ruined its chances of becoming an educational tool.\u003c/p>\n\u003cp>\u003cstrong>THE NEXT STEP: MODIFYING\u003c/strong>\u003c/p>\n\u003cp>While talking about historical context and implicit undertones of games can produce rich discussions in class, for Mummert, the strongest way to use games in the classroom is to ask students to propose modifications to a game based on the issues discussed. “That really brings up the thinking level,” Mummert said.\u003c/p>\n\u003cp>One of his favorite activities is to ask students to modify a game to reflect race and gender more realistically while retaining diversity, complexity, and player choice in the game. The assignment forces students to work within specific parameters, just as a game developer might. “Students have no concept of the kinds of skills it takes to make a video game,” Mummert said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By asking them to modify race and gender, the assignment requires students to think about how to introduce historical authenticity into the game. “You can play, but you have to play in this fenced in area,” Mummert said, and that can be challenging.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Kids' Video Games: Source of Fun, Pain, and Profit ",
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"content": "\u003cfigure id=\"attachment_32376\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-32376\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/austin_newman_wide-f0afe88bbe88301964bf2ff2e938f4df94d141e1-s40-c85-640x360.jpg\" alt=\"Austin Newman, 10, of Menlo Park, Calif., is not allowed to play video games during the school week. His mother, Michelle DeWolf, said she had to take that step to keep her son focused on his homework during the week.\" width=\"640\" height=\"360\">\u003cfigcaption class=\"wp-caption-text\">Austin Newman, 10, of Menlo Park, Calif., is not allowed to play video games during the school week. His mother, Michelle DeWolf, said she had to take that step to keep her son focused on his homework during the week.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Scott Henn\u003c/strong>\u003c/p>\n\u003cp>\u003cem>This week on All Tech, \u003c/em>\u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2013/10/28/240783313/on-the-air-this-week-were-exploring-digital-childhood-kids-and-technology\">we're exploring kids and technology\u003c/a>\u003cem> with posts and radio pieces about raising digital natives. Share your thoughts and ideas in the comments, by \u003c/em>\u003ca href=\"mailto:shenn@npr.org\">email\u003c/a>\u003cem> or \u003c/em>\u003ca href=\"http://www.twitter.com/NPRALLTech\">tweet\u003c/a>.\u003c/p>\n\u003cp class=\"dropcap-serif\">Max Kelmon, 13, has his own little version of a man cave in Palo Alto, Calif. Behind the family kitchen in a converted garage, he has an Xbox, a big-screen TV, headphones and a microphone. There's an old couch covered in a sheet. And that couch where he parks himself, surrounded by boxes and Christmas lights, is one of Max's favorite places on the planet.\u003c/p>\n\u003cp>From that couch, he connects to friends all over the globe — and he spends hours, pretty much every day, honing his skills in Call of Duty.\u003c/p>\n\u003cp>The first commercially successfully video game, \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=16816188\">Pong\u003c/a>, invaded Americans' living rooms 38 years ago. Since then, the industry has evolved from a simple bouncing ball in the Atari original to games with astounding graphics and sound, most of them connected to the Internet.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That means that kids like Max can play with people spread across the globe. It also means that gaming companies can analyze how gamers play — each and every decision they make.\u003c/p>\n\u003cp>So when kids sit down with a game, they are actually sitting across a screen from adults who are studying them — and, in some cases, trying to influence their behavior in powerful ways.\u003c/p>\n\u003cp>Researchers in game companies tweak games to get players to stay on longer, or to encourage them to spend money on digital goods. They study gamers' reactions. It's become a science.\u003c/p>\n\u003cp>And parents like Max's mom, Vanessa Kelmon, often feel outgunned.\u003c/p>\n\u003cp>\"I hate it. I really do,\" she says. \"He could play Xbox for 12 straight hours. [He has] friends in Mexico City and friends in England.\"\u003c/p>\n\u003cp>Vanessa says Max is addicted to video games. \"When I took it away, he started to cry,\" she says. \"My God, I am offering you to go play tennis or go play golf ... and I am making you shut this down, and you're crying about it.\"\u003c/p>\n\u003cp>\u003cstrong>Tracking Clicks And Purchases\u003c/strong>\u003c/p>\n\u003cp>In millions of families, video games are a source of intense love and intense hate because they can be so incredibly compelling. You might not believe that if you don't play them, but you can get lost in a great game. They make you feel good.\u003c/p>\n\u003cp>And it's no accident, says Ramin Shokrizade, the game economist for Wargaming America.\u003c/p>\n\u003cp>\"The technology for this has gotten quite sophisticated,\" says Shokrizade, who began his career in neuroscience and behavioral economics. \"At this point, every major gaming company worldwide either has in place a fully developed business intelligence unit, or they're in the process of building one.\"\u003c/p>\n\u003cp>Today's game design is dominated by research, he says. As we play games, game developers are tracking every click, running tests and analyzing data.\u003c/p>\n\u003cp>They are trying to find out: What can they tweak to make us play just a bit longer? What would make the game more fun? What can get us to spend some money inside a game and buy something?\u003c/p>\n\u003cp>So as millions of people play, designers introduce little changes and get answers to all of these questions in real time. And games evolve.\u003c/p>\n\u003cp>For example, most games today sell virtual goods right inside the game — like a new gun in Call of Duty or a cow in FarmVille. Shokrizade's job is to get people to buy them.\u003c/p>\n\u003cp>One of the tricks of the trade is something developers at Zynga — which created FarmVille — used to call \"fun pain\" or \"the pinch.\" The idea is to make gamers uncomfortable, frustrate them, take away their powers, crush their forts — and then, at the last second, offer them a way out for a price.\u003c/p>\n\u003cp>John Davison, who works at video game company Red Robot Labs, says free-to-play smartphone games like Candy Crush Saga and Puzzle & Dragons have become brilliant at using these tests to figure out how to get people to spend money.\u003c/p>\n\u003cp>And the research is working. Davison says those games are making millions of dollars — every day.\u003c/p>\n\u003cp>\u003cstrong>Kids Who Cash In\u003c/strong>\u003c/p>\n\u003cp>When adults play games, they consent to share that personal information about how they play. But Shokrizade worries about the millions of kids who play. \"If it's a child, how do you even get consent for something like that?\" he says.\u003c/p>\n\u003cp>Many of the people spending cash are kids, including Davison's children. Game consoles sell gift cards at convenience stores that allow kids to make purchases on video games, even if they don't have a credit card.\u003c/p>\n\u003cp>Davison's kids started playing Clash of Clans this year. In the game, developed by Supercell, you get to run your own little Viking village and team up with friends. To protect your clan, you can spend money on forts and weapons.\u003c/p>\n\u003cp>It's free to download — but because of these virtual goods, it's one of the highest-grossing apps in Apple's store.\u003c/p>\n\u003cp>Davison's two boys loved it. \"They were clearly getting a lot of enjoyment out of it,\" he says. \"But it did get to the point where my wife and I were like, 'Do you really want to be spending everything on this?' \"\u003c/p>\n\u003cp>And this is coming from a man who has devoted his life to video games.\u003c/p>\n\u003cp>\"I was trying to sort of total up in my head how much the kids had spent on this game,\" he says. \"But there was also a degree of admiration for the team at Supercell, that they had managed to get under my 10-year-old's skin to this degree.\"\u003c/p>\n\u003cp>Apple recently settled a class-action lawsuit about kids making in-app purchases like this without their parents' permission, and the European Union is considering new regulations on games.\u003c/p>\n\u003cp>Some regulations are taking place on a smaller scale. In Menlo Park, Calif., Michelle DeWolf banned her 10-year-old son, Austin Newman, from playing games during the school week.\u003c/p>\n\u003cp>Originally, she gave him 30 minutes a day, but that didn't work.\u003c/p>\n\u003cp>\"He couldn't think about doing his homework. He couldn't think about walking the dog or helping in any other way, because he couldn't get his mind off the idea that he had 30 minutes coming,\" she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"Once he knew there was nothing, he didn't think about it during the week, and he almost — maybe I'm not objective — but he almost seemed relieved.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Video+Games+Are+Getting+Inside+Your+Head+%E2%80%94+And+Wallet&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"excerpt": "Getting under a kid's skin has become science. Some parents say their children are addicted to video games, but it's no accident that kids can get lost in them. Game developers are studying gamers' actions as they play in order to make the games more compelling — and lucrative.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32376\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-32376\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/austin_newman_wide-f0afe88bbe88301964bf2ff2e938f4df94d141e1-s40-c85-640x360.jpg\" alt=\"Austin Newman, 10, of Menlo Park, Calif., is not allowed to play video games during the school week. His mother, Michelle DeWolf, said she had to take that step to keep her son focused on his homework during the week.\" width=\"640\" height=\"360\">\u003cfigcaption class=\"wp-caption-text\">Austin Newman, 10, of Menlo Park, Calif., is not allowed to play video games during the school week. His mother, Michelle DeWolf, said she had to take that step to keep her son focused on his homework during the week.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Scott Henn\u003c/strong>\u003c/p>\n\u003cp>\u003cem>This week on All Tech, \u003c/em>\u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2013/10/28/240783313/on-the-air-this-week-were-exploring-digital-childhood-kids-and-technology\">we're exploring kids and technology\u003c/a>\u003cem> with posts and radio pieces about raising digital natives. Share your thoughts and ideas in the comments, by \u003c/em>\u003ca href=\"mailto:shenn@npr.org\">email\u003c/a>\u003cem> or \u003c/em>\u003ca href=\"http://www.twitter.com/NPRALLTech\">tweet\u003c/a>.\u003c/p>\n\u003cp class=\"dropcap-serif\">Max Kelmon, 13, has his own little version of a man cave in Palo Alto, Calif. Behind the family kitchen in a converted garage, he has an Xbox, a big-screen TV, headphones and a microphone. There's an old couch covered in a sheet. And that couch where he parks himself, surrounded by boxes and Christmas lights, is one of Max's favorite places on the planet.\u003c/p>\n\u003cp>From that couch, he connects to friends all over the globe — and he spends hours, pretty much every day, honing his skills in Call of Duty.\u003c/p>\n\u003cp>The first commercially successfully video game, \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=16816188\">Pong\u003c/a>, invaded Americans' living rooms 38 years ago. Since then, the industry has evolved from a simple bouncing ball in the Atari original to games with astounding graphics and sound, most of them connected to the Internet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That means that kids like Max can play with people spread across the globe. It also means that gaming companies can analyze how gamers play — each and every decision they make.\u003c/p>\n\u003cp>So when kids sit down with a game, they are actually sitting across a screen from adults who are studying them — and, in some cases, trying to influence their behavior in powerful ways.\u003c/p>\n\u003cp>Researchers in game companies tweak games to get players to stay on longer, or to encourage them to spend money on digital goods. They study gamers' reactions. It's become a science.\u003c/p>\n\u003cp>And parents like Max's mom, Vanessa Kelmon, often feel outgunned.\u003c/p>\n\u003cp>\"I hate it. I really do,\" she says. \"He could play Xbox for 12 straight hours. [He has] friends in Mexico City and friends in England.\"\u003c/p>\n\u003cp>Vanessa says Max is addicted to video games. \"When I took it away, he started to cry,\" she says. \"My God, I am offering you to go play tennis or go play golf ... and I am making you shut this down, and you're crying about it.\"\u003c/p>\n\u003cp>\u003cstrong>Tracking Clicks And Purchases\u003c/strong>\u003c/p>\n\u003cp>In millions of families, video games are a source of intense love and intense hate because they can be so incredibly compelling. You might not believe that if you don't play them, but you can get lost in a great game. They make you feel good.\u003c/p>\n\u003cp>And it's no accident, says Ramin Shokrizade, the game economist for Wargaming America.\u003c/p>\n\u003cp>\"The technology for this has gotten quite sophisticated,\" says Shokrizade, who began his career in neuroscience and behavioral economics. \"At this point, every major gaming company worldwide either has in place a fully developed business intelligence unit, or they're in the process of building one.\"\u003c/p>\n\u003cp>Today's game design is dominated by research, he says. As we play games, game developers are tracking every click, running tests and analyzing data.\u003c/p>\n\u003cp>They are trying to find out: What can they tweak to make us play just a bit longer? What would make the game more fun? What can get us to spend some money inside a game and buy something?\u003c/p>\n\u003cp>So as millions of people play, designers introduce little changes and get answers to all of these questions in real time. And games evolve.\u003c/p>\n\u003cp>For example, most games today sell virtual goods right inside the game — like a new gun in Call of Duty or a cow in FarmVille. Shokrizade's job is to get people to buy them.\u003c/p>\n\u003cp>One of the tricks of the trade is something developers at Zynga — which created FarmVille — used to call \"fun pain\" or \"the pinch.\" The idea is to make gamers uncomfortable, frustrate them, take away their powers, crush their forts — and then, at the last second, offer them a way out for a price.\u003c/p>\n\u003cp>John Davison, who works at video game company Red Robot Labs, says free-to-play smartphone games like Candy Crush Saga and Puzzle & Dragons have become brilliant at using these tests to figure out how to get people to spend money.\u003c/p>\n\u003cp>And the research is working. Davison says those games are making millions of dollars — every day.\u003c/p>\n\u003cp>\u003cstrong>Kids Who Cash In\u003c/strong>\u003c/p>\n\u003cp>When adults play games, they consent to share that personal information about how they play. But Shokrizade worries about the millions of kids who play. \"If it's a child, how do you even get consent for something like that?\" he says.\u003c/p>\n\u003cp>Many of the people spending cash are kids, including Davison's children. Game consoles sell gift cards at convenience stores that allow kids to make purchases on video games, even if they don't have a credit card.\u003c/p>\n\u003cp>Davison's kids started playing Clash of Clans this year. In the game, developed by Supercell, you get to run your own little Viking village and team up with friends. To protect your clan, you can spend money on forts and weapons.\u003c/p>\n\u003cp>It's free to download — but because of these virtual goods, it's one of the highest-grossing apps in Apple's store.\u003c/p>\n\u003cp>Davison's two boys loved it. \"They were clearly getting a lot of enjoyment out of it,\" he says. \"But it did get to the point where my wife and I were like, 'Do you really want to be spending everything on this?' \"\u003c/p>\n\u003cp>And this is coming from a man who has devoted his life to video games.\u003c/p>\n\u003cp>\"I was trying to sort of total up in my head how much the kids had spent on this game,\" he says. \"But there was also a degree of admiration for the team at Supercell, that they had managed to get under my 10-year-old's skin to this degree.\"\u003c/p>\n\u003cp>Apple recently settled a class-action lawsuit about kids making in-app purchases like this without their parents' permission, and the European Union is considering new regulations on games.\u003c/p>\n\u003cp>Some regulations are taking place on a smaller scale. In Menlo Park, Calif., Michelle DeWolf banned her 10-year-old son, Austin Newman, from playing games during the school week.\u003c/p>\n\u003cp>Originally, she gave him 30 minutes a day, but that didn't work.\u003c/p>\n\u003cp>\"He couldn't think about doing his homework. He couldn't think about walking the dog or helping in any other way, because he couldn't get his mind off the idea that he had 30 minutes coming,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Once he knew there was nothing, he didn't think about it during the week, and he almost — maybe I'm not objective — but he almost seemed relieved.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Video+Games+Are+Getting+Inside+Your+Head+%E2%80%94+And+Wallet&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Playing Video Games Give Girls an Edge In Math?",
"title": "Can Playing Video Games Give Girls an Edge In Math?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cimg class=\"alignright size-full wp-image-30184\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/81754633-2.jpg\" alt=\"81754633 2\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Girls should play more video games. That’s one of the unexpected lessons I take away from a rash of recent studies on the importance of—and the malleability of—spatial skills.\u003c/p>\n\u003cp>First, why spatial skills matter: The ability to mentally manipulate shapes and otherwise understand how the three-dimensional world works turns out to be an important predictor of creative and scholarly achievements, according to \u003ca href=\"http://pss.sagepub.com/content/early/2013/07/10/0956797613478615.abstract\">research published this month\u003c/a> in the journal \u003cem>Psychological Science\u003c/em>. The long-term study found that 13-year-olds’ scores on traditional measures of mathematical and verbal reasoning predicted the number of scholarly papers and patents these individuals produced three decades later.\u003c/p>\n\u003cp>But high scores on tests of spatial ability taken at age 13 predicted something more surprising: the likelihood that the individual would develop new knowledge and produce innovation in science, technology, engineering and mathematics, the domains collectively known as STEM.\u003c/p>\n\u003cp>The good news is that spatial abilities can get better with practice. A \u003ca href=\"http://psycnet.apa.org/journals/bul/139/2/352/\">meta-analysis of 217 research studies\u003c/a>, published in the journal \u003cem>Psychological Science\u003c/em> last year, concluded that “spatial skills are malleable, durable and transferable”: that is, spatial skills can be improved by training; these improvements persist over time; and they “transfer” to tasks that are different from the tasks used in the training.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This last point is supported by a study published just last month in the \u003cem>Journal of Cognition and Development\u003c/em>, which reported that training children in spatial reasoning can improve their performance in math. A single twenty-minute training session in spatial skills enhanced participants’ ability to solve math problems, suggesting that the training “primes” the brain to tackle arithmetic, says study author and Michigan State University education professor Kelly Mix.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Playing an action video game “can virtually eliminate” the gender difference in a basic capacity they call spatial attention.\u003c/strong>\u003c/aside>\n\u003cp>Findings like these have led some researchers to advocate for the addition of spatial-skills training to the school curriculum. That’s not a bad idea, but here’s another way to think about it: the informal education children receive can be just as important as what they learn in the classroom. We need to think more carefully about how kids’ formal and informal educational experiences fit together, and how one can fill gaps left by the other.\u003c/p>\n\u003cp>If traditional math and reading skills are emphasized at school, for example, parents can make sure that spatial skills are accentuated at home—starting early on, with activities as simple as talking about the spatial properties of the world around us. \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-7687.2011.01088.x/abstract\">A 2011 study from researchers\u003c/a> at the University of Chicago reported that the number of spatial terms (like “circle,” “curvy,” and “edge”) parents used while interacting with their toddlers predicted how many of these kinds of words children themselves produced, and how well they performed on spatial problem-solving tasks at a later age.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">How Thinking in 3D Can Improve Math and Science Skills\u003c/a>]\u003c/p>\n\u003cp>As kids grow older, much of the experience they get in manipulating three-dimensional objects comes from playing video games—which brings us back to the contention at the start of this article. Males have historically held the advantage over females in spatial ability, and this advantage has often been attributed to genetic differences. But males’ spatial edge may also reflect, in part, differences in the leisure-time activities of boys and girls, activities that add up to a kind of daily drill in spatial skills for boys.\u003c/p>\n\u003cp>If that’s the case, then offering girls more opportunities to practice their spatial skills may begin to close the spatial-skills gender gap—and produce more female scientists, engineers and mathematicians in the bargain. So suggests \u003ca href=\"http://pss.sagepub.com/content/18/10/850.abstract\">a study by University of Toronto researchers\u003c/a>, published in the journal \u003cem>Psychological Science\u003c/em>. They found that playing an action video game “can virtually eliminate” the gender difference in a basic capacity they call spatial attention, while at the same time reducing the gender difference in the ability to mentally rotate objects, a higher-level spatial skill.\u003c/p>\n\u003cp>Exposure to video games, the authors conclude, “could play a significant role as part of a larger strategy designed to interest women in science and engineering careers.\" Participants with little prior video-game exposure \"realized large gains after only ten hours of training,” they note, adding that “we can only imagine the benefits that might be realized after weeks, months, or even years of action-video-gaming experience.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Parents of daughters may blanch at the idea of actually encouraging “years” of action video game play. These moms and dads should tell themselves that their daughters aren’t wasting their time—they’re readying themselves for brilliant careers as scientists and engineers.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignright size-full wp-image-30184\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/81754633-2.jpg\" alt=\"81754633 2\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Girls should play more video games. That’s one of the unexpected lessons I take away from a rash of recent studies on the importance of—and the malleability of—spatial skills.\u003c/p>\n\u003cp>First, why spatial skills matter: The ability to mentally manipulate shapes and otherwise understand how the three-dimensional world works turns out to be an important predictor of creative and scholarly achievements, according to \u003ca href=\"http://pss.sagepub.com/content/early/2013/07/10/0956797613478615.abstract\">research published this month\u003c/a> in the journal \u003cem>Psychological Science\u003c/em>. The long-term study found that 13-year-olds’ scores on traditional measures of mathematical and verbal reasoning predicted the number of scholarly papers and patents these individuals produced three decades later.\u003c/p>\n\u003cp>But high scores on tests of spatial ability taken at age 13 predicted something more surprising: the likelihood that the individual would develop new knowledge and produce innovation in science, technology, engineering and mathematics, the domains collectively known as STEM.\u003c/p>\n\u003cp>The good news is that spatial abilities can get better with practice. A \u003ca href=\"http://psycnet.apa.org/journals/bul/139/2/352/\">meta-analysis of 217 research studies\u003c/a>, published in the journal \u003cem>Psychological Science\u003c/em> last year, concluded that “spatial skills are malleable, durable and transferable”: that is, spatial skills can be improved by training; these improvements persist over time; and they “transfer” to tasks that are different from the tasks used in the training.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This last point is supported by a study published just last month in the \u003cem>Journal of Cognition and Development\u003c/em>, which reported that training children in spatial reasoning can improve their performance in math. A single twenty-minute training session in spatial skills enhanced participants’ ability to solve math problems, suggesting that the training “primes” the brain to tackle arithmetic, says study author and Michigan State University education professor Kelly Mix.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Playing an action video game “can virtually eliminate” the gender difference in a basic capacity they call spatial attention.\u003c/strong>\u003c/aside>\n\u003cp>Findings like these have led some researchers to advocate for the addition of spatial-skills training to the school curriculum. That’s not a bad idea, but here’s another way to think about it: the informal education children receive can be just as important as what they learn in the classroom. We need to think more carefully about how kids’ formal and informal educational experiences fit together, and how one can fill gaps left by the other.\u003c/p>\n\u003cp>If traditional math and reading skills are emphasized at school, for example, parents can make sure that spatial skills are accentuated at home—starting early on, with activities as simple as talking about the spatial properties of the world around us. \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-7687.2011.01088.x/abstract\">A 2011 study from researchers\u003c/a> at the University of Chicago reported that the number of spatial terms (like “circle,” “curvy,” and “edge”) parents used while interacting with their toddlers predicted how many of these kinds of words children themselves produced, and how well they performed on spatial problem-solving tasks at a later age.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">How Thinking in 3D Can Improve Math and Science Skills\u003c/a>]\u003c/p>\n\u003cp>As kids grow older, much of the experience they get in manipulating three-dimensional objects comes from playing video games—which brings us back to the contention at the start of this article. Males have historically held the advantage over females in spatial ability, and this advantage has often been attributed to genetic differences. But males’ spatial edge may also reflect, in part, differences in the leisure-time activities of boys and girls, activities that add up to a kind of daily drill in spatial skills for boys.\u003c/p>\n\u003cp>If that’s the case, then offering girls more opportunities to practice their spatial skills may begin to close the spatial-skills gender gap—and produce more female scientists, engineers and mathematicians in the bargain. So suggests \u003ca href=\"http://pss.sagepub.com/content/18/10/850.abstract\">a study by University of Toronto researchers\u003c/a>, published in the journal \u003cem>Psychological Science\u003c/em>. They found that playing an action video game “can virtually eliminate” the gender difference in a basic capacity they call spatial attention, while at the same time reducing the gender difference in the ability to mentally rotate objects, a higher-level spatial skill.\u003c/p>\n\u003cp>Exposure to video games, the authors conclude, “could play a significant role as part of a larger strategy designed to interest women in science and engineering careers.\" Participants with little prior video-game exposure \"realized large gains after only ten hours of training,” they note, adding that “we can only imagine the benefits that might be realized after weeks, months, or even years of action-video-gaming experience.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Parents of daughters may blanch at the idea of actually encouraging “years” of action video game play. These moms and dads should tell themselves that their daughters aren’t wasting their time—they’re readying themselves for brilliant careers as scientists and engineers.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_27431\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=27431\" rel=\"attachment wp-att-27431\">\u003cimg class=\"size-large wp-image-27431\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Wow-620x312.jpg\" alt=\"Wow\" width=\"620\" height=\"312\">\u003c/a>\n\u003cp class=\"wp-media-credit\">World of Warcraft\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Students' passions can be a powerful driver for deeper and more creative learning. With this knowledge, some educators are using popular commercial games like \u003ca href=\"http://us.battle.net/wow/en/\">World of Warcraft\u003c/a> (WoW) to create curriculum around the game. And they say they're seeing success, especially with learners who have had trouble in traditional classrooms.\u003c/p>\n\u003cp>World of Warcraft is a Massively Multiplayer Online Roleplay (MMOR) game, where players take on the identity of characters in a narrative-rich plot, working together to overcome challenges.\u003c/p>\n\u003cp>“In my estimation, a well-designed video game is pure, scaffolded, constructivist learning at its best,” said \u003ca href=\"http://peggysheehy.edublogs.org/about/\">Peggy Sheehy\u003c/a>, one of the designers of \u003ca href=\"http://wowinschool.pbworks.com/w/page/5268731/FrontPage\">WoW in Schools\u003c/a>, an elective English Language Arts curriculum built around the game. “Mastery of content opens up new content and offers unlimited opportunity for success.” And that's what learning should be like, she says: interesting, engaging and collaborative. \u003ca href=\"http://myweb.fsu.edu/vshute/pdf/GLA%20Dirk%20chapter.pdf\">Research on gaming\u003c/a> in an educational context corroborates Sheehy’s viewpoint that games demonstrate mastery learning because a player cannot move on until he or she has completed a set of tasks.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Game designers get that failure is anticipated and celebrated. It’s a learning opportunity.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Sheehy designs “quests” with particular learning objectives in mind that the students or -- “heroes” as they’re called in class -- must complete. Quests might include components of comparative writing or characterization exercises. For example, Sheehy had her students read J.R.R. Tolkien’s \u003cem>The Hobbit\u003c/em> as they progressed through the course, and for one assignment, they had to pick a character from the book and categorize that character within World of Warcraft. They were asked to defend their choices in writing, supporting their argument with the text.\u003c!--more-->\u003c/p>\n\u003cp>“When I bring these to their other teachers, I am consistently told, ‘I don’t get anything like this from them,’” Sheehy said in reference to the writing her students produce. They write complex arguments because they are passionate about the game, the storyline, and the class. “When there is no passion you get dutiful, for the grade work,” she said.\u003c/p>\n\u003cp>One of the benefits of using a multiplayer, collaborative game is that students also work together to accomplish quests. They post their writing in “guilds” within the game and are asked to critique one another’s writing, creating a constructive peer review.\u003c/p>\n\u003cp>Perhaps one of the most prominent ways that game-based classes are different from traditional ones is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/fun-failure-how-to-make-learning-irresistible/\">how failure fits into the daily experience of learning\u003c/a>. “Failure in a game typically means that you tried the challenge in a new way,” Sheehy said. It’s not bad; it’s creative problem-solving, risk-taking, and a natural outcropping of trying something new. But in most classrooms, kids are programmed to understand failure as shameful at early ages. “Game designers get that failure is anticipated and celebrated. It’s a learning opportunity,” Sheehy said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in Schools?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Those accustomed to having assessments be part of the learning model may wonder how to measure things like reading comprehension, grammar, and vocabulary.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Assessment and gaming are so contradictory,” Sheehy said. “Gaming is almost like the scientific method. You get your quest, you form a hypothesis, you try it out, you encounter challenges and you draw conclusions.” She thinks that’s assessment enough and is wary that formally assessing students will take the fun and the passion out of what she considers to be a very effective education tool.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Sheehy designs “quests” with particular learning objectives in mind that the students or -- “heroes” as they’re called in class -- must complete. Quests might include components of comparative writing or characterization exercises. For example, Sheehy had her students read J.R.R. Tolkien’s \u003cem>The Hobbit\u003c/em> as they progressed through the course, and for one assignment, they had to pick a character from the book and categorize that character within World of Warcraft. They were asked to defend their choices in writing, supporting their argument with the text.\u003c!--more-->\u003c/p>\n\u003cp>“When I bring these to their other teachers, I am consistently told, ‘I don’t get anything like this from them,’” Sheehy said in reference to the writing her students produce. They write complex arguments because they are passionate about the game, the storyline, and the class. “When there is no passion you get dutiful, for the grade work,” she said.\u003c/p>\n\u003cp>One of the benefits of using a multiplayer, collaborative game is that students also work together to accomplish quests. They post their writing in “guilds” within the game and are asked to critique one another’s writing, creating a constructive peer review.\u003c/p>\n\u003cp>Perhaps one of the most prominent ways that game-based classes are different from traditional ones is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/fun-failure-how-to-make-learning-irresistible/\">how failure fits into the daily experience of learning\u003c/a>. “Failure in a game typically means that you tried the challenge in a new way,” Sheehy said. It’s not bad; it’s creative problem-solving, risk-taking, and a natural outcropping of trying something new. But in most classrooms, kids are programmed to understand failure as shameful at early ages. “Game designers get that failure is anticipated and celebrated. It’s a learning opportunity,” Sheehy said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in Schools?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Those accustomed to having assessments be part of the learning model may wonder how to measure things like reading comprehension, grammar, and vocabulary.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Assessment and gaming are so contradictory,” Sheehy said. “Gaming is almost like the scientific method. You get your quest, you form a hypothesis, you try it out, you encounter challenges and you draw conclusions.” She thinks that’s assessment enough and is wary that formally assessing students will take the fun and the passion out of what she considers to be a very effective education tool.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_24047\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/blakespot/6994358695/sizes/h/in/photostream/\">\u003cimg class=\"size-large wp-image-24047\" title=\"6994358695_28dc5b4d04_h\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/6994358695_28dc5b4d04_h-620x426.jpg\" alt=\"\" width=\"620\" height=\"426\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Blakespot\u003c/p>\n\u003c/div>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap-serif\">An estimated \u003ca href=\"http://venturebeat.com/2012/02/08/study-u-s-gaming-population-has-nearly-tripled-in-three-years/\">135 million people\u003c/a> play video games, spending \u003ca href=\"http://www.fastcompany.com/1702209/how-video-games-are-infiltrating-and-improving-every-part-our-lives\">three billion hours a week\u003c/a> glued to a screen. But that's not necessarily bad news. In fact, playing video games may be part of an evolutionary leap forward, according to \u003ca href=\"http://rheingold.com/\">Howard Rheingold\u003c/a>, educator and author of the book \u003ca href=\"http://www.amazon.com/Net-Smart-How-Thrive-Online/dp/0262017458\">Net Smart: How to Thrive Online\u003c/a>.\u003c/p>\n\u003cp>Rather than characterizing them as hapless drones wasting time, Rheingold's book contends that this massive population of gamers is part of a growing group of \"supercollaborators,\" as described by Jane McGonigal, director of game research and development at the \u003ca href=\"http://www.iftf.org\">Institute for the Future\u003c/a>, who's interviewed in the book.\u003c/p>\n\u003cp>Rheingold connects the dots on collaboration literacy and what he calls \"Social-Digital-Know-How.\" Multi-player games in particular, and virtual communities in general, are technologies that require cooperation. And when you consider the cumulative amount of technical knowledge, these gamers could be the first wave of people who possess what scientists have started calling \"collective IQ.\" Already, gamers who play the online game \u003ca href=\"http://fold.it\">Foldit\u003c/a> have \u003ca href=\"http://www.sciencedaily.com/releases/2011/09/110918144955.htm\">cracked the code\u003c/a> of the structure of a protein-cutting enzyme from an AIDS-like virus, which has eluded scientists for years, and could lead to a new drug.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>It's hard to think of a realm of human behavior that has not been influenced, in some way, by a form of mass collaboration.\u003c/p>\n\u003c/aside>\n\u003cp>This idea of collective intelligence and digital culture came from French media scholar \u003ca href=\"http://en.wikipedia.org/wiki/Pierre_L%C3%A9vy\">Pierre Lévy,\u003c/a> who argues that a networked culture gives rise to new structures of power, stemming from the ability of diverse groups of people to pool knowledge, collaborate through research, debate interpretations. Together, these groups refine their understanding of the world.\u003c/p>\n\u003cp>Wikipedia is one of the best-known byproducts of this process of refinement and social production. Though the website is still dismissed as a research tool in some education circles because it does not represent a traditionally vetted information source, \u003ca href=\"http://www.danah.org\">danah boyd\u003c/a>, a senior \u003c!--more-->researcher at Microsoft Research and a former student of Rheingold's, counters that students must exercise their investigative skills when they use Wikipedia as a source.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"If educators would shift their thinking about Wikipedia, so much critical thinking could take place,\" she says in an interview with Rheingold in the book.\u003c/p>\n\u003cp>The key value of Wikipedia is transparency. It's not just for information consumers, it's an invitation to participate and leverage new skills. To successfully \"wiki\" is to leverage these useful skills, like analyzing contradictions in facts, contributing to a large body of collective knowledge, and vetting sources.\u003c/p>\n\u003cp>School-aged children -- whether they're in or out of school -- are faced with the ubiquity of networked and collaborative culture. Rheingold says that it's hard to think of a realm of human behavior that has not been influenced, in some way, by a form of mass collaboration.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Rheingold has dedicated years to studying human potential and the species’ capacity for cooperation. The outlines of his perspective, breaking the old school “every man for himself” narrative, stem from a distinctly utopian lens. Rheingold’s findings and admonitions serve as a tonic for some of the dystopian views in the mix that predict digital communication will spell doom for humanity.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_24047\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/blakespot/6994358695/sizes/h/in/photostream/\">\u003cimg class=\"size-large wp-image-24047\" title=\"6994358695_28dc5b4d04_h\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/6994358695_28dc5b4d04_h-620x426.jpg\" alt=\"\" width=\"620\" height=\"426\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Blakespot\u003c/p>\n\u003c/div>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap-serif\">An estimated \u003ca href=\"http://venturebeat.com/2012/02/08/study-u-s-gaming-population-has-nearly-tripled-in-three-years/\">135 million people\u003c/a> play video games, spending \u003ca href=\"http://www.fastcompany.com/1702209/how-video-games-are-infiltrating-and-improving-every-part-our-lives\">three billion hours a week\u003c/a> glued to a screen. But that's not necessarily bad news. In fact, playing video games may be part of an evolutionary leap forward, according to \u003ca href=\"http://rheingold.com/\">Howard Rheingold\u003c/a>, educator and author of the book \u003ca href=\"http://www.amazon.com/Net-Smart-How-Thrive-Online/dp/0262017458\">Net Smart: How to Thrive Online\u003c/a>.\u003c/p>\n\u003cp>Rather than characterizing them as hapless drones wasting time, Rheingold's book contends that this massive population of gamers is part of a growing group of \"supercollaborators,\" as described by Jane McGonigal, director of game research and development at the \u003ca href=\"http://www.iftf.org\">Institute for the Future\u003c/a>, who's interviewed in the book.\u003c/p>\n\u003cp>Rheingold connects the dots on collaboration literacy and what he calls \"Social-Digital-Know-How.\" Multi-player games in particular, and virtual communities in general, are technologies that require cooperation. And when you consider the cumulative amount of technical knowledge, these gamers could be the first wave of people who possess what scientists have started calling \"collective IQ.\" Already, gamers who play the online game \u003ca href=\"http://fold.it\">Foldit\u003c/a> have \u003ca href=\"http://www.sciencedaily.com/releases/2011/09/110918144955.htm\">cracked the code\u003c/a> of the structure of a protein-cutting enzyme from an AIDS-like virus, which has eluded scientists for years, and could lead to a new drug.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>It's hard to think of a realm of human behavior that has not been influenced, in some way, by a form of mass collaboration.\u003c/p>\n\u003c/aside>\n\u003cp>This idea of collective intelligence and digital culture came from French media scholar \u003ca href=\"http://en.wikipedia.org/wiki/Pierre_L%C3%A9vy\">Pierre Lévy,\u003c/a> who argues that a networked culture gives rise to new structures of power, stemming from the ability of diverse groups of people to pool knowledge, collaborate through research, debate interpretations. Together, these groups refine their understanding of the world.\u003c/p>\n\u003cp>Wikipedia is one of the best-known byproducts of this process of refinement and social production. Though the website is still dismissed as a research tool in some education circles because it does not represent a traditionally vetted information source, \u003ca href=\"http://www.danah.org\">danah boyd\u003c/a>, a senior \u003c!--more-->researcher at Microsoft Research and a former student of Rheingold's, counters that students must exercise their investigative skills when they use Wikipedia as a source.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"If educators would shift their thinking about Wikipedia, so much critical thinking could take place,\" she says in an interview with Rheingold in the book.\u003c/p>\n\u003cp>The key value of Wikipedia is transparency. It's not just for information consumers, it's an invitation to participate and leverage new skills. To successfully \"wiki\" is to leverage these useful skills, like analyzing contradictions in facts, contributing to a large body of collective knowledge, and vetting sources.\u003c/p>\n\u003cp>School-aged children -- whether they're in or out of school -- are faced with the ubiquity of networked and collaborative culture. Rheingold says that it's hard to think of a realm of human behavior that has not been influenced, in some way, by a form of mass collaboration.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Rheingold has dedicated years to studying human potential and the species’ capacity for cooperation. The outlines of his perspective, breaking the old school “every man for himself” narrative, stem from a distinctly utopian lens. Rheingold’s findings and admonitions serve as a tonic for some of the dystopian views in the mix that predict digital communication will spell doom for humanity.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Teachers Transform Minecraft for Class Use",
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"content": "\u003cfigure id=\"attachment_21483\" class=\"wp-caption center\" style=\"max-width: 583px\">\u003cimg class=\"size-full wp-image-21483\" title=\"Screen Shot 2012-05-16 at 10.22.24 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM.png\" alt=\"\" width=\"583\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM.png 583w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png 320w\" sizes=\"(max-width: 583px) 100vw, 583px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">Educators have been tapping into the wildly popular online game \u003ca href=\"http://www.minecraft.net\">Minecraft\u003c/a> for its potential as a learning tool for a while now -- to teach physics, math, and computer science. But until recently, the game was mostly the territory of computer science teachers, and even they were forced to use the commercial version of the online game.\u003c/p>\n\u003cp>So a few months ago, two teachers, \u003ca href=\"http://Minecraftteacher.net/\">Santeri Koivisto and Joel Levin\u003c/a>, decided to make the software more accessible and relevant to teachers. They joined forces to found \u003ca href=\"http://Minecraftedu.com/index.php\">MinecraftEdu\u003c/a> and started offering discounted educator licenses to Minecraft. MinecraftEdu now offers a plug-in, which enables teachers to tailor the software to individual curriculum. And a fresh \u003ca href=\"http://Minecraftedu.com/wiki/index.php?title=Teaching_with_MinecraftEdu\">new wiki\u003c/a> is dedicated to sharing ideas with topic suggestions such as “How To Use Redstone, (a fictional mineral) To Teach Electricity.” Teachers can also work with others to\u003ca href=\"http://warrenbez.com/?p=70\"> co-develop lesson plans\u003c/a> within the game software.\u003c/p>\n\u003cp>Teachers like to use Minecraft because it's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">“sandbox” game\u003c/a> -- it provides players nearly limitless freedom to build within it. As a player’s skill develops, the game’s complexity increases \u003cem>ad infinitum\u003c/em>. In multi-player levels, players collaborate on building complex structures, use programming features to build contraptions, games, or compose music. Meanwhile, beginning players use their problem solving skills to scavenge for materials. They learn to mine stone for building, and coal for making fire.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Many educational games start with the question, ‘What should we teach with the game?’ and they forget the most important part, that it should be a great game too.\"\u003c/p>\n\u003c/aside>\n\u003cp>Koivisto and Levin decided to pursue a classroom application after observing students solve complicated problems with their collaboration in the game. When Koivisto tested Minecraft at a Finnish school, one-third of the 20 teachers in the study later chose to incorporate the game into their teaching.\u003c/p>\n\u003cp>Koivisto and Levin, who uses the game with his second-grade students, are part of the growing movement of teachers who see video games as more than entertainment and educational games \u003c!--more-->as more than a means to an end. They flip the usual query of educational games, “What should we teach?” for a different question altogether: “Is it fun?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Many educational games start with the question ‘What should we teach with the game?’ and they forget the most important part, that it should be a great game too,” says Koivisto, who lives in Finland.\u003c/p>\n\u003cp>They also steer clear of specific educational agenda for the game. Instead, they encourage teachers to first watch how their students behave in the Minecraft world, \u003cem>then\u003c/em> proceed with lesson plans that incorporate the game and the student's reaction to it.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Building Civilizations, Brick by Brick \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">LEGOs for the Digital Age \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">Half of Teachers Surveyed Use Digital Games \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>New York public school science teacher Matt Coia says the MinecraftEdu version provides a deeper level of administrative control than the commercial version, and dovetails neatly with his general teaching goals. “As a teacher, I can select how much freedom the students are allowed to have within the game and also the level at which the game reacts with them,” he says. Coia also likes that MinecraftEdu allows him to build customized maps to elaborate on a specific concept.\u003c/p>\n\u003cp>Currently, 300 schools around the world, half in the U.S., have purchased game licenses. As with most games, the pricing structure is complicated. For schools and educators, the price is $18 per license (per computer). Schools can buy bundles of licenses that make the cost of each about half that price.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Though Coia's school was willing to pay for the game, he says he would have gone for it anyway. “Looking back, I would have paid it out of pocket if I needed to,\" he said. \"It's that good.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21483\" class=\"wp-caption center\" style=\"max-width: 583px\">\u003cimg class=\"size-full wp-image-21483\" title=\"Screen Shot 2012-05-16 at 10.22.24 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM.png\" alt=\"\" width=\"583\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM.png 583w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png 320w\" sizes=\"(max-width: 583px) 100vw, 583px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">Educators have been tapping into the wildly popular online game \u003ca href=\"http://www.minecraft.net\">Minecraft\u003c/a> for its potential as a learning tool for a while now -- to teach physics, math, and computer science. But until recently, the game was mostly the territory of computer science teachers, and even they were forced to use the commercial version of the online game.\u003c/p>\n\u003cp>So a few months ago, two teachers, \u003ca href=\"http://Minecraftteacher.net/\">Santeri Koivisto and Joel Levin\u003c/a>, decided to make the software more accessible and relevant to teachers. They joined forces to found \u003ca href=\"http://Minecraftedu.com/index.php\">MinecraftEdu\u003c/a> and started offering discounted educator licenses to Minecraft. MinecraftEdu now offers a plug-in, which enables teachers to tailor the software to individual curriculum. And a fresh \u003ca href=\"http://Minecraftedu.com/wiki/index.php?title=Teaching_with_MinecraftEdu\">new wiki\u003c/a> is dedicated to sharing ideas with topic suggestions such as “How To Use Redstone, (a fictional mineral) To Teach Electricity.” Teachers can also work with others to\u003ca href=\"http://warrenbez.com/?p=70\"> co-develop lesson plans\u003c/a> within the game software.\u003c/p>\n\u003cp>Teachers like to use Minecraft because it's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">“sandbox” game\u003c/a> -- it provides players nearly limitless freedom to build within it. As a player’s skill develops, the game’s complexity increases \u003cem>ad infinitum\u003c/em>. In multi-player levels, players collaborate on building complex structures, use programming features to build contraptions, games, or compose music. Meanwhile, beginning players use their problem solving skills to scavenge for materials. They learn to mine stone for building, and coal for making fire.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Many educational games start with the question, ‘What should we teach with the game?’ and they forget the most important part, that it should be a great game too.\"\u003c/p>\n\u003c/aside>\n\u003cp>Koivisto and Levin decided to pursue a classroom application after observing students solve complicated problems with their collaboration in the game. When Koivisto tested Minecraft at a Finnish school, one-third of the 20 teachers in the study later chose to incorporate the game into their teaching.\u003c/p>\n\u003cp>Koivisto and Levin, who uses the game with his second-grade students, are part of the growing movement of teachers who see video games as more than entertainment and educational games \u003c!--more-->as more than a means to an end. They flip the usual query of educational games, “What should we teach?” for a different question altogether: “Is it fun?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Many educational games start with the question ‘What should we teach with the game?’ and they forget the most important part, that it should be a great game too,” says Koivisto, who lives in Finland.\u003c/p>\n\u003cp>They also steer clear of specific educational agenda for the game. Instead, they encourage teachers to first watch how their students behave in the Minecraft world, \u003cem>then\u003c/em> proceed with lesson plans that incorporate the game and the student's reaction to it.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Building Civilizations, Brick by Brick \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">LEGOs for the Digital Age \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">Half of Teachers Surveyed Use Digital Games \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>New York public school science teacher Matt Coia says the MinecraftEdu version provides a deeper level of administrative control than the commercial version, and dovetails neatly with his general teaching goals. “As a teacher, I can select how much freedom the students are allowed to have within the game and also the level at which the game reacts with them,” he says. Coia also likes that MinecraftEdu allows him to build customized maps to elaborate on a specific concept.\u003c/p>\n\u003cp>Currently, 300 schools around the world, half in the U.S., have purchased game licenses. As with most games, the pricing structure is complicated. For schools and educators, the price is $18 per license (per computer). Schools can buy bundles of licenses that make the cost of each about half that price.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Though Coia's school was willing to pay for the game, he says he would have gone for it anyway. “Looking back, I would have paid it out of pocket if I needed to,\" he said. \"It's that good.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_20456\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-20456\" title=\"Screen shot 2012-04-02 at 12.26.07 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-04-02-at-12.26.07-PM-300x223.png\" alt=\"\" width=\"300\" height=\"223\">\n\u003cp class=\"wp-media-credit\">Globaloria\u003c/p>\n\u003c/div>\n\u003ch5>By Jennifer Roland\u003c/h5>\n\u003cp>Identifying bones in a skeleton, learning how chemical elements react, understanding alternative energy uses. These lessons have jumped out of the textbook and into the hands of students who created video games that teach the concepts to their peers.\u003c/p>\n\u003cp>It's part of\u003ca href=\"http://www.globaloria.org\"> Globaloria, \u003c/a>a national program that allows middle school and high school students to design educational video games on topics related to math, science, engineering and social issues. In the process of creating the games, they learn about the topics, as well as how to program a video game.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.globaloria.org/games-front-page/item/mission-impossib-oil\">Mission Impossib-Oil\u003c/a>, for example, players guide a crew tasked with cleaning up an oil spill. They'll have to make decisions about biological resources and human resources based on Environmental Sensitivity Index mapping guidelines, as well as how to spend their budget.\u003c/p>\n\u003cp>William Dorsey, who teaches biology at Capital High School in Kanawha County, \u003ca href=\"http://www.all4ed.org/blog/william_dorsey_leveraging_digital_learning_science\">writes that his students\u003c/a> are not only learning about the topics they create the games around, but also \"soft skills\" like self-directed learning and teamwork. His students “taught themselves the guiding \u003c!--more-->principles of biological classification, a topic that I often had to rush or ignore,” he writes. Though Dorsey has felt crunched for time to cover subjects, he believes adding the game design curriculum is worth it. “My students have more than met the challenge of keeping up with a fast-paced curriculum, and they have often been slightly ahead of other classes covering the same material.”\u003c/p>\n\u003cp>With all the work to be done in labs, Dorsey said creating the games gives his students a creative outlet to look forward to.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Globaloria is not exactly a new program. -- it's been around since 2006, but with the \u003ca href=\"http://www.eschoolnews.com/2011/04/21/obama-stem-education-a-must-have/\">recent push to focus on STEM-related education\u003c/a>, it's now being used in schools across California, Florida, West Virginia, Texas and New York. The program was featured widely during \u003ca href=\"http://www.digitallearningday.org/\">Digital Learning Day, \u003c/a>the first annual nationwide event held on Feb. 1.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20456\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-20456\" title=\"Screen shot 2012-04-02 at 12.26.07 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-04-02-at-12.26.07-PM-300x223.png\" alt=\"\" width=\"300\" height=\"223\">\n\u003cp class=\"wp-media-credit\">Globaloria\u003c/p>\n\u003c/div>\n\u003ch5>By Jennifer Roland\u003c/h5>\n\u003cp>Identifying bones in a skeleton, learning how chemical elements react, understanding alternative energy uses. These lessons have jumped out of the textbook and into the hands of students who created video games that teach the concepts to their peers.\u003c/p>\n\u003cp>It's part of\u003ca href=\"http://www.globaloria.org\"> Globaloria, \u003c/a>a national program that allows middle school and high school students to design educational video games on topics related to math, science, engineering and social issues. In the process of creating the games, they learn about the topics, as well as how to program a video game.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.globaloria.org/games-front-page/item/mission-impossib-oil\">Mission Impossib-Oil\u003c/a>, for example, players guide a crew tasked with cleaning up an oil spill. They'll have to make decisions about biological resources and human resources based on Environmental Sensitivity Index mapping guidelines, as well as how to spend their budget.\u003c/p>\n\u003cp>William Dorsey, who teaches biology at Capital High School in Kanawha County, \u003ca href=\"http://www.all4ed.org/blog/william_dorsey_leveraging_digital_learning_science\">writes that his students\u003c/a> are not only learning about the topics they create the games around, but also \"soft skills\" like self-directed learning and teamwork. His students “taught themselves the guiding \u003c!--more-->principles of biological classification, a topic that I often had to rush or ignore,” he writes. Though Dorsey has felt crunched for time to cover subjects, he believes adding the game design curriculum is worth it. “My students have more than met the challenge of keeping up with a fast-paced curriculum, and they have often been slightly ahead of other classes covering the same material.”\u003c/p>\n\u003cp>With all the work to be done in labs, Dorsey said creating the games gives his students a creative outlet to look forward to.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Globaloria is not exactly a new program. -- it's been around since 2006, but with the \u003ca href=\"http://www.eschoolnews.com/2011/04/21/obama-stem-education-a-must-have/\">recent push to focus on STEM-related education\u003c/a>, it's now being used in schools across California, Florida, West Virginia, Texas and New York. The program was featured widely during \u003ca href=\"http://www.digitallearningday.org/\">Digital Learning Day, \u003c/a>the first annual nationwide event held on Feb. 1.\u003c/p>\n\n\u003c/div>\u003c/p>",
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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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"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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"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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"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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"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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}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
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"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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