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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16130\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/ipad-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By Aran Levassur\u003c/h5>\n\u003cp>\"When people learn to play video games,\" said James Paul Gee, \"they are learning a new \u003cem>literacy\u003c/em>.\"\u003c/p>\n\u003cp>This is one of the reason kids love playing them: They are learning a new interactive language that grants them access to virtual worlds that are filled with intrigue, engagement and meaningful challenges. And one that feels more congruent with the nature and trajectory of today's world.\u003c/p>\n\u003cp>As our commerce and culture migrates further into this emerging digital ecosystem it becomes more critical that we develop digital literacy, of which video games inhabit a large portion.\u003c/p>\n\u003cp>Gee, a linguist and professor of literacy studies at Arizona State University, thinks we should expand the traditional definition of literacy beyond reading and writing because language isn't the only communication system available in today's world. And there is no better example of a new form of media that communicates distinctive types of meaning than video games.\u003c/p>\n\u003cp>\u003cstrong>THE LITERACY OF PROBLEM-SOLVING\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although games can be immensely entertaining, it would be a mistake to consider them as only a form of entertainment. Games are fun, but their real value lies in leveraging play and exploration as a mode of learning the literacy of problem-solving, which lowers the emotional stakes of failing.\u003c/p>\n\u003caside class=\"pullquote alignleft\">A critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.\u003c/aside>\n\u003cp>In Sir Ken Robinson's TED talk, \u003ca href=\"http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html\">Do Schools Kill Creativity?\u003c/a>, he reminds us that our educational system has stigmatized mistakes. As a result, kids are frightened of being wrong. Yet if we are not prepared to be wrong than we won't be able to come up with anything creative or solve complex problems. Videogames, on the other hand, embed trial and error into the foundation of gameplay.\u003c/p>\n\u003cp>Kids aren't naturally great at gaming the first time. They develop mastery through disciplined practice -- a path marked by dead-ends, wrong turns and blunders. Yet gamers aren't angst-ridden \u003c!--more-->about making wrong decisions because games encourage a growth mindset. Mistakes are how one figures out what doesn't work and provides the impetus to zero in on what might.\u003c/p>\n\u003cp>Conversely, the game of modern education revolves around right and wrong answers. Now this kind of learning may be appropriate in some instances, say, when you want a student to remember the capitals of countries. That method is important, but it can only take you so far. It certainly can't penetrate more sophisticated, and I would argue, more important questions, such as: How does geography shape culture?\u003c/p>\n\u003cp>Games on the other hand, cultivate problem-solving, that, with that right kind of scaffolding, could begin to gain traction with these more exploratory questions and knowledge.\u003c/p>\n\u003cp>\u003cstrong>FOCUSING ON THE PROCESS, NOT THE CONTENT\u003c/strong>\u003c/p>\n\u003cp>Much of the critique leveled at videogames is oriented around their content. In \u003ca href=\"http://www.amazon.com/Everything-Bad-Good-You-Actually/dp/1573223077\">Everything Bad Is Good For You\u003c/a>, Steven Johnson writes of a hypothetical high school English teacher admonishing videogames' lack of content: \"There's no psychological depth here, no moral quandaries, no poetry. And he'd be right! But comparing these games to 'The Iliad' or 'The Great Gatsby' or 'Hamlet' relies on a false premise: that the intelligence of these games lies in their content, in the themes and characters they represent.\"\u003c/p>\n\u003cp>Games are based on problems to solve, not content. This doesn't mean that game-based problem-solving should eclipse learning content, but I think we are increasingly seeing that a critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.\u003c/p>\n\u003cp>Videogames, and the type of learning and thinking they generate, may serve as a cornerstone for education and economies of the future.\u003c/p>\n\u003cp>In their book, \u003ca href=\"http://www.amazon.com/Rethinking-Education-Technology-Education-Connections-Education-Connections/dp/0807750026\">Rethinking Education in the Age of Technology\u003c/a>, Allan Collins and Richard Halverson state that \"policymakers interested in preparing students for success in the 21st-century economy would do well ... to appreciate how skills developed through navigating virtual environments might pay off in the workplace ... [and how] the new skills and dispositions of the gamer generation will transform the workplace. The gamer generation will push for work environments to incorporate more virtual aspects in fields, such as market analysis, and social and economic modeling. Gamers, for example, have abundant experience making big decisions, coordinating resources, and experimenting with complex strategies in game-based simulations.\"\u003c/p>\n\u003cp>\u003cstrong>MAKING THE MOST OF GAMING FOR YOUR KIDS\u003c/strong>\u003c/p>\n\u003cp>Although video games have great potential to be powerful vehicles for learning, there is no guarantee this will happen. Just as there is no guarantee that someone will understand the themes and symbols of \u003cem>The Lord of the Flies\u003c/em> by simply reading it. As a result, kids need parents, teachers and their peers to engage their gaming in thoughtful ways. While there could be a long list of recommended practice, for simplicity sake I've reduced the list to three preliminary suggestions.\u003c/p>\n\u003col start=\"1\">\n\u003cli>Play games. Otherwise how can you have meaningful conversations about them? Not learning how to play games would be akin to talking about \"The Lord of the Flies\" without having learned to read.\u003c/li>\n\u003cli>Connect games to books, movies, TV and the world around them. By thinking about games beyond their boundaries we can cultivate pattern recognition across media platforms and parlay the problem-solving of gaming into the real world.\u003c/li>\n\u003cli>Have your students or kids collaborate with other peers to analyze and interpret games, as well share strategies. There has been a raft of research in recent years that extols the wisdom of the crowd and the logic of the swarm. Through collaboration and networking kids can learn to enhance their own perspectives, ideas and, perhaps, contribute to a whole that is greater than the sum of its parts.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-playing-games-teach-literacy/pbs-mediashift-logo-final-6/\" rel=\"attachment wp-att-16140\">\u003cimg class=\"alignleft size-full wp-image-16140\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/pbs-mediashift-logo-final.jpg\" alt=\"\" width=\"54\" height=\"54\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-75x75.jpg 75w\" sizes=\"(max-width: 54px) 100vw, 54px\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003cem> Read more in the \u003ca href=\"http://www.pbs.org/mediashift/2011/08/special-series-kids-media214.html\">Kids & Media series\u003c/a> on MediaShift.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although games can be immensely entertaining, it would be a mistake to consider them as only a form of entertainment. Games are fun, but their real value lies in leveraging play and exploration as a mode of learning the literacy of problem-solving, which lowers the emotional stakes of failing.\u003c/p>\n\u003caside class=\"pullquote alignleft\">A critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.\u003c/aside>\n\u003cp>In Sir Ken Robinson's TED talk, \u003ca href=\"http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html\">Do Schools Kill Creativity?\u003c/a>, he reminds us that our educational system has stigmatized mistakes. As a result, kids are frightened of being wrong. Yet if we are not prepared to be wrong than we won't be able to come up with anything creative or solve complex problems. Videogames, on the other hand, embed trial and error into the foundation of gameplay.\u003c/p>\n\u003cp>Kids aren't naturally great at gaming the first time. They develop mastery through disciplined practice -- a path marked by dead-ends, wrong turns and blunders. Yet gamers aren't angst-ridden \u003c!--more-->about making wrong decisions because games encourage a growth mindset. Mistakes are how one figures out what doesn't work and provides the impetus to zero in on what might.\u003c/p>\n\u003cp>Conversely, the game of modern education revolves around right and wrong answers. Now this kind of learning may be appropriate in some instances, say, when you want a student to remember the capitals of countries. That method is important, but it can only take you so far. It certainly can't penetrate more sophisticated, and I would argue, more important questions, such as: How does geography shape culture?\u003c/p>\n\u003cp>Games on the other hand, cultivate problem-solving, that, with that right kind of scaffolding, could begin to gain traction with these more exploratory questions and knowledge.\u003c/p>\n\u003cp>\u003cstrong>FOCUSING ON THE PROCESS, NOT THE CONTENT\u003c/strong>\u003c/p>\n\u003cp>Much of the critique leveled at videogames is oriented around their content. In \u003ca href=\"http://www.amazon.com/Everything-Bad-Good-You-Actually/dp/1573223077\">Everything Bad Is Good For You\u003c/a>, Steven Johnson writes of a hypothetical high school English teacher admonishing videogames' lack of content: \"There's no psychological depth here, no moral quandaries, no poetry. And he'd be right! But comparing these games to 'The Iliad' or 'The Great Gatsby' or 'Hamlet' relies on a false premise: that the intelligence of these games lies in their content, in the themes and characters they represent.\"\u003c/p>\n\u003cp>Games are based on problems to solve, not content. This doesn't mean that game-based problem-solving should eclipse learning content, but I think we are increasingly seeing that a critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.\u003c/p>\n\u003cp>Videogames, and the type of learning and thinking they generate, may serve as a cornerstone for education and economies of the future.\u003c/p>\n\u003cp>In their book, \u003ca href=\"http://www.amazon.com/Rethinking-Education-Technology-Education-Connections-Education-Connections/dp/0807750026\">Rethinking Education in the Age of Technology\u003c/a>, Allan Collins and Richard Halverson state that \"policymakers interested in preparing students for success in the 21st-century economy would do well ... to appreciate how skills developed through navigating virtual environments might pay off in the workplace ... [and how] the new skills and dispositions of the gamer generation will transform the workplace. The gamer generation will push for work environments to incorporate more virtual aspects in fields, such as market analysis, and social and economic modeling. Gamers, for example, have abundant experience making big decisions, coordinating resources, and experimenting with complex strategies in game-based simulations.\"\u003c/p>\n\u003cp>\u003cstrong>MAKING THE MOST OF GAMING FOR YOUR KIDS\u003c/strong>\u003c/p>\n\u003cp>Although video games have great potential to be powerful vehicles for learning, there is no guarantee this will happen. Just as there is no guarantee that someone will understand the themes and symbols of \u003cem>The Lord of the Flies\u003c/em> by simply reading it. As a result, kids need parents, teachers and their peers to engage their gaming in thoughtful ways. While there could be a long list of recommended practice, for simplicity sake I've reduced the list to three preliminary suggestions.\u003c/p>\n\u003col start=\"1\">\n\u003cli>Play games. Otherwise how can you have meaningful conversations about them? Not learning how to play games would be akin to talking about \"The Lord of the Flies\" without having learned to read.\u003c/li>\n\u003cli>Connect games to books, movies, TV and the world around them. By thinking about games beyond their boundaries we can cultivate pattern recognition across media platforms and parlay the problem-solving of gaming into the real world.\u003c/li>\n\u003cli>Have your students or kids collaborate with other peers to analyze and interpret games, as well share strategies. There has been a raft of research in recent years that extols the wisdom of the crowd and the logic of the swarm. Through collaboration and networking kids can learn to enhance their own perspectives, ideas and, perhaps, contribute to a whole that is greater than the sum of its parts.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-playing-games-teach-literacy/pbs-mediashift-logo-final-6/\" rel=\"attachment wp-att-16140\">\u003cimg class=\"alignleft size-full wp-image-16140\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/pbs-mediashift-logo-final.jpg\" alt=\"\" width=\"54\" height=\"54\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-75x75.jpg 75w\" sizes=\"(max-width: 54px) 100vw, 54px\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003cem> Read more in the \u003ca href=\"http://www.pbs.org/mediashift/2011/08/special-series-kids-media214.html\">Kids & Media series\u003c/a> on MediaShift.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_16110\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/isis_start-2.jpg\">\u003cimg class=\"size-large wp-image-16110\" title=\"isis_start-2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/isis_start-2-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Question to Learn school in New York use game techniques to learn about every subject.\u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cstrong>By Nathan Maton\u003cbr>\n\u003c/strong>\u003cstrong>\u003c/strong>\u003c/h5>\n\u003cp>What do games have anything to do with learning? We spoke to nationally recognized researchers, teachers, game-based schools and companies that develop educational games and asked how they see games fitting into the education landscape.\u003c/p>\n\u003cp>\u003cstrong>IT'S ABOUT INTERACTION, NOT ISOLATION\u003c/strong>. “At the end of the day, a game is successful only if each individual gamer has an interaction with it that makes him or her want to come back for more,” says Nt Etuk, CEO of Dimension U, an educational games company. “Even the massively multi-player games [such as World of Warcaft] are successful only because they have tapped into a million individual need to interact, or to compete, or to form groups.”\u003c/p>\n\u003cp>\u003cstrong>GAMES CAN HELP STRUGGLING STUDENTS. \u003c/strong>“[Games] don't cause behavior problems but eliminate them,” Ananth Pai says. Pai teaches students from second to fifth grade in Parkview/Center Point Elementary school in Maplewood, Minnesota. Pai took the time to develop a game-based curricula, and says he's seen the rewards of his efforts.\u003c/p>\n\u003cp>In his gamified classroom, students who performed below proficiency contributed the most to the double-digit growth in achievement. \"These are the students that make up the whole education reform debate. Gamification helps them from falling through the ever widening achievement gap as they move forward from third grade,” he said.\u003c/p>\n\u003cp>\u003cstrong>IT'S HIGHLY PERSONALIZED. \u003c/strong>With the best games, the player is challenged at exactly the right level and in the right way to keep the player playing. “Maybe the question we need to ask is what about games causes youth to engage that our traditional approach to education lacks,” says Brian Alspach, Executive Vice President of E-Line Media, an educational games publisher well known for their game \u003ca href=\"http://gamestarmechanic.com/\">Gamestar Mechanic\u003c/a>. “Perhaps applying games to classes is hard because they work on \u003c!--more-->a different educational philosophy than our current education system. Classes are designed to get the lowest common denominator engaged, while games are an interactive, 'lean-forward' medium in which players can progress at their own pace while trying and failing in a safe environment. A well-designed game offers an intricate balance of challenges and rewards that continually pushes players to, and then beyond, the limits of their knowledge and skill.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>GAMES ARE NOT ALWAYS THE MAIN POINT\u003c/strong>. \u003ca href=\"http://q2l.org/\">Quest To Learn\u003c/a>, a school led by renowned game designer Katie Salen that integrates games across all classes and subjects, is one of the leading examples of how games fit into schools. Yet even there, according to Rebecca Rufo-Tepper, Director of Integrated Learning, none of their teachers teach exclusively through games. Even when they do use games, they’re frequently not what you’d imagine.\u003c/p>\n\u003cp>\"Games are very flexible and can be used in different ways,” Rufo-Tepper says. \"It's not like they're in the classroom playing a video game or playing cards everyday but there is this larger contextual experience that is game like. We use the word 'game-like' a lot instead of 'game.'\"\u003c/p>\n\u003cp>She gives an example of how the school's seventh-grade literacy class, in which they read a book called \u003cem>Chains\u003c/em> by Laurie Halse Anderson, about New York City during the American Revolution. Students are asked to write about the different types of power represented in the book, to give literary examples, and to write a literary essay with multiple drafts. Sounds like a typical English class, except the small twist here is that Oprah Winfrey has \"visited\" them in a video created by game designers and the teacher, and asked them to join her book club. \"There's a fictionalized game-like experience and the kids know that it isn't really Oprah but it is all couched in this game like experience,\" she said.\u003c/p>\n\u003cp>\u003cstrong>GOOD EDUCATIONAL GAMES ARE DIFFICULT TO DEVELOP. \u003c/strong>\"The fact is, many of the games out there suck,\" said Ralph Vacca, a doctoral student at New York University’s Educational Communications and Technology Program. \"They don’t tackle genuine learning needs as teachers see them, they don’t address practical limitations, as teachers see them, and they don’t live up to the hype around them, as teachers see them.\" Those who design games need to recognize the \"logistical, organizational, and cultural obstacles teachers have to deal with that underlie lots of perceived 'resistance' to innovations in the classroom.\" For busy teachers, spending days or weeks prepping to use a game in just one or two classes is not the best use of time, he said.\u003c/p>\n\u003cp>Even Quest To Learn, which hopes to be a leading example in implementing games in schools in game design, admits to the challenge of developing useful games. They’ve pulled together the best and brightest of both the teaching and game-design worlds and carefully thought through their plan. Even so, some of their games, particularly in their first year, were frequently over-designed and over-complicated.\u003c/p>\n\u003cp>“We'll have designed a board game where we realize that it has taken 45 minutes of class for the kids just to understand how to play it,” Rebecca says. “And we'll have said we'll take 15 minutes to explain it and then they'll play around and then we're in a classroom. Forty-five minutes have gone by and the kids are still trying to figure out how to play it.\" Add to that the fact that it was a Friday, by the time student return on Monday, \"they've forgotten everything that you've talked about.”\u003c/p>\n\u003cp>\u003cem>Read more about games in education:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">Can Gamification Boost Independent Learning?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">Ten Surprising Truths About Video Games\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/five-reasons-why-video-games-power-up-learning/\">Why Video Games Power Up Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/video-games/\">MindShift series on Games\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Nathan Maton is an educational games designer and the community manager on Jane McGonigal's website \u003ca href=\"http://www.gameful.org\">Gameful.org\u003c/a>. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_16110\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/isis_start-2.jpg\">\u003cimg class=\"size-large wp-image-16110\" title=\"isis_start-2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/isis_start-2-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Question to Learn school in New York use game techniques to learn about every subject.\u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cstrong>By Nathan Maton\u003cbr>\n\u003c/strong>\u003cstrong>\u003c/strong>\u003c/h5>\n\u003cp>What do games have anything to do with learning? We spoke to nationally recognized researchers, teachers, game-based schools and companies that develop educational games and asked how they see games fitting into the education landscape.\u003c/p>\n\u003cp>\u003cstrong>IT'S ABOUT INTERACTION, NOT ISOLATION\u003c/strong>. “At the end of the day, a game is successful only if each individual gamer has an interaction with it that makes him or her want to come back for more,” says Nt Etuk, CEO of Dimension U, an educational games company. “Even the massively multi-player games [such as World of Warcaft] are successful only because they have tapped into a million individual need to interact, or to compete, or to form groups.”\u003c/p>\n\u003cp>\u003cstrong>GAMES CAN HELP STRUGGLING STUDENTS. \u003c/strong>“[Games] don't cause behavior problems but eliminate them,” Ananth Pai says. Pai teaches students from second to fifth grade in Parkview/Center Point Elementary school in Maplewood, Minnesota. Pai took the time to develop a game-based curricula, and says he's seen the rewards of his efforts.\u003c/p>\n\u003cp>In his gamified classroom, students who performed below proficiency contributed the most to the double-digit growth in achievement. \"These are the students that make up the whole education reform debate. Gamification helps them from falling through the ever widening achievement gap as they move forward from third grade,” he said.\u003c/p>\n\u003cp>\u003cstrong>IT'S HIGHLY PERSONALIZED. \u003c/strong>With the best games, the player is challenged at exactly the right level and in the right way to keep the player playing. “Maybe the question we need to ask is what about games causes youth to engage that our traditional approach to education lacks,” says Brian Alspach, Executive Vice President of E-Line Media, an educational games publisher well known for their game \u003ca href=\"http://gamestarmechanic.com/\">Gamestar Mechanic\u003c/a>. “Perhaps applying games to classes is hard because they work on \u003c!--more-->a different educational philosophy than our current education system. Classes are designed to get the lowest common denominator engaged, while games are an interactive, 'lean-forward' medium in which players can progress at their own pace while trying and failing in a safe environment. A well-designed game offers an intricate balance of challenges and rewards that continually pushes players to, and then beyond, the limits of their knowledge and skill.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>GAMES ARE NOT ALWAYS THE MAIN POINT\u003c/strong>. \u003ca href=\"http://q2l.org/\">Quest To Learn\u003c/a>, a school led by renowned game designer Katie Salen that integrates games across all classes and subjects, is one of the leading examples of how games fit into schools. Yet even there, according to Rebecca Rufo-Tepper, Director of Integrated Learning, none of their teachers teach exclusively through games. Even when they do use games, they’re frequently not what you’d imagine.\u003c/p>\n\u003cp>\"Games are very flexible and can be used in different ways,” Rufo-Tepper says. \"It's not like they're in the classroom playing a video game or playing cards everyday but there is this larger contextual experience that is game like. We use the word 'game-like' a lot instead of 'game.'\"\u003c/p>\n\u003cp>She gives an example of how the school's seventh-grade literacy class, in which they read a book called \u003cem>Chains\u003c/em> by Laurie Halse Anderson, about New York City during the American Revolution. Students are asked to write about the different types of power represented in the book, to give literary examples, and to write a literary essay with multiple drafts. Sounds like a typical English class, except the small twist here is that Oprah Winfrey has \"visited\" them in a video created by game designers and the teacher, and asked them to join her book club. \"There's a fictionalized game-like experience and the kids know that it isn't really Oprah but it is all couched in this game like experience,\" she said.\u003c/p>\n\u003cp>\u003cstrong>GOOD EDUCATIONAL GAMES ARE DIFFICULT TO DEVELOP. \u003c/strong>\"The fact is, many of the games out there suck,\" said Ralph Vacca, a doctoral student at New York University’s Educational Communications and Technology Program. \"They don’t tackle genuine learning needs as teachers see them, they don’t address practical limitations, as teachers see them, and they don’t live up to the hype around them, as teachers see them.\" Those who design games need to recognize the \"logistical, organizational, and cultural obstacles teachers have to deal with that underlie lots of perceived 'resistance' to innovations in the classroom.\" For busy teachers, spending days or weeks prepping to use a game in just one or two classes is not the best use of time, he said.\u003c/p>\n\u003cp>Even Quest To Learn, which hopes to be a leading example in implementing games in schools in game design, admits to the challenge of developing useful games. They’ve pulled together the best and brightest of both the teaching and game-design worlds and carefully thought through their plan. Even so, some of their games, particularly in their first year, were frequently over-designed and over-complicated.\u003c/p>\n\u003cp>“We'll have designed a board game where we realize that it has taken 45 minutes of class for the kids just to understand how to play it,” Rebecca says. “And we'll have said we'll take 15 minutes to explain it and then they'll play around and then we're in a classroom. Forty-five minutes have gone by and the kids are still trying to figure out how to play it.\" Add to that the fact that it was a Friday, by the time student return on Monday, \"they've forgotten everything that you've talked about.”\u003c/p>\n\u003cp>\u003cem>Read more about games in education:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">Can Gamification Boost Independent Learning?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">Ten Surprising Truths About Video Games\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/five-reasons-why-video-games-power-up-learning/\">Why Video Games Power Up Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/video-games/\">MindShift series on Games\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Nathan Maton is an educational games designer and the community manager on Jane McGonigal's website \u003ca href=\"http://www.gameful.org\">Gameful.org\u003c/a>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg class=\"size-medium wp-image-13051\" title=\"school26_ss\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/school26_ss1-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/p>\n\u003cp>The stereotypical video game player is a young male under age 18, but \u003ca href=\"http://www.theesa.com/facts/pdfs/ESA_EF_2011.pdf\">study\u003c/a> after \u003ca href=\"http://www.bizreport.com/2011/03/report-sheds-light-on-gamer-demographics.html\">study\u003c/a> has shown that majority of the game-playing population does not fall into that demographic. Only 18% of gamers are under age 18, and women over 18 represent a significantly greater proportion of this population (37%) than do boys age 17 or younger (13%).\u003c/p>\n\u003cp>With the explosive growth in social gaming, particularly on Facebook, more games are being targeted at women. Games like \u003ca href=\"http://www.farmville.com\">Farmville\u003c/a> and\u003ca href=\"http://www.petsociety.com\"> Pet Society\u003c/a>, while not explicitly aimed at women, have been embraced by an older and female gaming population.\u003c/p>\n\u003cp>But what about girls? As we have written about often here at MindShift, video games are increasingly considered an \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">important tool for learning\u003c/a>. And even though plenty of women do play video games, there is still a sense -- particularly among girls -- that games are a \"boy thing.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">There isn't swordplay here. No princesses to rescue. No alien invaders to vanquish.\u003c/aside>\n\u003cp>That girl-gamer audience is the focus of the Vancouver, B.C.-based gaming studio \u003ca href=\"http://www.siliconsisters.ca/\">Silicon Sisters\u003c/a>. The first female-owned and run video game studio in Canada, Silicon Sisters is committed to building games for women and girls \u003cem>by\u003c/em> women and girls. Founded by former Radical Entertainment executive producer Kristen Forbes and former Deep Fried Entertainment COO Brenda Bailey Gershkovitch, the studio released their very first game, \u003ca href=\"http://www.school26.ca./\">School 26\u003c/a>, to critical acclaim back in April. (We featured the game in our April round-up of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/new-educational-apps-of-the-month/\">best new educational apps\u003c/a> of the month.) The studio plans to release their next School 26 game -- \"Summer of Secrets\" -- next month.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The School 26 games are geared towards tweens and teens, and the storyline is built around the very complicated social hierarchy of high school. You play the game as a young girl who's a newcomer to a school. She comes from a nomadic family, which has made it difficult for her to maintain long-term friendships. As she enrolls in this, her 26th school, she strikes a bargain with her parents: If she can make friends, they'll stay put.\u003c!--more-->\u003c/p>\n\u003cp>So the player of School 26 must help the character do just that: build friendships and navigate the sticky, awkward and sometimes awful moral dilemmas of school. These range from power struggles to peer pressure, romance, betrayal, alienation, acceptance - all real and relevant situations that girls face every day.\u003c/p>\n\u003cp>The player must select appropriate emotional responses to certain scenarios and answer quizzes that provide insights into players' personalities. The emphasis here is on empathy and networking.\u003c/p>\n\u003cp>That's a very different set of goals and behaviors than what most video games encourage. There isn't swordplay here. No princesses to rescue. No alien invaders to vanquish. There isn't \"action.\" There's \"talk.\" The rewards aren't cash or weaponry. The skills honed in School 26 aren't the ability to time your jumps or dodge bullets or land killing blows. Of course, there are plenty of casual games aimed at tweens that aren't action-oriented, and there are lots aimed at girls. But unlike many games that target this girl market, there is no emphasis on shopping, fashion, or beauty in School 26.\u003c/p>\n\u003cp>Silicon Sisters says that all their games will emphasize this sort of \"social engineering\" -- an emphasis on relationships and communication. These are important skills for girls and women to develop, the studio argues, and will allow them to navigate the sometimes treacherous social situations.\u003c/p>\n\u003cp>As the female gaming population grows, it's likely that more companies will begin to cater to this market. But as it stands, there still aren't a lot of games that meet women and girl gamers' needs. A recent report by the entertainment market research firm \u003ca href=\"http://interpretllc.com/\">Interpret\u003c/a> entitled \u003cem>\"Games and Girls: Video Gaming's Ignored Audience\"\u003c/em> argues that the female gaming market is far more nuanced than some of the \"casual-centric reputation\" suggests. Indeed, 44% of those who responded to the survey say that they prefer genres other than exercise, music, and casual games -- the kind that are most often marketed to women and girls.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But making games for girls isn't simply about providing good entertainment. Some of girls' reluctance to play video games may have other repercussions: a lack of familiarity with or comfort around technology, for example, and a missed opportunity to learn more about science, technology and engineering.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-medium wp-image-13051\" title=\"school26_ss\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/school26_ss1-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/p>\n\u003cp>The stereotypical video game player is a young male under age 18, but \u003ca href=\"http://www.theesa.com/facts/pdfs/ESA_EF_2011.pdf\">study\u003c/a> after \u003ca href=\"http://www.bizreport.com/2011/03/report-sheds-light-on-gamer-demographics.html\">study\u003c/a> has shown that majority of the game-playing population does not fall into that demographic. Only 18% of gamers are under age 18, and women over 18 represent a significantly greater proportion of this population (37%) than do boys age 17 or younger (13%).\u003c/p>\n\u003cp>With the explosive growth in social gaming, particularly on Facebook, more games are being targeted at women. Games like \u003ca href=\"http://www.farmville.com\">Farmville\u003c/a> and\u003ca href=\"http://www.petsociety.com\"> Pet Society\u003c/a>, while not explicitly aimed at women, have been embraced by an older and female gaming population.\u003c/p>\n\u003cp>But what about girls? As we have written about often here at MindShift, video games are increasingly considered an \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">important tool for learning\u003c/a>. And even though plenty of women do play video games, there is still a sense -- particularly among girls -- that games are a \"boy thing.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">There isn't swordplay here. No princesses to rescue. No alien invaders to vanquish.\u003c/aside>\n\u003cp>That girl-gamer audience is the focus of the Vancouver, B.C.-based gaming studio \u003ca href=\"http://www.siliconsisters.ca/\">Silicon Sisters\u003c/a>. The first female-owned and run video game studio in Canada, Silicon Sisters is committed to building games for women and girls \u003cem>by\u003c/em> women and girls. Founded by former Radical Entertainment executive producer Kristen Forbes and former Deep Fried Entertainment COO Brenda Bailey Gershkovitch, the studio released their very first game, \u003ca href=\"http://www.school26.ca./\">School 26\u003c/a>, to critical acclaim back in April. (We featured the game in our April round-up of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/new-educational-apps-of-the-month/\">best new educational apps\u003c/a> of the month.) The studio plans to release their next School 26 game -- \"Summer of Secrets\" -- next month.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The School 26 games are geared towards tweens and teens, and the storyline is built around the very complicated social hierarchy of high school. You play the game as a young girl who's a newcomer to a school. She comes from a nomadic family, which has made it difficult for her to maintain long-term friendships. As she enrolls in this, her 26th school, she strikes a bargain with her parents: If she can make friends, they'll stay put.\u003c!--more-->\u003c/p>\n\u003cp>So the player of School 26 must help the character do just that: build friendships and navigate the sticky, awkward and sometimes awful moral dilemmas of school. These range from power struggles to peer pressure, romance, betrayal, alienation, acceptance - all real and relevant situations that girls face every day.\u003c/p>\n\u003cp>The player must select appropriate emotional responses to certain scenarios and answer quizzes that provide insights into players' personalities. The emphasis here is on empathy and networking.\u003c/p>\n\u003cp>That's a very different set of goals and behaviors than what most video games encourage. There isn't swordplay here. No princesses to rescue. No alien invaders to vanquish. There isn't \"action.\" There's \"talk.\" The rewards aren't cash or weaponry. The skills honed in School 26 aren't the ability to time your jumps or dodge bullets or land killing blows. Of course, there are plenty of casual games aimed at tweens that aren't action-oriented, and there are lots aimed at girls. But unlike many games that target this girl market, there is no emphasis on shopping, fashion, or beauty in School 26.\u003c/p>\n\u003cp>Silicon Sisters says that all their games will emphasize this sort of \"social engineering\" -- an emphasis on relationships and communication. These are important skills for girls and women to develop, the studio argues, and will allow them to navigate the sometimes treacherous social situations.\u003c/p>\n\u003cp>As the female gaming population grows, it's likely that more companies will begin to cater to this market. But as it stands, there still aren't a lot of games that meet women and girl gamers' needs. A recent report by the entertainment market research firm \u003ca href=\"http://interpretllc.com/\">Interpret\u003c/a> entitled \u003cem>\"Games and Girls: Video Gaming's Ignored Audience\"\u003c/em> argues that the female gaming market is far more nuanced than some of the \"casual-centric reputation\" suggests. Indeed, 44% of those who responded to the survey say that they prefer genres other than exercise, music, and casual games -- the kind that are most often marketed to women and girls.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But making games for girls isn't simply about providing good entertainment. Some of girls' reluctance to play video games may have other repercussions: a lack of familiarity with or comfort around technology, for example, and a missed opportunity to learn more about science, technology and engineering.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Big thinkers and innovators in education have gathered at the Games & Learning Society Conference in Madison, Wisconsin this week. I wish I could've gone to this conference, but here's just a taste of what's happening on day one. We'll continue updating throughout the day.\u003c/p>\n\u003cp>\u003c!--more-->\u003cbr>\n\u003cscript src=\"http://storify.com/mindshiftkqed/gls7-live-tweets-and-more.js\">\u003c/script>\u003c/p>\u003cnoscript>[\u003ca href=\"http://storify.com/mindshiftkqed/gls7-live-tweets-and-more\" target=\"blank\">View the story \"GLS7: Live Tweets and More\" on Storify]\u003c/a>\u003c/noscript>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"disqusTitle": "Five Reasons Why Video Games Power Up Learning",
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"content": "\u003ch5>\n\u003c/h5>\u003cp>\u003cimg class=\"size-medium wp-image-12599\" title=\"RodrigoFavera\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/RodrigoFavera-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/p>\n\u003cp>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\n\u003c/p>\u003cp>The famous videogame designer, Shigeru Miyamoto, known for creating some of the most iconic and successful videogames in history, such as Donkey Kong, Mario Brothers and Legend of Zelda, once said, \"Videogames are bad for you? That's what they said about rock n' roll.\"\u003c/p>\n\u003cp>In retrospect, we know rock 'n roll's influence has gone beyond creating a new kind of music, shaping many other aspects of culture: lifestyles, fashion, attitudes and language. And there is compelling evidence that rock 'n roll may have even helped the civil rights movement.\u003c/p>\n\u003cp>In a similar fashion, videogames have been stigmatized by an older generation (that has largely never played them) as corrupting the moral and cognitive fiber of a generation. At best they can help develop some hand-eye coordination. At worst videogames can turn you into a sociopath.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Because games are complex, you are continually reformulating and retesting your hypothesis -- the hallmark of critical thinking.\u003c/aside>\n\u003cp>But from what I've seen in my classroom, videogames aren't bad for you at all. In fact, videogames are powerful tools for learning.\u003c!--more-->\u003c/p>\n\u003ch4>Learning about Middle East Conflict\u003c/h4>\n\u003cp>Take, for example, the game \u003ca href=\"http://www.peacemakergame.com/\">PeaceMaker\u003c/a>, which I've integrated into my 7th grade history classes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>PeaceMaker is a simulation of the Palestinian/Israeli conflict. Players play as either the Palestinian president or the Israeli prime minister -- under calm, tense or violent circumstances. Players have to make numerous decisions in the midst and wake of challenging circumstances and events, such as suicide bombings and missile strikes.\u003c/p>\n\u003cp>When the players make decisions they are immediately assessed and converted into polls that show how the Palestinians, Israelis, Arab countries, Europeans, Americans and the United Nations think of their leadership. The goal is to make decisions that walk the middle path and reach peaceful consensus in the form of a two state solution.\u003c/p>\n\u003cp>In the process of the gameplay, players learn to think like politicians and negotiators. The game requires taking a variety of constituencies into consideration when making decisions; otherwise their decisions would be too myopic. To create a peaceful solution requires reconciling polar worldviews, which means having a working knowledge of each extreme and a sense of which series of decisions can chart a middle way that unites both sides of the conflict.\u003c/p>\n\u003ch4>The Learning Principles of Gaming\u003c/h4>\n\u003cp>What makes PeaceMaker, and videogames in general, powerful tools for learning is that a variety of effective learning principles are embedded within the game design. While there is a spectrum of learning principles embedded within good game design, I've distilled the list down to five cornerstones.\u003c/p>\n\u003cp>\u003cstrong>1. Just-in-time learning.\u003c/strong>\u003cbr>\nVideogames give you just enough information that you can usefully apply. You are not given information you'll need for level 8 at level 1, which can often be the case with schools that download files of information that are never applied. Videogames provide doable challenges that are constantly pushing the edge of a player's competence. This is similar to Russian psychologist Lev Vygotsky's \u003ca href=\"http://en.wikipedia.org/wiki/Zone_of_proximal_development\">Zone of Proximal Development\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>2. Critical thinking.\u003c/strong>\u003cbr>\nWhen you play videogames you're entering a virtual world with only the vaguest idea of what you are supposed to do. As a result, you need to explore the physics of the game and generate a hypothesis of how to navigate it. And then test it. Because games are complex, you are continually reformulating and retesting your hypothesis -- the hallmark of critical thinking.\u003c/p>\n\u003cp>\u003cstrong>3. Increased memory retention.\u003c/strong>\u003cbr>\nCognitive science has recently discovered that memory is a residue of thought. So what you think about is what you remember. As videogames make you think, they also hold the potential to increase memory retention.\u003c/p>\n\u003cp>\u003cstrong>4. Emotional interest.\u003c/strong>\u003cbr>\nVideogames are emotionally engaging. Brain research has revealed that emotional interest helps humans learn. Basically, we don't pay attention to boring things. The \u003ca href=\"http://en.wikipedia.org/wiki/Amygdala\">amygdala\u003c/a> is the emotional center of the brain and also the gateway to learning.\u003c/p>\n\u003cp>\u003cstrong>5. We learn best through images.\u003c/strong>\u003cbr>\nVision is our most dominant sense, taking up half of our brain's resources. The more visual input, the more likely it is to be recognized and recalled. Videogames meet this learning principle in spades as interactive visual simulations.\u003c/p>\n\u003ch4>The New Gold Standard of Learning\u003c/h4>\n\u003cp>Videogames are emerging as a new gold standard of learning because they effectively integrate many vital learning principles into their design.\u003c/p>\n\u003cp>Eric Hoffer, the San Francisco longshoreman and philosopher, said that \"in times of change learners inherit the Earth while the learned find themselves equipped to deal with a world that no longer exists.\"\u003c/p>\n\u003cp>We are living in such times of rapid changes, and those who are most adaptive not only survive, but thrive. I believe videogames represent one of many new powerful forms of media that are tailored to our times, and can also be leveraged as a tool for learning that cultivates critical thinking and emotional engagement.\u003c/p>\n\u003cp>Computers and videogames represent the latest possibility of turning swords into plowshares: The first computers were used for code-breaking and calculating ballistic trajectories during World War II. And now, with the right kind of scaffolding, hopefully we can use computers and computer games to connect, collaborate and create a more peaceful world.\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem>\u003ca rel=\"attachment wp-att-12215\" href=\"http://ww2.kqed.org/mindshift/2011/06/childrens-magazines-draw-early-adopters-with-apps/pbs-mediashift-logo-final-2/\">\u003cimg class=\"alignleft\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\u003c/a>\u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#!/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "By Aran Levasseur The famous videogame designer, Shigeru Miyamoto, known for creating some of the most iconic and successful videogames in history, such as Donkey Kong, Mario Brothers and Legend of Zelda, once said, "Videogames are bad for you? That's what they said about rock n' roll." In retrospect, we know rock 'n roll's influence",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\n\u003c/h5>\u003cp>\u003cimg class=\"size-medium wp-image-12599\" title=\"RodrigoFavera\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/RodrigoFavera-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/p>\n\u003cp>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\n\u003c/p>\u003cp>The famous videogame designer, Shigeru Miyamoto, known for creating some of the most iconic and successful videogames in history, such as Donkey Kong, Mario Brothers and Legend of Zelda, once said, \"Videogames are bad for you? That's what they said about rock n' roll.\"\u003c/p>\n\u003cp>In retrospect, we know rock 'n roll's influence has gone beyond creating a new kind of music, shaping many other aspects of culture: lifestyles, fashion, attitudes and language. And there is compelling evidence that rock 'n roll may have even helped the civil rights movement.\u003c/p>\n\u003cp>In a similar fashion, videogames have been stigmatized by an older generation (that has largely never played them) as corrupting the moral and cognitive fiber of a generation. At best they can help develop some hand-eye coordination. At worst videogames can turn you into a sociopath.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Because games are complex, you are continually reformulating and retesting your hypothesis -- the hallmark of critical thinking.\u003c/aside>\n\u003cp>But from what I've seen in my classroom, videogames aren't bad for you at all. In fact, videogames are powerful tools for learning.\u003c!--more-->\u003c/p>\n\u003ch4>Learning about Middle East Conflict\u003c/h4>\n\u003cp>Take, for example, the game \u003ca href=\"http://www.peacemakergame.com/\">PeaceMaker\u003c/a>, which I've integrated into my 7th grade history classes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>PeaceMaker is a simulation of the Palestinian/Israeli conflict. Players play as either the Palestinian president or the Israeli prime minister -- under calm, tense or violent circumstances. Players have to make numerous decisions in the midst and wake of challenging circumstances and events, such as suicide bombings and missile strikes.\u003c/p>\n\u003cp>When the players make decisions they are immediately assessed and converted into polls that show how the Palestinians, Israelis, Arab countries, Europeans, Americans and the United Nations think of their leadership. The goal is to make decisions that walk the middle path and reach peaceful consensus in the form of a two state solution.\u003c/p>\n\u003cp>In the process of the gameplay, players learn to think like politicians and negotiators. The game requires taking a variety of constituencies into consideration when making decisions; otherwise their decisions would be too myopic. To create a peaceful solution requires reconciling polar worldviews, which means having a working knowledge of each extreme and a sense of which series of decisions can chart a middle way that unites both sides of the conflict.\u003c/p>\n\u003ch4>The Learning Principles of Gaming\u003c/h4>\n\u003cp>What makes PeaceMaker, and videogames in general, powerful tools for learning is that a variety of effective learning principles are embedded within the game design. While there is a spectrum of learning principles embedded within good game design, I've distilled the list down to five cornerstones.\u003c/p>\n\u003cp>\u003cstrong>1. Just-in-time learning.\u003c/strong>\u003cbr>\nVideogames give you just enough information that you can usefully apply. You are not given information you'll need for level 8 at level 1, which can often be the case with schools that download files of information that are never applied. Videogames provide doable challenges that are constantly pushing the edge of a player's competence. This is similar to Russian psychologist Lev Vygotsky's \u003ca href=\"http://en.wikipedia.org/wiki/Zone_of_proximal_development\">Zone of Proximal Development\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>2. Critical thinking.\u003c/strong>\u003cbr>\nWhen you play videogames you're entering a virtual world with only the vaguest idea of what you are supposed to do. As a result, you need to explore the physics of the game and generate a hypothesis of how to navigate it. And then test it. Because games are complex, you are continually reformulating and retesting your hypothesis -- the hallmark of critical thinking.\u003c/p>\n\u003cp>\u003cstrong>3. Increased memory retention.\u003c/strong>\u003cbr>\nCognitive science has recently discovered that memory is a residue of thought. So what you think about is what you remember. As videogames make you think, they also hold the potential to increase memory retention.\u003c/p>\n\u003cp>\u003cstrong>4. Emotional interest.\u003c/strong>\u003cbr>\nVideogames are emotionally engaging. Brain research has revealed that emotional interest helps humans learn. Basically, we don't pay attention to boring things. The \u003ca href=\"http://en.wikipedia.org/wiki/Amygdala\">amygdala\u003c/a> is the emotional center of the brain and also the gateway to learning.\u003c/p>\n\u003cp>\u003cstrong>5. We learn best through images.\u003c/strong>\u003cbr>\nVision is our most dominant sense, taking up half of our brain's resources. The more visual input, the more likely it is to be recognized and recalled. Videogames meet this learning principle in spades as interactive visual simulations.\u003c/p>\n\u003ch4>The New Gold Standard of Learning\u003c/h4>\n\u003cp>Videogames are emerging as a new gold standard of learning because they effectively integrate many vital learning principles into their design.\u003c/p>\n\u003cp>Eric Hoffer, the San Francisco longshoreman and philosopher, said that \"in times of change learners inherit the Earth while the learned find themselves equipped to deal with a world that no longer exists.\"\u003c/p>\n\u003cp>We are living in such times of rapid changes, and those who are most adaptive not only survive, but thrive. I believe videogames represent one of many new powerful forms of media that are tailored to our times, and can also be leveraged as a tool for learning that cultivates critical thinking and emotional engagement.\u003c/p>\n\u003cp>Computers and videogames represent the latest possibility of turning swords into plowshares: The first computers were used for code-breaking and calculating ballistic trajectories during World War II. And now, with the right kind of scaffolding, hopefully we can use computers and computer games to connect, collaborate and create a more peaceful world.\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem>\u003ca rel=\"attachment wp-att-12215\" href=\"http://ww2.kqed.org/mindshift/2011/06/childrens-magazines-draw-early-adopters-with-apps/pbs-mediashift-logo-final-2/\">\u003cimg class=\"alignleft\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\u003c/a>\u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#!/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg class=\"size-full wp-image-10491\" title=\"Screen shot 2011-04-13 at 10.28.30 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Screen-shot-2011-04-13-at-10.28.30-AM.png\" alt=\"\" width=\"512\" height=\"304\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/04/Screen-shot-2011-04-13-at-10.28.30-AM.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/Screen-shot-2011-04-13-at-10.28.30-AM-400x238.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/Screen-shot-2011-04-13-at-10.28.30-AM-320x190.png 320w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003c/p>\n\u003cp>Too often, educational games are neither fun nor educational, and there are plenty of educational games that fail on both those counts. Without an exhaustive study of games and game designers, it's hard to pinpoint why. Do those making educational games have little experience in game design? Or do those making educational games have little experience in instructional technology? Or has the bar just been set incredibly low?\u003c/p>\n\u003cp>Perhaps it's that educational game designers have been targeting school districts or teachers as their audience, and as long as they're more exciting than classroom worksheets, kids really haven't complained.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Those who grew up playing video games are now becoming the game designers and developers.\u003c/aside>\n\u003cp>But the audience is changing for educational games, in part because of the explosion of mobile and Web technologies. Parents are buying more educational games, and kids now have a larger say in what they want. And as a result, games are becoming more engaging, more whimsical -- more fun.\u003c/p>\n\u003cp>What's more, those who grew up playing video games are now becoming the game designers and developers -- and their bar for fun factor is high.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Take, for example, the creators of \u003ca href=\"http://motionmathgames.com/\">Motion Math\u003c/a>, available on the iPhone and iPad. The founders, Jacob Klein and Gabriel Adauto, graduate students in the Learning, Design, and Technology program at Stanford, are both 32 years old. They're bringing their background in education and cognitive science to the design of the game.\u003c/p>\n\u003cp>Certainly having a deeper understanding of cognition helps. But Klein and Adauto are also gamers -- \"hardcore,\" says Klein. And it's clear they've built games based on \"things we'd like.\" It's scaled down, so that the game is playable by elementary school-age children. But it's not dumbed down -- in content or in gameplay.\u003c/p>\n\u003cp>Klein says the inspiration in part came from the iconic Mario Brothers: simple yet fun. I'd add that it's a game for any age -- a third grader struggling with fractions could enjoy the game, as much as a seventh grader, or an adult. Klein also points to the design and the flow of sports-related video games. These \"flow experiences,\" says Klein, mean that the entire game keeps you continually engaged. And in the case of Motion Math, that engagement is with on-task learning.\u003c/p>\n\u003cp>At the moment, the games mostly focus on fractions, a notoriously difficult concept for children to grasp. Fractions are often taught with the pie metaphor -- how many slices are half, for example. But that graphical representation actually does little to help students understand how fractions work and how they're related to percentages and to the number line.\u003c/p>\n\u003cp>The game aims to helps students develop this number sense and estimate fractions -- and estimate quickly. It's a game, after all! This is how it works: Players control a bouncing star, and the goal is to make that star land on the right part of the number line, matching a particular fraction. To do this, the app uses the gyroscope that's built into the Apple mobile devices, so you have to tilt your device.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Motion Math has won \u003ca href=\"http://motionmathgames.com/reviews/\">rave reviews\u003c/a> from those who are watching the industry closely.\u003ca href=\"http://childrenstech.com/blog/archives/2791\"> The Children's Technology Review\u003c/a>, for instance, gave the app 4.5 stars for being able to \"bridge the concrete and the abstract.\" The creators plan to expand to other platforms, including Android soon. Klein says they'll also add new subject areas beyond fractions and even beyond math.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-full wp-image-10491\" title=\"Screen shot 2011-04-13 at 10.28.30 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Screen-shot-2011-04-13-at-10.28.30-AM.png\" alt=\"\" width=\"512\" height=\"304\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/04/Screen-shot-2011-04-13-at-10.28.30-AM.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/Screen-shot-2011-04-13-at-10.28.30-AM-400x238.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/Screen-shot-2011-04-13-at-10.28.30-AM-320x190.png 320w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003c/p>\n\u003cp>Too often, educational games are neither fun nor educational, and there are plenty of educational games that fail on both those counts. Without an exhaustive study of games and game designers, it's hard to pinpoint why. Do those making educational games have little experience in game design? Or do those making educational games have little experience in instructional technology? Or has the bar just been set incredibly low?\u003c/p>\n\u003cp>Perhaps it's that educational game designers have been targeting school districts or teachers as their audience, and as long as they're more exciting than classroom worksheets, kids really haven't complained.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Those who grew up playing video games are now becoming the game designers and developers.\u003c/aside>\n\u003cp>But the audience is changing for educational games, in part because of the explosion of mobile and Web technologies. Parents are buying more educational games, and kids now have a larger say in what they want. And as a result, games are becoming more engaging, more whimsical -- more fun.\u003c/p>\n\u003cp>What's more, those who grew up playing video games are now becoming the game designers and developers -- and their bar for fun factor is high.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Take, for example, the creators of \u003ca href=\"http://motionmathgames.com/\">Motion Math\u003c/a>, available on the iPhone and iPad. The founders, Jacob Klein and Gabriel Adauto, graduate students in the Learning, Design, and Technology program at Stanford, are both 32 years old. They're bringing their background in education and cognitive science to the design of the game.\u003c/p>\n\u003cp>Certainly having a deeper understanding of cognition helps. But Klein and Adauto are also gamers -- \"hardcore,\" says Klein. And it's clear they've built games based on \"things we'd like.\" It's scaled down, so that the game is playable by elementary school-age children. But it's not dumbed down -- in content or in gameplay.\u003c/p>\n\u003cp>Klein says the inspiration in part came from the iconic Mario Brothers: simple yet fun. I'd add that it's a game for any age -- a third grader struggling with fractions could enjoy the game, as much as a seventh grader, or an adult. Klein also points to the design and the flow of sports-related video games. These \"flow experiences,\" says Klein, mean that the entire game keeps you continually engaged. And in the case of Motion Math, that engagement is with on-task learning.\u003c/p>\n\u003cp>At the moment, the games mostly focus on fractions, a notoriously difficult concept for children to grasp. Fractions are often taught with the pie metaphor -- how many slices are half, for example. But that graphical representation actually does little to help students understand how fractions work and how they're related to percentages and to the number line.\u003c/p>\n\u003cp>The game aims to helps students develop this number sense and estimate fractions -- and estimate quickly. It's a game, after all! This is how it works: Players control a bouncing star, and the goal is to make that star land on the right part of the number line, matching a particular fraction. To do this, the app uses the gyroscope that's built into the Apple mobile devices, so you have to tilt your device.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Motion Math has won \u003ca href=\"http://motionmathgames.com/reviews/\">rave reviews\u003c/a> from those who are watching the industry closely.\u003ca href=\"http://childrenstech.com/blog/archives/2791\"> The Children's Technology Review\u003c/a>, for instance, gave the app 4.5 stars for being able to \"bridge the concrete and the abstract.\" The creators plan to expand to other platforms, including Android soon. Klein says they'll also add new subject areas beyond fractions and even beyond math.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Playing Tag or Digital Games? Why Not Both?",
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"content": "\u003ch4>\n\u003c/h4>\u003cp>\u003ca href=\"http://www.flickr.com/photos/andrewlaparra/4145235150/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-10436\" title=\"tag\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/tag.jpg\" alt=\"\" width=\"500\" height=\"281\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/04/tag.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/tag-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/tag-320x180.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\n\u003ch4>Where the Educational Game Industry Went Wrong\u003c/h4>\n\u003cp>\u003cem>The spotlight has been shining on media and gaming in the education innovation scene in recent years. And while many tout the virtues of what games and media can teach kids, we know it's just as important to give kids enough time to play outside.\u003c/em>\u003c/p>\n\u003cp>\u003cem>In this essay, Andy Russell, co-founder of\u003ca href=\"http://launchpadtoys.com/\"> Launchpad Toys\u003c/a>, which created \u003ca href=\"http://ww2.kqed.org/mindshift/tag/toontastic/\">Toontastic\u003c/a> (I reviewed the digital storytelling app recently) talks about how the two worlds don't have to be mutually exclusive. Ideally, inside and outside play build on each other.\u003cbr>\n\u003c/em>\u003c/p>\n\u003ch5>By Andy Russell\u003c/h5>\n\u003cp>This past weekend I had the pleasure of helping to organize \u003ca href=\"http://tedxsfed.org/\">TEDxSFED\u003c/a> and participating in a number of post-conference roundtables about “Re-Imagining Education.” One session on Educational Gaming posed the question: “How would you create a game to teach Natural Selection?” The group tossed out several ideas and seemed quite happy until one insightful teacher dropped the \u003ca href=\"http://www.youtube.com/watch?v=QNMjx1o_Uyo\">Josh Baskin question of the day\u003c/a>: “But why do I need a computer for that? Why not just go outside and play tag?” Eyes averted, crickets chirped… it was beautiful.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Like many adults, kids are less interested in facts and figures and more intrigued by opportunities to investigate, create, and share their voice with the world.\u003c/aside>\n\u003cp>For years, educational software developers have digitized and embedded worksheets and problem sets into interactive games. The practice has known many names -- Edutainment, Serious Gaming, and most recently “Gamification” – but all share the common premise (misconception) that learning by itself isn’t fun, that kids need a spoonful of sugar (game mechanics, rewards, etc.) to make the medicine (curriculum) go down.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As several of the roundtable participants struggled to answer this million-dollar question, I found myself thinking about the many kindergartners I’ve had the chance to play with over the years – and the endless barrage of questions that I’ve had to field on topics ranging from weather to ticklishness to the flavor of boogers. Looking back, I don’t think I’ve ever met a 4- or 5-year-old who isn’t naturally curious, who isn’t excited to learn. So why is it that so many 10-year-olds cringe at the sight or sound of the word “education”?\u003c/p>\n\u003cp>I found myself comparing the questions that kindergarteners ask to the questions/answers often seen in traditional educational media. I noticed a theme: most educational games deal a lot in the “Who?, What?, When?, and Where?” while the questions I hear from young kids are more of the “How?” and “Why?” variety. Not once has a child ever asked me to fill in a blank or select from multiple choices. Like many adults, they’re less interested in facts and figures and more intrigued by opportunities to investigate, create, and share their voice with the world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The problem is that we’re trying to replace teachers and parents with software rather than giving them complementary tools to help them become facilitators and coaches instead of test administrators.\u003c/aside>\n\u003cp>What’s the difference between a computer simulation and a backyard game of tag? Quite honestly, not much – which is exactly why we, as educational media designers, have failed three decades of curious kids (with some notable exceptions). Interactive quizzes and digital flash cards may make content more exciting than their analog counterparts, but that’s a short-sighted approach that fails to get at the root problem, an extrinsic motivation when kids are already intrinsically motivated to learn. The fundamental problem is not that learning isn’t fun, it’s that we’re answering questions that kids aren’t asking (Who?, What?, When?, Where?) instead of giving them tools to experiment, build on, and share their own ideas. The problem is that we’re trying to replace teachers and parents with software rather than giving them complementary tools to help them become facilitators and coaches instead of test administrators.\u003c/p>\n\u003cp>A backyard game of tag is an excellent way to demonstrate natural selection. Sure, one might replicate that with a computer game, but why? As educational media designers, our role shouldn’t be to demonstrate these phenomena in action (there are plenty of tools for that), but instead to leverage the incredible power of modern technology to help kids answer the bigger questions: HOW and WHY are these phenomena happening? Our role should be to guide them up \u003ca href=\"http://en.wikipedia.org/wiki/Bloom%27s_taxonomy\">Bloom’s Taxonomy\u003c/a> to not just memorize and regurgitate, but to synthesize, analyze, and create. To do this, we need to dive deeper – to help kids learn not just by “doing,” but by designing (please see: \u003ca href=\"http://www.forbes.com/2010/04/08/john-maeda-design-technology-data-companies-10-keynote.html\">John Maeda\u003c/a>, \u003ca href=\"http://www.theatlantic.com/life/archive/2011/03/the-creativity-crisis-why-american-schools-need-design/73038/\">Laura Seargent Richardson\u003c/a>). We need to stop thinking of educational media as fancy content delivery mechanisms (interactive videos and electronic books) and start building tools that help kids design and develop their own understandings of the world through iterative content creation.\u003c/p>\n\u003cp>Constructionist learning tools like \u003ca href=\"http://scratch.mit.edu/\">Scratch\u003c/a>, \u003ca href=\"http://ccl.northwestern.edu/netlogo/\">NetLogo\u003c/a>, and \u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">LEGO Mindstorms\u003c/a>, empower kids as self-motivated learners to program, build, animate, and \u003cem>design\u003c/em> their own creations. NetLogo, for example, would be a perfect tool for the natural selection question. With NetLogo, kids can easily program their own natural selection simulation with millions of independent characters operating in a virtual biosphere under the rules and guidelines they assign – almost like a digital petri dish, but with the ability to scale and fast-forward in real-time and iteratively test many different variables and hypotheses. These tools are the modern equivalent of the five-paragraph-essay: templates for inventing, testing, and sharing new ideas while developing higher-level critical thinking and analytical skills.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>So my answer to the teacher is: We SHOULD go outside and play tag! Then let’s go back into the house or classroom and talk about what just happened and see if we can break those big ideas apart while building, testing, and iterating on our model. Then let’s upload our model to the Web, compare it to others’ ideas, and maybe even collaborate with other kids/students around the world. As educational media designers, let’s re-imagine edutainment as empowerment. Let’s empower children as designers by making concepts and tools accessible to learners and then, above all, let’s give kids megaphones to share their ideas with friends, family, and peers around the world.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch4>\n\u003c/h4>\u003cp>\u003ca href=\"http://www.flickr.com/photos/andrewlaparra/4145235150/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-10436\" title=\"tag\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/tag.jpg\" alt=\"\" width=\"500\" height=\"281\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/04/tag.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/tag-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/tag-320x180.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\n\u003ch4>Where the Educational Game Industry Went Wrong\u003c/h4>\n\u003cp>\u003cem>The spotlight has been shining on media and gaming in the education innovation scene in recent years. And while many tout the virtues of what games and media can teach kids, we know it's just as important to give kids enough time to play outside.\u003c/em>\u003c/p>\n\u003cp>\u003cem>In this essay, Andy Russell, co-founder of\u003ca href=\"http://launchpadtoys.com/\"> Launchpad Toys\u003c/a>, which created \u003ca href=\"http://ww2.kqed.org/mindshift/tag/toontastic/\">Toontastic\u003c/a> (I reviewed the digital storytelling app recently) talks about how the two worlds don't have to be mutually exclusive. Ideally, inside and outside play build on each other.\u003cbr>\n\u003c/em>\u003c/p>\n\u003ch5>By Andy Russell\u003c/h5>\n\u003cp>This past weekend I had the pleasure of helping to organize \u003ca href=\"http://tedxsfed.org/\">TEDxSFED\u003c/a> and participating in a number of post-conference roundtables about “Re-Imagining Education.” One session on Educational Gaming posed the question: “How would you create a game to teach Natural Selection?” The group tossed out several ideas and seemed quite happy until one insightful teacher dropped the \u003ca href=\"http://www.youtube.com/watch?v=QNMjx1o_Uyo\">Josh Baskin question of the day\u003c/a>: “But why do I need a computer for that? Why not just go outside and play tag?” Eyes averted, crickets chirped… it was beautiful.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Like many adults, kids are less interested in facts and figures and more intrigued by opportunities to investigate, create, and share their voice with the world.\u003c/aside>\n\u003cp>For years, educational software developers have digitized and embedded worksheets and problem sets into interactive games. The practice has known many names -- Edutainment, Serious Gaming, and most recently “Gamification” – but all share the common premise (misconception) that learning by itself isn’t fun, that kids need a spoonful of sugar (game mechanics, rewards, etc.) to make the medicine (curriculum) go down.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As several of the roundtable participants struggled to answer this million-dollar question, I found myself thinking about the many kindergartners I’ve had the chance to play with over the years – and the endless barrage of questions that I’ve had to field on topics ranging from weather to ticklishness to the flavor of boogers. Looking back, I don’t think I’ve ever met a 4- or 5-year-old who isn’t naturally curious, who isn’t excited to learn. So why is it that so many 10-year-olds cringe at the sight or sound of the word “education”?\u003c/p>\n\u003cp>I found myself comparing the questions that kindergarteners ask to the questions/answers often seen in traditional educational media. I noticed a theme: most educational games deal a lot in the “Who?, What?, When?, and Where?” while the questions I hear from young kids are more of the “How?” and “Why?” variety. Not once has a child ever asked me to fill in a blank or select from multiple choices. Like many adults, they’re less interested in facts and figures and more intrigued by opportunities to investigate, create, and share their voice with the world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The problem is that we’re trying to replace teachers and parents with software rather than giving them complementary tools to help them become facilitators and coaches instead of test administrators.\u003c/aside>\n\u003cp>What’s the difference between a computer simulation and a backyard game of tag? Quite honestly, not much – which is exactly why we, as educational media designers, have failed three decades of curious kids (with some notable exceptions). Interactive quizzes and digital flash cards may make content more exciting than their analog counterparts, but that’s a short-sighted approach that fails to get at the root problem, an extrinsic motivation when kids are already intrinsically motivated to learn. The fundamental problem is not that learning isn’t fun, it’s that we’re answering questions that kids aren’t asking (Who?, What?, When?, Where?) instead of giving them tools to experiment, build on, and share their own ideas. The problem is that we’re trying to replace teachers and parents with software rather than giving them complementary tools to help them become facilitators and coaches instead of test administrators.\u003c/p>\n\u003cp>A backyard game of tag is an excellent way to demonstrate natural selection. Sure, one might replicate that with a computer game, but why? As educational media designers, our role shouldn’t be to demonstrate these phenomena in action (there are plenty of tools for that), but instead to leverage the incredible power of modern technology to help kids answer the bigger questions: HOW and WHY are these phenomena happening? Our role should be to guide them up \u003ca href=\"http://en.wikipedia.org/wiki/Bloom%27s_taxonomy\">Bloom’s Taxonomy\u003c/a> to not just memorize and regurgitate, but to synthesize, analyze, and create. To do this, we need to dive deeper – to help kids learn not just by “doing,” but by designing (please see: \u003ca href=\"http://www.forbes.com/2010/04/08/john-maeda-design-technology-data-companies-10-keynote.html\">John Maeda\u003c/a>, \u003ca href=\"http://www.theatlantic.com/life/archive/2011/03/the-creativity-crisis-why-american-schools-need-design/73038/\">Laura Seargent Richardson\u003c/a>). We need to stop thinking of educational media as fancy content delivery mechanisms (interactive videos and electronic books) and start building tools that help kids design and develop their own understandings of the world through iterative content creation.\u003c/p>\n\u003cp>Constructionist learning tools like \u003ca href=\"http://scratch.mit.edu/\">Scratch\u003c/a>, \u003ca href=\"http://ccl.northwestern.edu/netlogo/\">NetLogo\u003c/a>, and \u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">LEGO Mindstorms\u003c/a>, empower kids as self-motivated learners to program, build, animate, and \u003cem>design\u003c/em> their own creations. NetLogo, for example, would be a perfect tool for the natural selection question. With NetLogo, kids can easily program their own natural selection simulation with millions of independent characters operating in a virtual biosphere under the rules and guidelines they assign – almost like a digital petri dish, but with the ability to scale and fast-forward in real-time and iteratively test many different variables and hypotheses. These tools are the modern equivalent of the five-paragraph-essay: templates for inventing, testing, and sharing new ideas while developing higher-level critical thinking and analytical skills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So my answer to the teacher is: We SHOULD go outside and play tag! Then let’s go back into the house or classroom and talk about what just happened and see if we can break those big ideas apart while building, testing, and iterating on our model. Then let’s upload our model to the Web, compare it to others’ ideas, and maybe even collaborate with other kids/students around the world. As educational media designers, let’s re-imagine edutainment as empowerment. Let’s empower children as designers by making concepts and tools accessible to learners and then, above all, let’s give kids megaphones to share their ideas with friends, family, and peers around the world.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Legos for the Digital Age: Students Build Imaginary Worlds",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-10044\" href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/bdbne/\">\u003cimg class=\"aligncenter size-full wp-image-10044\" title=\"bdbne\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/bdbne.jpg\" alt=\"\" width=\"500\" height=\"251\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/bdbne.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/bdbne-400x201.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/bdbne-320x161.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>A confession: I am a long-time fan of video games, and as such, I'd say I have pretty high expectations when it comes to gameplay, mechanics, and animation. The latter is particularly made me pretty skeptical that I'd enjoy \u003ca href=\"http://www.minecraft.net/\">Minecraft\u003c/a>, a game that lets you build worlds out of blocks. A world built out of 3D blocks is, well, blocky, and I couldn't imagine that I'd find much pleasure -- aesthetically or otherwise.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Teachers who grew up playing games are only now hitting a stride in their careers. Many will naturally look to games as a way to engage their students.\"\u003c/aside>\n\u003cp>But I was wrong. Minecraft's visual simplicity belies what is a completely open-ended and therefore terrifically complex world. And the best of that world: it's up to the player to design. Minecraft is what's known as a \"sandbox\" game, giving players almost complete freedom to build within it.\u003c/p>\n\u003cp>And that's what makes it great for the classroom.\u003c/p>\n\u003cp>Joel Levin, a computer teacher at \u003ca href=\"http://www.cgps.org/\">Columbia Grammar and Preparatory School\u003c/a> uses Minecraft with second-grade students.\u003c/p>\n\u003cp>Minecraft can be played in single-person or in multiplayer mode, and players can join public servers, or in the case of Levin's class, the game can be run on a private server. By doing the latter, Levin is able to install certain \u003ca href=\"http://minecraftteacher.tumblr.com/post/4039013893/answers-to-your-questions\">add-ons and mods\u003c/a> suited for his students (giving him the power, for example, to place and delete blocks from a distance). But the students do play the multiplayer version, entering Minecraft's brick-building world together and, together, working through various projects that Levin assigns.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This combination of control through a private Minecraft server and the open-endedness of the game is, in Levin's words, \"exactly what is so appealing to me about Minecraft as a teaching tool. It's so open ended and extensible. I really think of it more as a canvas than a game. I'm able to construct these elaborate experiences, settings, and stories for the kids to move through. Rather than having to shoehorn a lesson around a game, I'm able to think about what I'm trying to teach and then design an entire world around that.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-10041\" href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/kroih/\">\u003cimg class=\"aligncenter size-full wp-image-10041\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/krOIh.jpg\" alt=\"\" width=\"500\" height=\"251\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/krOIh.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/krOIh-400x201.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/krOIh-320x161.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>While many video games are focused on certain goals -- level up, save the princess, destroy the aliens, for example -- Minecraft has no clear-cut missions, at least not in that way. Players in Minecraft must scavenge for resources in order to build things -- mining for stone to build buildings, mining for coal to build fire. One of the only limitations in-game is time -- the sun sets each evening and when it's dark, spiders and skeletons come out and can attack the characters. (Levin \u003ca href=\"http://minecraftteacher.tumblr.com/post/4189589042/classroom-wishlist\">admits\u003c/a> the students don't like the dark and ask him to reset the clock so that it stays light.)\u003c/p>\n\u003cp>In some ways, much like Minecraft, Levin's experiment using the game in the classroom was initially just as open-ended. He says he had no clearly defined goals, although he knew that there would be lessons -- both technical and social -- that he could impart. After running the game with his students for a while, \"I'm now trying to define real goals. I want the kids to learn to be responsible, self-reliant, innovative thinkers who are comfortable using technology to interact and create. I want them to realize that how they treat others in a game, online, or in the physical world is all really the same thing.\"\u003c/p>\n\u003cp>As a computer teacher at a school with a lot of technical resources, Levin admits that it's \"pretty easy\" for him to integrate games into his curriculum. Not every classroom or every teacher is in the same position. But Levin believes that \"as time goes by, games will creep into the classroom in more and more ways. Teachers who grew up playing games are only now hitting a stride in their careers. Many will naturally look to games as a way to engage their students.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>You can read Levin's blog \u003ca href=\"http://minecraftteacher.tumblr.com/\">The Minecraft Teacher\u003c/a> and follow him on \u003ca href=\"http://http://www.twitter.com/minecraftteachr\">Twitter\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-10044\" href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/bdbne/\">\u003cimg class=\"aligncenter size-full wp-image-10044\" title=\"bdbne\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/bdbne.jpg\" alt=\"\" width=\"500\" height=\"251\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/bdbne.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/bdbne-400x201.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/bdbne-320x161.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>A confession: I am a long-time fan of video games, and as such, I'd say I have pretty high expectations when it comes to gameplay, mechanics, and animation. The latter is particularly made me pretty skeptical that I'd enjoy \u003ca href=\"http://www.minecraft.net/\">Minecraft\u003c/a>, a game that lets you build worlds out of blocks. A world built out of 3D blocks is, well, blocky, and I couldn't imagine that I'd find much pleasure -- aesthetically or otherwise.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Teachers who grew up playing games are only now hitting a stride in their careers. Many will naturally look to games as a way to engage their students.\"\u003c/aside>\n\u003cp>But I was wrong. Minecraft's visual simplicity belies what is a completely open-ended and therefore terrifically complex world. And the best of that world: it's up to the player to design. Minecraft is what's known as a \"sandbox\" game, giving players almost complete freedom to build within it.\u003c/p>\n\u003cp>And that's what makes it great for the classroom.\u003c/p>\n\u003cp>Joel Levin, a computer teacher at \u003ca href=\"http://www.cgps.org/\">Columbia Grammar and Preparatory School\u003c/a> uses Minecraft with second-grade students.\u003c/p>\n\u003cp>Minecraft can be played in single-person or in multiplayer mode, and players can join public servers, or in the case of Levin's class, the game can be run on a private server. By doing the latter, Levin is able to install certain \u003ca href=\"http://minecraftteacher.tumblr.com/post/4039013893/answers-to-your-questions\">add-ons and mods\u003c/a> suited for his students (giving him the power, for example, to place and delete blocks from a distance). But the students do play the multiplayer version, entering Minecraft's brick-building world together and, together, working through various projects that Levin assigns.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This combination of control through a private Minecraft server and the open-endedness of the game is, in Levin's words, \"exactly what is so appealing to me about Minecraft as a teaching tool. It's so open ended and extensible. I really think of it more as a canvas than a game. I'm able to construct these elaborate experiences, settings, and stories for the kids to move through. Rather than having to shoehorn a lesson around a game, I'm able to think about what I'm trying to teach and then design an entire world around that.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-10041\" href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/kroih/\">\u003cimg class=\"aligncenter size-full wp-image-10041\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/krOIh.jpg\" alt=\"\" width=\"500\" height=\"251\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/krOIh.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/krOIh-400x201.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/krOIh-320x161.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>While many video games are focused on certain goals -- level up, save the princess, destroy the aliens, for example -- Minecraft has no clear-cut missions, at least not in that way. Players in Minecraft must scavenge for resources in order to build things -- mining for stone to build buildings, mining for coal to build fire. One of the only limitations in-game is time -- the sun sets each evening and when it's dark, spiders and skeletons come out and can attack the characters. (Levin \u003ca href=\"http://minecraftteacher.tumblr.com/post/4189589042/classroom-wishlist\">admits\u003c/a> the students don't like the dark and ask him to reset the clock so that it stays light.)\u003c/p>\n\u003cp>In some ways, much like Minecraft, Levin's experiment using the game in the classroom was initially just as open-ended. He says he had no clearly defined goals, although he knew that there would be lessons -- both technical and social -- that he could impart. After running the game with his students for a while, \"I'm now trying to define real goals. I want the kids to learn to be responsible, self-reliant, innovative thinkers who are comfortable using technology to interact and create. I want them to realize that how they treat others in a game, online, or in the physical world is all really the same thing.\"\u003c/p>\n\u003cp>As a computer teacher at a school with a lot of technical resources, Levin admits that it's \"pretty easy\" for him to integrate games into his curriculum. Not every classroom or every teacher is in the same position. But Levin believes that \"as time goes by, games will creep into the classroom in more and more ways. Teachers who grew up playing games are only now hitting a stride in their careers. Many will naturally look to games as a way to engage their students.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>You can read Levin's blog \u003ca href=\"http://minecraftteacher.tumblr.com/\">The Minecraft Teacher\u003c/a> and follow him on \u003ca href=\"http://http://www.twitter.com/minecraftteachr\">Twitter\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_10031\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-10031\" href=\"http://ww2.kqed.org/mindshift/2011/03/five-amazing-games-that-add-a-third-dimension-to-learning/qa/\">\u003cimg class=\"size-medium wp-image-10031\" title=\"QA\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/QA-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>We received lots of comments on \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/\">21 Things That Will Be Obsolete in 2020\u003c/a>. To those who expressed doubt that any of those predictions will come to fruition, the writer Shelly Blake-Plock wrote \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/a-challenge-to-doubters-do-something-impossible/\">an elegant response\u003c/a>. But many more were intrigued by one commenter's assertion that many of those items on the list are already happening.\u003c/em>\u003c/p>\n\u003cp>\u003cem>So I asked the commenter, educator Gord Holden from Vancouver, B.C., to elaborate on those details.\u003c/em>\u003c/p>\n\u003ch5>By Gord Holden\u003c/h5>\n\u003cp>Four years ago I went from being a school teacher, to a position in distributed learning. The environment was \"cutting edge\" but many courses were still in paper format, and the online ones were largely electronic text. The cost of materials and course development translated into huge classes, and marking loads.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Each day is filled with new achievements and a growing following of engaged 'co-workers.'\"\u003c/aside>\n\u003cp>Student feedback was both inadequate and not at all timely. Worst of all, my students were not engaged and had little meaningful contact with their teacher.\u003c/p>\n\u003cp>After a year of feeling like a total failure I told the principal that I was dissatisfied with my teaching practice and needed to find a better way to engage the students in their learning. With her blessing, I began my search.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"color: #cc3300;\">\u003cstrong>1. \u003c/strong>\u003cstrong>BUILD A CIVILIZATION: \u003c/strong>\u003cstrong>CAESAR III\u003c/strong>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">It began by resurrecting some game programs that had met with great success in my classroom practice. Although I am not a \"gamer\" I knew it was important to steer clear of the \"eye candy,\" and the \"drill and kill\" activities that call themselves games. I will recommend one here called\u003ca href=\"http://caesar3.heavengames.com/strategy/\"> Caesar III\u003c/a>. In this simulation, students begin as a lowly citizen trying to eke out an existence in a virgin landscape. The student begins by learning about the\u003cstrong> basic needs for survival and graduates to increasingly demanding scenarios.\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">By the end, students will have gained a very sophisticated understanding of the influence played by the environment on the development of a civilization. They will also have experienced the dynamics of government including infrastructure, \u003cstrong>civil service, taxation, education, healthcare, religion, trade, security,\u003c/strong> etc. Still, while games like this may have improved both the level of student engagement and learning, there was little opportunity for collaboration between students, and relationship with the teacher.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"color: #cc3300;\">2. MEET MEDIEVAL CITIZENS, EXPLORE HISTORIC CITIES: CASPIAN LEARNING\u003c/span>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">It seemed likely that the next step would involve virtual worlds, where students and teachers could interact. The best resource I could find was put out by \u003ca href=\"http://www.thinkingworlds.com/\">\u003cstrong>Caspian Learning, called Thinking Worlds\u003c/strong>\u003c/a>. In it, a student enters into a virtual world that resides on their personal computer. Their avatar can be somewhat modified, and engage in a wide variety of explorations. In the unit dealing with volcanoes and earthquakes, they not only learn about the details, they visit places such as \u003cstrong>Herculaneum, subterraneous faults, and the ruins of Kobe in Japan.\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">There, they gather information from the people and learn about what it's like to be in an earthquake and how one should prepare for it. In other units they interact with \u003cstrong>blood cells, astronauts, computer chips, medieval citizens dealing with the Domesday Book, Dracula, Louis the XVI, Hitler,\u003c/strong> and the list goes on.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Students are able to redo these quests as many times as they need to in order to gain mastery. The feedback and marking is instantaneous, so they are able to know when they've met my minimum requirement of 90%. I hardly ever get a score of 90% though, students will invariably repeat their quests until they get 100%.\u003c/p>\n\u003cp>\u003cspan style=\"color: #cc3300;\">\u003cstrong>3. LIVE WITH INDIGENOUS CULTURES: QUEST ATLANTIS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And still, my quest for creating a community of learners was unmet. Until one day, when I'd all but given up, I saw a reference to a program called \u003cstrong>\u003ca href=\"http://atlantis.crlt.indiana.edu/\">Quest Atlantis\u003c/a>.\u003c/strong> In less than 15 minutes of researching this resource it was clear to me that I had found what I was looking for. In Quest Atlantis (QA), my students are engaged in a narrative as compelling as The Chronicles of Narnia, except not as passive spectators, but as active participants in the story.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Their age and school appropriate avatars are able to explore and learn in an environment that is secure, monitored, and dynamically expansive. Through QA my students have gone to\u003cstrong> live with the First Nations people of Mesa Verde, negotiated plans to save the Black Rhino with the various stakeholders in Tanzania, taken rockets to space stations\u003c/strong> to learn about the technology they will need to deploy and use in order to deflect Near Earth Objects.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In the meantime, they \u003cstrong>learn about Internet safety and protocols, how to build virtual buildings, and most importantly how to become a better global citizen.\u003c/strong> I cannot say enough about how QA has transformed both my teaching practice, and my students. While the founders, the Faculty of Education Learning Sciences division at the University of Indiana call it transformational play, the parents call it \"Miraculous Play.\" The scope and depth of opportunities offered by QA is far too great to even attempt to do justice to it as part of an article.\u003c/p>\n\u003cp>\u003cspan style=\"color: #cc3300;\">\u003cstrong>4. SURVIVE IN THE WILD\u003c/strong>\u003cstrong>: WOLFQUEST\u003c/strong>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The learning I was bringing to my students was still very guided and curriculum based. Now, I was looking for even more, programs that would allow the students to be creative. With their Internet safety training, I could now put them on \u003ca href=\"http://www.wolfquest.org/\">\u003cstrong>Wolfquest\u003c/strong>\u003c/a>. In Wolfquest each student becomes a solitary wolf, struggling to find their place in the wilds of Yellowstone National Park. They learn about the challenges of life in the wild, and the need for \"others.\" In time, they can mate, and form a pack of their own.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">What fun to watch the alpha males try to take down a bull elk. They cannot. They need the pack. What fun to watch as the \"quiet ones\" assume leadership of the pack, and the subsequent high fives when they successfully organize and conclude a hunt. What fun to watch my teaching colleagues attempt to do the same. We cannot.\u003c/p>\n\u003cp>\u003cspan style=\"color: #cc3300;\">\u003cstrong>5. REDESIGN LEARNING: CYBERNETWORLDS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Where to now? Well, we've obtained virtual space on \u003ca href=\"http://www.cybernetworlds.com/\">\u003cstrong>Cybernetworlds\u003c/strong>\u003c/a>, a family-run virtual universe that I cannot say enough about. There, in Viamus, my students have been rebuilding the ancient civilizations that ring the Mediterranean. My students have also rebuilt our school virtually, as a place where they can come to pick up assignments, hang out, collaborate, even meet for classes. We have a number of other projects under development, but now, it is my students who are in charge. While they may have to run things by me, they are responsible to research what they are responsible to know, and find ways to use their newfound skills to build an environment where they can pass their knowledge on to others. Where is this going?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The total cost of everything I've mentioned is under $700. Is the journey complete? Not a chance. I've gone from feeling completely defeated as a teacher, with students who were angry and resistant to schooling, to having each day filled with new achievements and a growing following of engaged \"co-workers.\" I'm mourning the coming of summer, as each of my students has become invaluable as a colleague and an asset to our school. Has this miracle fallen from the sky? Well, I will admit to some serendipity, but will tell you that there has been no small amount of blood, sweat, and tears that has gone into bringing this about. I truly hope that there are some schools and/or school districts out there that would like to see similar results. It can be done if the passion, dedication, and careful planning is in place. I would love to be a part of that. How about you?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_10031\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-10031\" href=\"http://ww2.kqed.org/mindshift/2011/03/five-amazing-games-that-add-a-third-dimension-to-learning/qa/\">\u003cimg class=\"size-medium wp-image-10031\" title=\"QA\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/QA-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>We received lots of comments on \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/\">21 Things That Will Be Obsolete in 2020\u003c/a>. To those who expressed doubt that any of those predictions will come to fruition, the writer Shelly Blake-Plock wrote \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/a-challenge-to-doubters-do-something-impossible/\">an elegant response\u003c/a>. But many more were intrigued by one commenter's assertion that many of those items on the list are already happening.\u003c/em>\u003c/p>\n\u003cp>\u003cem>So I asked the commenter, educator Gord Holden from Vancouver, B.C., to elaborate on those details.\u003c/em>\u003c/p>\n\u003ch5>By Gord Holden\u003c/h5>\n\u003cp>Four years ago I went from being a school teacher, to a position in distributed learning. The environment was \"cutting edge\" but many courses were still in paper format, and the online ones were largely electronic text. The cost of materials and course development translated into huge classes, and marking loads.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Each day is filled with new achievements and a growing following of engaged 'co-workers.'\"\u003c/aside>\n\u003cp>Student feedback was both inadequate and not at all timely. Worst of all, my students were not engaged and had little meaningful contact with their teacher.\u003c/p>\n\u003cp>After a year of feeling like a total failure I told the principal that I was dissatisfied with my teaching practice and needed to find a better way to engage the students in their learning. With her blessing, I began my search.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"color: #cc3300;\">\u003cstrong>1. \u003c/strong>\u003cstrong>BUILD A CIVILIZATION: \u003c/strong>\u003cstrong>CAESAR III\u003c/strong>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">It began by resurrecting some game programs that had met with great success in my classroom practice. Although I am not a \"gamer\" I knew it was important to steer clear of the \"eye candy,\" and the \"drill and kill\" activities that call themselves games. I will recommend one here called\u003ca href=\"http://caesar3.heavengames.com/strategy/\"> Caesar III\u003c/a>. In this simulation, students begin as a lowly citizen trying to eke out an existence in a virgin landscape. The student begins by learning about the\u003cstrong> basic needs for survival and graduates to increasingly demanding scenarios.\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">By the end, students will have gained a very sophisticated understanding of the influence played by the environment on the development of a civilization. They will also have experienced the dynamics of government including infrastructure, \u003cstrong>civil service, taxation, education, healthcare, religion, trade, security,\u003c/strong> etc. Still, while games like this may have improved both the level of student engagement and learning, there was little opportunity for collaboration between students, and relationship with the teacher.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"color: #cc3300;\">2. MEET MEDIEVAL CITIZENS, EXPLORE HISTORIC CITIES: CASPIAN LEARNING\u003c/span>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">It seemed likely that the next step would involve virtual worlds, where students and teachers could interact. The best resource I could find was put out by \u003ca href=\"http://www.thinkingworlds.com/\">\u003cstrong>Caspian Learning, called Thinking Worlds\u003c/strong>\u003c/a>. In it, a student enters into a virtual world that resides on their personal computer. Their avatar can be somewhat modified, and engage in a wide variety of explorations. In the unit dealing with volcanoes and earthquakes, they not only learn about the details, they visit places such as \u003cstrong>Herculaneum, subterraneous faults, and the ruins of Kobe in Japan.\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">There, they gather information from the people and learn about what it's like to be in an earthquake and how one should prepare for it. In other units they interact with \u003cstrong>blood cells, astronauts, computer chips, medieval citizens dealing with the Domesday Book, Dracula, Louis the XVI, Hitler,\u003c/strong> and the list goes on.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Students are able to redo these quests as many times as they need to in order to gain mastery. The feedback and marking is instantaneous, so they are able to know when they've met my minimum requirement of 90%. I hardly ever get a score of 90% though, students will invariably repeat their quests until they get 100%.\u003c/p>\n\u003cp>\u003cspan style=\"color: #cc3300;\">\u003cstrong>3. LIVE WITH INDIGENOUS CULTURES: QUEST ATLANTIS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And still, my quest for creating a community of learners was unmet. Until one day, when I'd all but given up, I saw a reference to a program called \u003cstrong>\u003ca href=\"http://atlantis.crlt.indiana.edu/\">Quest Atlantis\u003c/a>.\u003c/strong> In less than 15 minutes of researching this resource it was clear to me that I had found what I was looking for. In Quest Atlantis (QA), my students are engaged in a narrative as compelling as The Chronicles of Narnia, except not as passive spectators, but as active participants in the story.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Their age and school appropriate avatars are able to explore and learn in an environment that is secure, monitored, and dynamically expansive. Through QA my students have gone to\u003cstrong> live with the First Nations people of Mesa Verde, negotiated plans to save the Black Rhino with the various stakeholders in Tanzania, taken rockets to space stations\u003c/strong> to learn about the technology they will need to deploy and use in order to deflect Near Earth Objects.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In the meantime, they \u003cstrong>learn about Internet safety and protocols, how to build virtual buildings, and most importantly how to become a better global citizen.\u003c/strong> I cannot say enough about how QA has transformed both my teaching practice, and my students. While the founders, the Faculty of Education Learning Sciences division at the University of Indiana call it transformational play, the parents call it \"Miraculous Play.\" The scope and depth of opportunities offered by QA is far too great to even attempt to do justice to it as part of an article.\u003c/p>\n\u003cp>\u003cspan style=\"color: #cc3300;\">\u003cstrong>4. SURVIVE IN THE WILD\u003c/strong>\u003cstrong>: WOLFQUEST\u003c/strong>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The learning I was bringing to my students was still very guided and curriculum based. Now, I was looking for even more, programs that would allow the students to be creative. With their Internet safety training, I could now put them on \u003ca href=\"http://www.wolfquest.org/\">\u003cstrong>Wolfquest\u003c/strong>\u003c/a>. In Wolfquest each student becomes a solitary wolf, struggling to find their place in the wilds of Yellowstone National Park. They learn about the challenges of life in the wild, and the need for \"others.\" In time, they can mate, and form a pack of their own.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">What fun to watch the alpha males try to take down a bull elk. They cannot. They need the pack. What fun to watch as the \"quiet ones\" assume leadership of the pack, and the subsequent high fives when they successfully organize and conclude a hunt. What fun to watch my teaching colleagues attempt to do the same. We cannot.\u003c/p>\n\u003cp>\u003cspan style=\"color: #cc3300;\">\u003cstrong>5. REDESIGN LEARNING: CYBERNETWORLDS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Where to now? Well, we've obtained virtual space on \u003ca href=\"http://www.cybernetworlds.com/\">\u003cstrong>Cybernetworlds\u003c/strong>\u003c/a>, a family-run virtual universe that I cannot say enough about. There, in Viamus, my students have been rebuilding the ancient civilizations that ring the Mediterranean. My students have also rebuilt our school virtually, as a place where they can come to pick up assignments, hang out, collaborate, even meet for classes. We have a number of other projects under development, but now, it is my students who are in charge. While they may have to run things by me, they are responsible to research what they are responsible to know, and find ways to use their newfound skills to build an environment where they can pass their knowledge on to others. Where is this going?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The total cost of everything I've mentioned is under $700. Is the journey complete? Not a chance. I've gone from feeling completely defeated as a teacher, with students who were angry and resistant to schooling, to having each day filled with new achievements and a growing following of engaged \"co-workers.\" I'm mourning the coming of summer, as each of my students has become invaluable as a colleague and an asset to our school. Has this miracle fallen from the sky? Well, I will admit to some serendipity, but will tell you that there has been no small amount of blood, sweat, and tears that has gone into bringing this about. I truly hope that there are some schools and/or school districts out there that would like to see similar results. It can be done if the passion, dedication, and careful planning is in place. I would love to be a part of that. How about you?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\"I don’t believe that cyberlearning is the silver bullet to take over schools and make us better,\" says Kenneth Eastwood, Superintendent of\t\u003ca href=\"http://www.middletowncityschools.com/\"> Middletown City School District\u003c/a> in Ohio. \"It is to make us more efficient and relevant to the process related to the learners of today, and once, I think, that everybody agrees upon that and comes together and says these are the outcomes for cyberlearning, I think that we can work and play better together in the sandbox.\u003c/p>\n\u003cp>I spoke to Eastwood at the \u003ca href=\"http://live.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education Conference\u003c/a> recently, where he talked about the integration of technology in education.\u003c/p>\n\u003cp>Here's the video, and below that is the transcript of the full interview.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=7bc0rgSOaRM\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>ON THE USES OF CYBERLEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think most importantly, from the student’s perspective, it gives a sense of relevancy to their lives and how they learn, and it connects with the things in their life that keep them active and engaged. Games, mobile devices, these types of things. One of the things that's, it's kind of taking a long time at happening, which is typical in education, is change. Change from the way we learned, and in my case, back in the '50s and '60s, to how kids are learning today in the new millennium. And we feel comfortable around how we learned and how we now teach, and we feel uncomfortable if it has to change, and we offer up criticism about those kids and their, their type of lifestyle.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So, I think all of that, the culture now, is switching around a little bit, and what we do find in cyberlearning is abilities to help teachers teach more efficiently in the classroom and then to provide very significant opportunities and experiences for kids to practice and expand upon what they learned in the classroom instructional process outside the classroom. That is what is extremely important to me, is that experience piece. Now, they learn the concepts, but now they have ways through cyberlearning to practice and expand on that knowledge base, and it's that, that experience that helps really solidify the learning process. Oftentimes, I think, in some cases, some of the researchers are looking at cyber learning as a silver bullet to take place during the school day or in the school, and I think they're missing the mark there because it, it is not…I don’t believe that cyber learning is the silver bullet to take over schools and make us better. It is to make us more efficient and relevant to the process related to the learners of today, and once, I think, that everybody agrees upon that and comes together and says these are the outcomes for cyber learning, I think that we can work and play better together in the sandbox.\u003c/p>\n\u003cp>\u003cstrong>ON THE ARGUMENT FOR OR AGAINST CYBERLEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I had had conversations with some people earlier and then yesterday again because I made a comment in defense of teachers yesterday because during the conversations at the cyberlearning conference, I got this sense of disdain against K-12. When we get into a crisis situation like we are nationally and by state, there's this tendency to throw rocks by everybody, and when you throw rocks, all you do is beat people up, and then nobody's left. Who's last standing is, is really who wins, and that's really not what we need right now.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The argument and the case around cyberlearning should be what can it produce and what can it add to the instructional process, not we need to do this because the system's broke and teachers don't teach well. That's not the argument, and, once you start the argument, as I think has happened, there's division that's going to be a long time coming to bring us back together again. I think we need to develop respect for each other and an understanding and work things out, and I, I believe that's going to take a while. I'm concerned that the crisis around education today and the loss of funding and those types of things is not going to, it's not going to bring us together. It's going to divide us even more. But I, personally, I think that cyberlearning has some very, very valuable outcomes for schools and teachers, and teachers do have the capacity to change, when it's done properly, to take that, those tools and use them properly and strengthen the learning process.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So right now, I think it's just people who are doing the research feel that they're on the bleeding edge, and they want everybody to follow, and the teachers have gone through the cycle of, oh, this another new thing, and we know that technology in the research perspective adds very little to the outcomes of students in real terms when practiced. So, you have all these people who have experience in different…and come from different frames of mind that we really need to take it and bring it together. I, I have a funny story that I learned way back when, and it's about technology and how education is so far behind, and I use it when I work with teachers all the time, and I, I say to them about how when we were growing up and teachers were using overhead projectors, we felt like we were in, at the cutting edge of things, right? But bowling alleys were using overhead projectors 15 and 20 years before schools got them. So, that we always do lag behind in this progression, but understanding that, we also need to know how, given everything that sits in front of us now, making sure that all kids are learning well, how can we take this, even if it's behind the times, for a better term, and improve instruction rather than just dive into it because it's politically sexy.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think that right now, much of it is still in the research phase, and how I interpret it is I don’t in-, I don’t look at it as the silver bullet to education. I look at it as connecting to issues around relevancy of how kids are learning and living today, and it's that connection to relevancy that, for me, helps kids engage in, in academics. What I do think is that cyber learning is something that these kids do on a constant basis. We also know that our kids at risk, 10 years ago, they would go home and they would text on the PC, alright? A network device that connects into the wall. We find that significantly less kids now…we, we lived in an environment where around 90, 92% of our kids, even homes with poverty, 10 years ago had computers because that's how they communicated. Today, it's probably only about 10 or 15% because they all have mobile devices. So, if, if, if, in fact that's the case, and those mobile devices are so powerful now, we, as an educational institution, have to find ways of using that to help extend learning and communicate with our students and our parents, and we do that quite well.\u003c/p>\n\u003cp>\u003cstrong>ON THE VIRTUES OF VIDEO GAMES AND LEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">One of the things that I think that's, that's going on now, there's a lot of conversation around the title of games, and what I'm seeing in the concept of games here is really nothing more than what we've been doing for 10 or 15 years, which is instructional resources. It's not really a game to me, and, in a sense, they say well, we're using a different type of presentation that looks like a game, but it's not a game. A game in real sense is a device or a way of students getting experiences at something, and they do it over an extended period of time because the reinforcement schedules inside that game keep them going further and further and in more advanced ways and also helps them to learn. In other words, they're learning about the game, but the reinforcement schedules are so tight and so well designed that it pushes them and pushes them and pushes them because it, it doesn't give them so much negative that they give up. It gives them a little bit of negative to challenge them and understand that they have to keep working, but then, when they start to break, it brings them back to a success, so now they're back to the cycle again.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">From my perspective, I came here because I thought that that's what the games were all about, not instructional resources because in real games I want to learn more about the reinforcement schedules and how can I transfer that knowledge and practice into the educational classroom, the instructional program. Because if our teachers can learn how to set up instructional schedules better so kids are, in fact, engaged more and they'll do that over a longer period of time like they do in an actual game, that produces wonderful results inside the classroom. So, that's what I was hoping for, but I think that in cyber learning right now, they're really looking at instructional resources more than true games that have these strong, extended time frames of engagement with, with absolutely wonderful reinforcement schedules. So, I think we have a little, a little bit of knowledge to go there. I had looked at some of the Microsoft new products that are coming out. We are intrigued by some of those things, and Montage is also out there, which we actually had a conversation with them last night, and they're going to come into our district and take a look at how they can help us develop our, or improve our technological capacity inside the classroom in the buildings. So, there, there is some products out there that we're going to be taking a deeper look at and possibly bringing inside.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Reinforcement schedules, it's like the old Skinnerian theory. If I want you to do something, I'll give you an M&M. So, oh, I have an M&M, so now I'm going to…what, what else would you like? Well, the interesting thing about reinforcement schedules are if I just kept giving you an M&M, your behavior would change because now you know you could anything to get an M&M. Well, that's not real learning. It stops at a point, and now the kids are just playing with your head, right? So, in a real reinforcement schedules, there's also going to be some times where you're unsuccessful. So now it's indiscriminate. So now you don’t know if you're going to get one or not, so you're going to keep trying to make sure you get one. So in those indiscriminate reinforcement schedules, which I call really tight, then what happens is you never know what the outcome is going to be, and you have to keep pushing to be successful, to get, get that success.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And in games, it's, I play on mine with my daughter all the time, Angry Birds, and we have this game. Some people look at it and say, \"You're 60 years old and you play Angry Birds?\" Well, it's fun, and the reinforcement schedules inside that are wonderful. I fail probably five out of six times. The sixth time I'm successful, and I'll move on, right? But I'll try five times to be successful like the sixth time. But inside that…and then it's a social network where I'm now playing with my daughter as well because she's 25, physical therapist, and she, she wants to make sure she beats Dad. So I mean, all those things. You have both the inside reinforcement schedules, which allow failure, but not so much failure you give up, that then the re-, the success does come. And then, once you get that success, then you keep playing again, and your skill level keeps going up, and you learn more.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Now, the interesting thing about Angry Birds is, if you really look at that game, it's also a lot about engineering because you have to look at the design, right? Or the, the…where the pigs are and figure out what is the design of that in such a way that I could create the most damage to bring it down. So, there's a lot of really creative thinking and advanced thinking inside a simplistic game like that, but, at the same time, the rein-…as I refer to it as the reinforcement schedules are, I will play that as a 60-year-old because it keeps me, the reinforcement schedule, keeps allowing me to fail, but also, eventually to be successful to the point where I'll keep playing. It is those reinforcement schedules that we know some kids, especially the at risk kids, they're going to have more opportunities at failure than most kids, but they also need the times when they're successful, so once they are successful, they can say, \"I have been successful. I worked through the failure, and now, I can move to the next step and keep working harder.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">That reinforcement, or that type of reinforcement is very important inside the classroom, especially for the type of kids that I work with, which are most at risk kids because it's the per-…the issue around persistence, meaning I'm going to keep working harder, that we have to make sure that we find reinforcement schedules inside our instructional programs even though they do fail, that they persist to the successful stage. And, of course, the end product is graduation rings. They will stay, they will stick with it. They will have some failure. They work through that, but not so much that they give up, and it's those reinforcement schedules that we need to understand and make sure that our kids get so the, the graduation rates for these at most, at risk kids, they, they persist through the system, and they actually graduate.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>ON THE USES OF CYBERLEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think most importantly, from the student’s perspective, it gives a sense of relevancy to their lives and how they learn, and it connects with the things in their life that keep them active and engaged. Games, mobile devices, these types of things. One of the things that's, it's kind of taking a long time at happening, which is typical in education, is change. Change from the way we learned, and in my case, back in the '50s and '60s, to how kids are learning today in the new millennium. And we feel comfortable around how we learned and how we now teach, and we feel uncomfortable if it has to change, and we offer up criticism about those kids and their, their type of lifestyle.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So, I think all of that, the culture now, is switching around a little bit, and what we do find in cyberlearning is abilities to help teachers teach more efficiently in the classroom and then to provide very significant opportunities and experiences for kids to practice and expand upon what they learned in the classroom instructional process outside the classroom. That is what is extremely important to me, is that experience piece. Now, they learn the concepts, but now they have ways through cyberlearning to practice and expand on that knowledge base, and it's that, that experience that helps really solidify the learning process. Oftentimes, I think, in some cases, some of the researchers are looking at cyber learning as a silver bullet to take place during the school day or in the school, and I think they're missing the mark there because it, it is not…I don’t believe that cyber learning is the silver bullet to take over schools and make us better. It is to make us more efficient and relevant to the process related to the learners of today, and once, I think, that everybody agrees upon that and comes together and says these are the outcomes for cyber learning, I think that we can work and play better together in the sandbox.\u003c/p>\n\u003cp>\u003cstrong>ON THE ARGUMENT FOR OR AGAINST CYBERLEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I had had conversations with some people earlier and then yesterday again because I made a comment in defense of teachers yesterday because during the conversations at the cyberlearning conference, I got this sense of disdain against K-12. When we get into a crisis situation like we are nationally and by state, there's this tendency to throw rocks by everybody, and when you throw rocks, all you do is beat people up, and then nobody's left. Who's last standing is, is really who wins, and that's really not what we need right now.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The argument and the case around cyberlearning should be what can it produce and what can it add to the instructional process, not we need to do this because the system's broke and teachers don't teach well. That's not the argument, and, once you start the argument, as I think has happened, there's division that's going to be a long time coming to bring us back together again. I think we need to develop respect for each other and an understanding and work things out, and I, I believe that's going to take a while. I'm concerned that the crisis around education today and the loss of funding and those types of things is not going to, it's not going to bring us together. It's going to divide us even more. But I, personally, I think that cyberlearning has some very, very valuable outcomes for schools and teachers, and teachers do have the capacity to change, when it's done properly, to take that, those tools and use them properly and strengthen the learning process.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So right now, I think it's just people who are doing the research feel that they're on the bleeding edge, and they want everybody to follow, and the teachers have gone through the cycle of, oh, this another new thing, and we know that technology in the research perspective adds very little to the outcomes of students in real terms when practiced. So, you have all these people who have experience in different…and come from different frames of mind that we really need to take it and bring it together. I, I have a funny story that I learned way back when, and it's about technology and how education is so far behind, and I use it when I work with teachers all the time, and I, I say to them about how when we were growing up and teachers were using overhead projectors, we felt like we were in, at the cutting edge of things, right? But bowling alleys were using overhead projectors 15 and 20 years before schools got them. So, that we always do lag behind in this progression, but understanding that, we also need to know how, given everything that sits in front of us now, making sure that all kids are learning well, how can we take this, even if it's behind the times, for a better term, and improve instruction rather than just dive into it because it's politically sexy.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think that right now, much of it is still in the research phase, and how I interpret it is I don’t in-, I don’t look at it as the silver bullet to education. I look at it as connecting to issues around relevancy of how kids are learning and living today, and it's that connection to relevancy that, for me, helps kids engage in, in academics. What I do think is that cyber learning is something that these kids do on a constant basis. We also know that our kids at risk, 10 years ago, they would go home and they would text on the PC, alright? A network device that connects into the wall. We find that significantly less kids now…we, we lived in an environment where around 90, 92% of our kids, even homes with poverty, 10 years ago had computers because that's how they communicated. Today, it's probably only about 10 or 15% because they all have mobile devices. So, if, if, if, in fact that's the case, and those mobile devices are so powerful now, we, as an educational institution, have to find ways of using that to help extend learning and communicate with our students and our parents, and we do that quite well.\u003c/p>\n\u003cp>\u003cstrong>ON THE VIRTUES OF VIDEO GAMES AND LEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">One of the things that I think that's, that's going on now, there's a lot of conversation around the title of games, and what I'm seeing in the concept of games here is really nothing more than what we've been doing for 10 or 15 years, which is instructional resources. It's not really a game to me, and, in a sense, they say well, we're using a different type of presentation that looks like a game, but it's not a game. A game in real sense is a device or a way of students getting experiences at something, and they do it over an extended period of time because the reinforcement schedules inside that game keep them going further and further and in more advanced ways and also helps them to learn. In other words, they're learning about the game, but the reinforcement schedules are so tight and so well designed that it pushes them and pushes them and pushes them because it, it doesn't give them so much negative that they give up. It gives them a little bit of negative to challenge them and understand that they have to keep working, but then, when they start to break, it brings them back to a success, so now they're back to the cycle again.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">From my perspective, I came here because I thought that that's what the games were all about, not instructional resources because in real games I want to learn more about the reinforcement schedules and how can I transfer that knowledge and practice into the educational classroom, the instructional program. Because if our teachers can learn how to set up instructional schedules better so kids are, in fact, engaged more and they'll do that over a longer period of time like they do in an actual game, that produces wonderful results inside the classroom. So, that's what I was hoping for, but I think that in cyber learning right now, they're really looking at instructional resources more than true games that have these strong, extended time frames of engagement with, with absolutely wonderful reinforcement schedules. So, I think we have a little, a little bit of knowledge to go there. I had looked at some of the Microsoft new products that are coming out. We are intrigued by some of those things, and Montage is also out there, which we actually had a conversation with them last night, and they're going to come into our district and take a look at how they can help us develop our, or improve our technological capacity inside the classroom in the buildings. So, there, there is some products out there that we're going to be taking a deeper look at and possibly bringing inside.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Reinforcement schedules, it's like the old Skinnerian theory. If I want you to do something, I'll give you an M&M. So, oh, I have an M&M, so now I'm going to…what, what else would you like? Well, the interesting thing about reinforcement schedules are if I just kept giving you an M&M, your behavior would change because now you know you could anything to get an M&M. Well, that's not real learning. It stops at a point, and now the kids are just playing with your head, right? So, in a real reinforcement schedules, there's also going to be some times where you're unsuccessful. So now it's indiscriminate. So now you don’t know if you're going to get one or not, so you're going to keep trying to make sure you get one. So in those indiscriminate reinforcement schedules, which I call really tight, then what happens is you never know what the outcome is going to be, and you have to keep pushing to be successful, to get, get that success.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And in games, it's, I play on mine with my daughter all the time, Angry Birds, and we have this game. Some people look at it and say, \"You're 60 years old and you play Angry Birds?\" Well, it's fun, and the reinforcement schedules inside that are wonderful. I fail probably five out of six times. The sixth time I'm successful, and I'll move on, right? But I'll try five times to be successful like the sixth time. But inside that…and then it's a social network where I'm now playing with my daughter as well because she's 25, physical therapist, and she, she wants to make sure she beats Dad. So I mean, all those things. You have both the inside reinforcement schedules, which allow failure, but not so much failure you give up, that then the re-, the success does come. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">That reinforcement, or that type of reinforcement is very important inside the classroom, especially for the type of kids that I work with, which are most at risk kids because it's the per-…the issue around persistence, meaning I'm going to keep working harder, that we have to make sure that we find reinforcement schedules inside our instructional programs even though they do fail, that they persist to the successful stage. And, of course, the end product is graduation rings. They will stay, they will stick with it. They will have some failure. They work through that, but not so much that they give up, and it's those reinforcement schedules that we need to understand and make sure that our kids get so the, the graduation rates for these at most, at risk kids, they, they persist through the system, and they actually graduate.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Can video games really work as a learning tool? If so, what happens to the role of the teacher in this realm? \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a> and his colleagues at Harvard Graduate School of Education\u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/video-game-on-yes-and-no/\"> have been working\u003c/a> on testing these theories and have come up with fascinating results. \u003c/em>\u003c/p>\n\u003cp>\u003cem>I spoke with Dede at the \u003ca href=\"http://www.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education Conference\u003c/a> recently, and asked him to elaborate on his thesis. Here's the video, and the full transcript follow below. The big takeaway: \u003cstrong>When combined with challenges and assessments, along with the guidance of a teacher, video games can lead students to rich learning experiences.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=nNAZXB0DnT4&feature=channel_video_title\u003c/p>\n\u003ch5>Read the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/virtual-worlds-in-the-hands-of-student-scientists/#more-9656\">full transcript here\u003c/a>.\u003c/h5>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003ch5>\u003cspan style=\"color: #333399;\">ON THE MAGIC OF SCIENCE COMING TO LIFE\u003c/span>\u003c/h5>\n\u003cp style=\"padding-left: 30px;\">One of the big challenges of classrooms is that they're very barren places. They're isolated from the world. Teachers typically have very limited resources that they can bring to bear, and yet we know that science takes place in very rich, real world settings with lots of lab equipment and with a lot of access to technology.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So, how students learn to act like scientists is complicated, but cyberlearning is really helping us with this because through cyberlearning, we can bring immersive experiences like those that students have in games or Club Penguin or Second Life into classrooms so that they're physically in the classroom, but psychologically, they're inside of some sort of digital environment. And if it's well constructed, and we build and study environments like this, we find that students can assume the role of scientists, and they can see the kinds of challenges that scientists face, and \u003cstrong>\u003cspan style=\"color: #cc0000;\">THEY CAN LEARN A LOT OF SKILLS THAT ARE THEN IMPORTANT FOR THEM LATER WHEN THEY'RE OUT OF THE CLASSROOM, AND IN THE REAL WORLD, \u003c/span>\u003c/strong> bring science to bear on understanding problems.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003ch5>\u003cspan style=\"color: #333399;\">ON THE POWER OF TEACHING WITH GAMES\u003c/span>\u003c/h5>\n\u003cp style=\"padding-left: 30px;\">We have four projects that deal with immersive virtual worlds in classrooms. One is curriculum oriented, where we're building and studying digital ecosystems. One is assessment oriented, where we put students in a challenging situation, and we ask them to use their inquiry skills to figure out what's happening. One is mathematics instead of science, and students land in the virtual world on a strange planet, and they have to use math in order to rescue their captain, and then the fourth goes back to the digital pond, and students are learning [about] social perspective taking and some skills out of social psychology and negotiating about land use.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So what we’re studying is how broad a range of 21st century skills and sophisticated kind of processes can students learn in virtual worlds. And what is the role of the teacher in all of this. How does the teacher help them interpret and reflect on these experiences that they are having in the world. So it’s fascinating to look out how these worlds can be used in different ways. And see what the strengths and limits are with each approach. So what we find is that if students simply experience a virtual world without any guidance, it’s fun for them, they are engaged, they probably learned something, but they don't learn very much. Because the virtual world is simpler than the real world. But to be authentic, it’s still pretty complicated.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So we’re not trying to create some teacher in the box experience, where kids go into a virtual world and all by themselves they learn a great deal. Instead we find \u003cspan style=\"color: #cc3300;\">\u003cstrong>COMBINING A VIRTUAL WORLD AND A SKILLED TEACHER IS VERY POWERFUL\u003c/strong>,\u003cstrong> BECAUSE THE WORLD PROVIDES THE ENGAGEMENT AND EXPERIENCE, BUT THE TEACHER PROVIDES THE INTERPRETATION AND THE ABILITY TO HELP STUDENTS PLAN.\u003c/strong>\u003c/span>\u003cstrong> \u003c/strong>So the next time they go through the magic portal and back into the virtual world, they can organize themselves more effectively. We’re also finding that collaborative learning is also very powerful in virtual worlds. It’s easy for the students to play different roles, in which each gathers another set of data. And to put their elephant together they have to combine their knowledge of the trunk and the ears and the tail. And that kind of jigsaw pedagogy is difficult to do in a standard classroom, but it works really well in a virtual environment.\u003c/p>\n\u003ch5>\u003cstrong>\u003cspan style=\"color: #333399;\">ON SEEING THE SPARK OF ENGAGEMENT\u003c/span>\u003cbr>\n\u003c/strong>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">When we think about how to bring cyberlearning into more conventional forms of instruction, I think that we need to think about the beginning and the end of a curricular unit. So, often students wonder, \"Why am I learning this? I don’t see any relevance to my life,\" and if you have a cyberlearning experience that's authentic right at the beginning of a curricular unit, students see. They see why it's relevant to their lives, and they also see that they don’t know what to do, that they're confused and lost. So, now they have a reason to learn the curriculum. In the middle, I might use an assessment based on cyberlearning so that the students can see, \"Yeah. I'm making some progress here, but there's also some things that I still don’t know.\" And then at the end, as a culminating experience and as an assessment, again, some kind of authentic cyberlearning can be really powerful. So,\u003cspan style=\"color: #cc3300;\">\u003cstrong> IT'S A LITTLE LIKE A DANCE, WHERE YOU'RE WEAVING CYBERLEARNING IN AND OUT OF FORMS OF INSTRUCTION THAT WE'RE MORE FAMILIAR WITH \u003c/strong>\u003c/span>building on the strengths of each.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So, how students learn to act like scientists is complicated, but cyberlearning is really helping us with this because through cyberlearning, we can bring immersive experiences like those that students have in games or Club Penguin or Second Life into classrooms so that they're physically in the classroom, but psychologically, they're inside of some sort of digital environment. 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"meta": {
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
"meta": {
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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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": {
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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.",
"airtime": "THU 10pm, FRI 1am",
"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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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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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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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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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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"here-and-now": {
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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": {
"id": "hidden-brain",
"title": "Hidden Brain",
"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": {
"id": "how-i-built-this",
"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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"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"source": "npr"
},
"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": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
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