by Andrew K. Miller | Dec 4, 2012 | Blog
This post originally appeared on MindShift a site dedicated to replacing familiar classroom tools and changing the way we learn. MindShift explores the future of learning in all its dimensions – covering cultural and technology trends, groundbreaking research, education policy and more. View Original >
“Embodied learning” is a new initiative in the field of interactive and game-based learning, in which learning content is combined with physical movement. Among one of the leading organizations in bringing this movement to the classroom is SMALLab, based in Los Angeles. The company has created activities — check out their different learning scenarios – that use large projected environments as experimental playgrounds of movement connected to learning targets.
For example, in one activity, students are put into “acids” and “bases” teams to experiment with molecules in a “virtual flask.” Students can add different molecules to the flask to see how their choices affect the simulated environment by using a “glowball” that contains color LEDs. The experiment, as described in a research brief, should show that, “as particles in the flask collide with each another, they undergo one of four reactions based on the general properties of acid and base in aqueous solution.” Here, the movement is necessary to experiment with the creation of acids and bases.
In another example, students explore concepts in earth science, such as the geological layer cake, and use the glowball and other controllers to experiment with placing fossils in different layers of the earth in different environments, from swamps to mountains.
Schools can use the products in two ways, SMALLab and Flow, for a range of topics and grade levels, including sciences, English language arts, and the performing arts. With Flow, teachers can use an existing Interactive Whiteboard or any project surface along with Microsoft’s Kinect motion-capture camera. For schools that use SMALLab equipment, “there are 12 motion-capture cameras to track students’ movements as they learn in an immersive, interactive space. For example, in the Constant Velocity Scenario, physics students can hear the sounds of their actions getting faster, see graphs that change in real time, and feel how their bodies move through the space.” Its open-source software development kit allows schools to create new scenarios.
Why go through such lengths to teach this material? According to brain-based learning advocates, evidence supports the notion that the work in embodied learning can lead to increased student achievement. John Medina author of Brain Rules, claims that exercise boosts oxygen-rich blood flow to the brain, which helps students concentrate better in school.
In their own research conducted in K-12 schools and museums across the country, SMALLab found that “student learning gains were significantly higher after the SMALLab learning intervention when compared to regular classroom instruction.” In some instances, the company says it found that “there is a marked increase in the number of student-to-student and student-discussions during SMALLab.”
For SMALLab to work well, the company recommends that embodied learning activities are one component of the instruction — not the entire lesson. Order of activities is important as well, as students perform better when traditional instruction occurs before the embodied learning experiences.
But the company is cautious about the results. “At this juncture we cannot yet say which components lead to the increase in student learning,” the company says, and they call for further research to analyze the components of embodied learning experience.
The company’s products are being used in different schools throughout the country. Elizabeth Forward Middle School, outside Pittsburgh, Penn., is using a $20,000 grant to install SMALLab’s equipment and curriculum for its STEM program. The company’s products are also being used in schools in Singapore.
For schools interested in using embodied learning techniques, can the same results be achieved using low-tech tactics? If the goal is to make sense of and connect authentically with content, what tactics have teachers used that simulate the same concepts?
by Andrew K. Miller | Dec 3, 2012 | Blog, Huffington Post
This post originally appeared on the Huffington Post, an internet news and commentary website. The Education section features updated on college, teachers, and education reform, where I regularly contribute. View Original >
The term “teaching” holds cultural images and schema that many us quickly tap into. I encourage anyone to google “teaching” or “teacher” and see the majority of images that pop up. You will most like see an individual at the front of the room, pointing to something on a board while talking to students. We know it isn’t like that all the time, and we also know this doesn’t work for our students. Many teachers have been pushed into a role where they are not being utilized for their expertise and skills. Through highly standardized curricula and pacing guides, teachers are told exactly how to teach, rather than being empowered to differentiate instruction and create engaging learning environments to meet the needs of their students. How do we not only clarify what teachers can and should do in the classroom and re-frame this conversation on the role and expertise of a teacher?
We use many terms to describe the work of teachers. From curriculum designer to facilitator of classroom work, there are many roles that teachers take on in the class. I believe there is one term that encapsulates and re-frames the work teachers do in the classroom:
Learning Designer. You might notice the clear parallel to the role of game designer. Just as game designers have a unique skills set and aptitude for designing games, teachers have specific skills and knowledge for designing learning. This term also reframes the role and expertise of teachers.
Teachers must intentionally think about the “big picture.” The objectives of the instructional unit are set and teachers must guide students to those objectives with creative, research-based strategies. Good teachers constantly reflect on their practice and use formative assessment to inform instruction. Through this, they use their creative skills and their instructional tool belt to try and innovate in the classroom, all with the focus of engagement and student achievement. Teachers use their knowledge of best practices and of their students to create instructional environments and assessments that meet their needs. Great teachers are allowing for voice and choice in performance assessments and projects, as well as games and technology. Teachers view the classroom, whether virtual or physical, as a place for possibilities to engage all students.
If you are teacher and you are trying to explain what you do, say, “I am a learning designer!” Teachers need to be empowered with a variety of instructional designers to meet the needs of all students. They need to be honored for their expertise to create creative and engaging learning environments. We can re-frame the concept of “teaching” to truly encapsulate all that teachers can and should do!
by Andrew K. Miller | Nov 19, 2012 | Blog, Edutopia
This post originally appeared on Edutopia, a site created by the George Lucas Educational Foundation, dedicated to improving the K-12 learning process by using digital media to document, disseminate, and advocate for innovative, replicable strategies that prepare students. View Original >
As you can see from the photo above, I got to politically “geek-out” on Election Night 2012. National Public Radio had put out an all-call for bloggers and other social media gurus to take part in #NPRMeetup. At this meetup, not only were we able to get up-to-the-minute developments on election results, but we were also behind the scenes at NPR Studios. The #NPRMeetup Team was comprised of a variety of individuals and political perspectives, all with their own objectives. My objective was to learn about the process and use these ideas to share with the education community in hopes that teachers might create classroom experiences that connected.
Front Row Seat
The setup of NPR studios was fascinating. I had the privilege of getting a pep talk from Ken Rudin, resident political junkie, about the evening and what to look for on this pivotal Election Night. NPR CEO Gary Knell extended us a welcome and thanked us for our participation, and of course we got to watch all the impressive reporters as they spoke live on radio, and the staff as they directed and crunched numbers. There were so many “cogs in the machine,” as you can see from the diagram below. There were so many roles and protocols necessary to make the election reporting work efficiently and accurately. In addition to the physical, on-the-ground work, there was an internal system chat that all team members, from the social media team to the data analysis team, used to communicate in real time to each other. Some information was given to us off the record, and we were allowed to report it only after NPR made the official call. Exit polling was pulled from the Associated Press as well as from NPR exit polling teams.
Classroom Ideas
There is so much critical thinking that occurs when analyzing data from an election and then officially making the call. One powerful learning experience could be an Election Night Studio Simulation for the math and social studies classroom that mimics this work. ELA and Media teachers could use the opportunity to teach writing and layout skills. Teachers could provide an ongoing feed, from exit polls to real voting data, and have teams of students work in real-world roles to officially make calls on which candidate won a specific state. Assessments such as journals or Election Night plans (how and when the teams will make calls) could help students learn about data analysis, critical thinking and collaboration.
Another idea that I walked away with was the concept of the Citizen Journalist. To summarize, citizen journalists are public citizens actively participating in the journalism process, although they may not be affiliated with an official news outlet. In the ELA or Journalism classroom, students could become citizen journalists by identifying and reporting on real issues facing their community. They could use social media tools and other new media to make a difference in their community. In addition, they could learn about movements that have capitalized on citizen journalism, such as Occupy Wall Street and the Arab Spring, to analyze the effectiveness of different approaches and plan their campaign.
To see more photos and reports of what happened at NPR on Election Night, you can read this NPR blog. You call also read the Storify archive of our Twitter chat from the Election Night.
by Andrew K. Miller | Nov 15, 2012 | Blog
This post originally appeared on Education Nation’s blog, The Learning Curve, which has many blogs both opinion-based and informational. Education Nation is NBC News’ year-round initiative to engage the country in a solutions-focused conversation about the state of education in America. View Original >
Our students are playing video games, whether we like it or not. In the United States, there are 183 million active gamers – people who play games for an average of 13 hours a week, according to Jane McGonigal in her book “Reality Is Broken.” Rather than viewing this as a waste of time, some educators are seeing this as an opportunity and are using games in the classroom.
There is something about games that engages us, but how can teachers use them to teach important concepts? The answer is game based learning.
Why Games? – Games provide a learning environment that is often starkly different than the traditional learning environment. When you play a game, you have the opportunity to try and fail. In the classroom, students are often punished for practice, as it affects their grade. If you lose a game, you have the opportunity to try again.
Games also provide a “situated learning” environment. In the classroom, content is often disconnected from a relevant context. In a game, you learn content to perform tasks. Whether the game demands learning math content or social studies content, you are engaged because you are invested in winning.
Games also focus on critical thinking and solving complex problems. Instead of “drill and practice,” a good game demands that you use factual information to solve a complex problem.
Here are two examples of how teachers are implementing game based learning:
Games as Direct Lessons – iCivics uses educational games to teach a civics curriculum. Teachers are also using it to teach reading and argumentative writing, crucial foci in the Common Core Standards. In the game “Argument Wars,” players must evaluate arguments and evidence from a variety of court cases such as Brown v. Board of Education and Miranda v. Arizona. Each case is a separate game, and the player takes on the role of a lawyer representing one side of the case. Students must identify the main idea of the argument they represent and choose the best supporting statements to satisfy the judge. They must also fend off the arguments of their opponent to win the case. The game is designed to be educational as well as fun. Teachers assess students through a written component, such as a traditional essay or persuasive letter to the Supreme Court. “Argument Wars” also tracks students’ answers and scores to give teachers more information on their progress.
Games as Secondary Lessons – Another popular game in the classroom is the puzzle game Portal, in which players have to create portals between two flat planes. The game was not designed to be educational, but teachers are creating contexts for students to learn science content while playing. For example, they can use Portal to help teach concepts like mass and velocity. After a traditional lesson on the topic, students are instructed to send cubes colliding in midair within the game environment. They can experiment with different speeds and collect data on the results. Teachers have students collaborate on different scenarios in the game to predict what will happen. The game provides an engaging and safe space to experiment and learn before applying the knowledge in an exam.
These are just two samples of how teachers are implementing game based learning. Some teachers are using more low-tech games, and some teachers are even turning their classrooms into games where students play every day. We have a unique opportunity now to use game based learning in the classroom as a way to encourage students to learn AND play.
by Andrew K. Miller | Nov 9, 2012 | Blog, Huffington Post
This post originally appeared on the Huffington Post, an internet news and commentary website. The Education section features updated on college, teachers, and education reform, where I regularly contribute. View Original >
For those that follow my writing, speaking, and the like; you may know me for my advocacy of Game-Based Learning (GBL). I was a gamer as a kid, and, truth be told, I still am. I used to play World of Warcraft and other MMOs ritualistically. I binged on RPGs like Chrono Trigger and Final Fantasy. I became talented in FPS games like Left for Dead and Unreal Tournament. Games engaged me. They still do. My current game is XCom, although I am enjoying Casual games on my iPad as well.
In my teaching career, I experimented with games in the classrooms. I know my students played them. Many of my students played WoW. In fact, they would spend hours outside of school collaborating, questing and raiding. Ironically, they were having trouble collaborating with their teammates in class. There was a disconnect, and I wanted to rectify this by connecting the collaborative gaming environment to the classroom. Students were collaborating with each other outside of school. How could I get them them to use this skill they already had in the formal learning environment?
This moment illustrates a larger idea. What can we learn from games to improve our classrooms? Games are carefully and intentionally designed environments that create flow: the balance between challenge and progress. Great games are challenging, but not too difficult, and thus not boring. On the contrary, they have specific mechanics to create this game flow.
Freedom to Fail – This component is so powerful. I can guarantee that anyone who plays games has experienced this. When I am on the plane, I see people playing Angry Birds for hours on end. During that time, they are failing multiple times, and yet they still keep coming back to play. Why do we punish students when they practice? Why can’t we reward them at their best? Here’s an example to illustrate my point: A student is not doing so well on the practice worksheets and other assignments leading up to a test. However, the day of the test, this same student succeeds and gets an excellent score. You know what often happens; the students gets a grade for that learning component that is lower than the score on the test. Why? Because we average the work they did in the practice and learning phase with the summative test! To me, this seems unethical. Games don’t punish us for making mistakes in the learning process, Education shouldn’t punish kids for making these same mistakes. We should be creating a safe, engaging space where failure and learning from mistakes is just part of the process of learning.
Situated Learning and Complex Problem Solving – James Paul Gee in his book “What Video Games Have To Teach Us About Learning and Literacy” illustrates this point well:
“An academic discipline, or any other semiotic domain, for that matter, is not primarily content, in the sense of facts and principles. It is rather primarily a lived and historically changing set of distinctive social practices. It is in these practices that ‘content’ is generated, debated, and transformed via certain distinctive ways of thinking, talking, valuing, acting, and, often, writing and reading.”
Learning is not just about knowing content. It’s about learning content and using it. Whether you are playing World of Warcraft or Halo, you are learning about this immersive environment that the game provides. You are learning player skills and using them. You are strategizing. You are solving complex problems. You might even be collaborating with other players. We should be creating learning environments in our classrooms that do the same, and creating assessments that value the same level and rigor of learning.
Personalized – We know we need to meet students where they are at and take them to new places in the learning process. All of our students are different and one-size does not fit all. Games meet the player where he/she is at. With complex mechanics, players are given just enough information, but also challenged enough to create appropriate rigor. Good teachers do this to. They differentiate-instruction through a variety of instructional strategies. They know their students through personal relationships as well as data. Games are focused on player needs and ability, education should do the same.
Of course, there are many other things to learn from games (I would love to see comments on this), but these are some of the key and most important ideas in my eyes. I’m not saying that games will solve all educational issues and challenges, but there are already good examples of teachers using games as part of the curriculum, and schools that have embraced game mechanics to create a learning model. We can learn from games and leverage them as tools and models to engage all students in learning. I’ll leave you with this parting quote from Jane McGonigal from her book “Reality is Broken.” Consider how we might create this for our students.
“A game is an opportunity to focus our energy, with relentless optimism, at something we’re good at (or getting better at) and enjoy. In other words, gameplay is the direct emotional opposite of depression.”
Recent Comments