With all the background information supporting the use of game-based learning in the classroom, the obvious next step is to look at a class that has implemented such practices. Lee Sheldon's article, "Marked Tree High School: The Multiplayer Classroom" examines Denishia Buchanan's 10th grade Biology class. Buchanan, an avid gamer, decided to take her knowledge of video games and apply them to her own classroom. 80% of her students fall below the poverty line, under-perform in the classroom, and often fail to graduate. In order to change the way she engages her students, she set up her classroom to encourage learning by giving students choices, making the coursework creative, and setting attainable goals that rewarded students for their work.
One of the first things Ms. Buchanan changed was the typical way students are graded. Instead of a number or letter grade assigned to the work, she used an experience point system often found in role playing games (among many others). She mapped out how many XP points needed to be earned by what date to successfully complete the course. XP could be earned through 'quests'. Quests were the name given to assignments. These quests were given through characters she created in the classroom. This is also a staple of RPG's that push the plot or overall quest forward. There are always a number of different quests that are available to the students allowing them to explore areas of interest. Quests are not the only means the students learn by. Every class 25 minutes are devoted to the 'lore' of Biology. This change in terminology may seem small, but the psychological impact it can have on a student who is used to hearing 'lecture' can be huge. She also created a reward system which is normal in RPG's as well. When quests were turned in (only accepted complete and perfect), biology bucks are earned based on difficulty level. These bucks can be used to purchase paper, pencils, folders and other materials in the classroom. There are also auctions at the end of semester that included gift cards, hall passes, coupon books, and food. This added incentive helped students pursue their assignments and also helped the overall success of the school.
In 2009, 62% of sophomores in the school passed Biology with a D or higher in a traditional classroom.
In 2010, 98% of sophomores in the school passed Biology with a D or higher in the game-based classroom.
In 2009, only 29% of students tested at a proficient level in the subject.
In 2010, 68% of students tested at a proficient level in the subject.
Students also gave mostly positive feedback for the change in classroom structure. The data supports the notion that this kind of classroom can and will work when done correctly. Game-based education is a way to interact with students in a creative way that considers their culture of gaming and technologically advanced world.
Saturday, July 28, 2012
Friday, July 27, 2012
The Physiology of Games: Option E
Judy Willis decided she could better understand the rising issue of ADD in the classroom by entering one herself. So she became a teacher and, for the next ten years, explored how best to accommodate students that were bored with the typical classroom setting. In the video and article, "A Neurologist Makes the Case for the Video Game Model as a Learning Tool," Willis discusses the role of boredom, how it affects dopamine production, and why video games should be a model for teaching strategies.
Willis begins her inquiry by asking whether students today are suffering, at an alarming rate, from attention deficit disorder, or whether they are simply bored? She suggests that technologically savvy students are bored in the classroom. Boredom creates stress on the body. It triggers the same fight, flight, or freeze reaction as danger does for animals in the wild. This anxiety is problematic. Her first suggestion is to create a classroom environment that is comfortable, welcoming, and supportive. She also suggest using specific tools to show students that a particular lesson or idea is something that is very important. She does this by writing in a different color of ink or putting on a hat to let the students know that their attention should be raised without saying, "this is really important" and being ignored. She then begins to discuss dopamine motivation and how gaming reward systems create neurological feedback that supports learning and discovery.
Dopamine reward systems work to build skills by promoting pleasure responses. The article says:
"Dopamine response requires that people are aware that they solved a problem, figured out a puzzle, correctly answered a challenging question...This is why students need to use what they learn in authentic ways that allow them to recognize their progress as clearly as they see it when playing video games."
Willis next goes on to explain how video games perform this task. First, they always give access to incremental progress while working to the goal. This continuous feedback reinforces the brain to promote the pleasure centers in order to reward the continuous work. This kind of feedback and setting of incremental and attainable goals can be translated to the classroom. Students need to feel that what they are working on will help them get to a higher level of understanding and that the end game is worth the battle.
The next idea is individualized achievable challenges. Willis states, "when learners have opportunities to participate in learning challenges at their individualized achievable challenge level, their brains invest more effort tot the task and are more responsive to feedback. In this way, it is of the highest importance for teachers to accurately and continuously assess their students in order to build their challenges on their current level of proficiency. Students make gains as they accumulate knowledge and build stronger foundations in order to attain higher levels of progress. Pre-assessment and feedback are the stalwarts of creating these differentiated challenges for a classroom of unique students with a variety of intelligences. Teachers would be wise to learn from the video games that parents are complaining about as they mold their own lesson plans. The basic principles that can keep their students attention for hour after uninterrupted hour need to be utilized in the classroom. Students need feedback and consistent challenges to remain engaged in their work. But they must also feel that the end result is worth working towards.
Willis begins her inquiry by asking whether students today are suffering, at an alarming rate, from attention deficit disorder, or whether they are simply bored? She suggests that technologically savvy students are bored in the classroom. Boredom creates stress on the body. It triggers the same fight, flight, or freeze reaction as danger does for animals in the wild. This anxiety is problematic. Her first suggestion is to create a classroom environment that is comfortable, welcoming, and supportive. She also suggest using specific tools to show students that a particular lesson or idea is something that is very important. She does this by writing in a different color of ink or putting on a hat to let the students know that their attention should be raised without saying, "this is really important" and being ignored. She then begins to discuss dopamine motivation and how gaming reward systems create neurological feedback that supports learning and discovery.
Dopamine reward systems work to build skills by promoting pleasure responses. The article says:
"Dopamine response requires that people are aware that they solved a problem, figured out a puzzle, correctly answered a challenging question...This is why students need to use what they learn in authentic ways that allow them to recognize their progress as clearly as they see it when playing video games."
Willis next goes on to explain how video games perform this task. First, they always give access to incremental progress while working to the goal. This continuous feedback reinforces the brain to promote the pleasure centers in order to reward the continuous work. This kind of feedback and setting of incremental and attainable goals can be translated to the classroom. Students need to feel that what they are working on will help them get to a higher level of understanding and that the end game is worth the battle.
The next idea is individualized achievable challenges. Willis states, "when learners have opportunities to participate in learning challenges at their individualized achievable challenge level, their brains invest more effort tot the task and are more responsive to feedback. In this way, it is of the highest importance for teachers to accurately and continuously assess their students in order to build their challenges on their current level of proficiency. Students make gains as they accumulate knowledge and build stronger foundations in order to attain higher levels of progress. Pre-assessment and feedback are the stalwarts of creating these differentiated challenges for a classroom of unique students with a variety of intelligences. Teachers would be wise to learn from the video games that parents are complaining about as they mold their own lesson plans. The basic principles that can keep their students attention for hour after uninterrupted hour need to be utilized in the classroom. Students need feedback and consistent challenges to remain engaged in their work. But they must also feel that the end result is worth working towards.
The Psychology of Games: Option C
Three excerpts from authors Mihaly Csikzentmihalyi and Jane McGonigal's books look at how psychology explains how and why games are enjoyed. In Csikszentmihalyi's Happiness Revisited, the author focuses on happiness. Men and women seek happiness above all things. Work and other endeavors that may not seem to be directly related to happiness, but they typically have potential outcomes that create an opportunity to engage in activities that bring about happiness. Despite increased health, life expectancy, and affluence, people today feel as though they are wasting their lives. They are not happy but, rather, bored and depressed. The author studied happiness to find out when people feel most happy. His conclusions were that happiness is not something that happens, but it is something that must be prepared for, cultivated, defined, and defended privately by each person. Although we may not be able to control many aspects of our life (when we are born, our parents, our congenital health defects, the world around us. etc.), we can control our actions. We also control the way we react to the world around us. So happiness is partially a choice and partially a response to outside influences. Another interesting finding was that hard work was something that created the most happiness. Csikzentmihalyi writes, "Contrary to what we usually believe, the best moments in our lives are not passive, receptive, relaxing times...The best moments usually occur when a person's body or mind is stretched to its limits in a voluntary effort to accomplish something difficult or worthwhile." This is the definition of 'optimal experience.' This experience is universal and important in understanding Csikzentmihalyi's next idea: Flow.
Flow is basically optimal experience but focuses more on the active participation in the moment by the individual enjoying the task that they are engaged in. There are several reasons why games are conducive to flow. For one, they have rules that require learning a skill. Next, they set up goals and provide feedback to the participants. And finally, they make control possible. The first three reasons that Csikzentmihalyi sets out are identical to McGonigal's core factors of a game. As discussed in a previous post, these factors are universally present in all types of games. Csikzentmihalyi wants to show that games can "help participants and spectators achieve an ordered state of mind that is highly enjoyable." This experience has the ability to transport a person into a new reality. Flow activity is highly rewarding and creates happiness. According to Csikzentmihalyi, it also leads to growth and discovery. If a person becomes bored with an activity, they can increase the difficulty level. If the activity is too difficult, causing performance anxiety, this is a motivator for practice and continued engagement in the sport or activity. Although flow is an excellent way to create interest in a particular activity or sport, it is ultimately up to the individual for the experience to become transformative. Extrinsic motivation only takes the flow experience so far without the need for intrinsic value to take the experience to the ultimate level.
In Jane McGonigal's book Reality is Broken, she discusses this flow dynamic and why it pushes gamers to continue to play when failure is so persistent. According to McGonigal, gamers actually enjoy failure as it is proof of a great challenge that is not often experienced by hardcore gamers. There was a specific example that she discussed in the book. The game Super Monkey Ball 2 is a challenging game that causes the player to fail at a high rate. What made the failure acceptable for the players was the humorous graphic that played during those moments. The game gave the player positive failure feedback. This gives the player a feeling of hope as failure is both an option and obstacle to overcome. Games allow users to set attainable goals in settings with rules that govern fair play. This is a stark difference from life.
The summation of all this information is that people want to be happy but are afraid of failure and can become depressed by goals that seem unattainable. Happiness will look differently to all people, but Csikzentmihalyi suggests that happiness is not a destination. Instead, it is hard work and challenges that we make for ourselves that bring the most happiness. So with this in mind, it is important to challenge students but to also keep those challenges within reach. Students may not feel as though they are enjoying the hard work that is expected of them at the time, but they will experience a sense of pride when they accomplish the goals they are working towards.
Flow is basically optimal experience but focuses more on the active participation in the moment by the individual enjoying the task that they are engaged in. There are several reasons why games are conducive to flow. For one, they have rules that require learning a skill. Next, they set up goals and provide feedback to the participants. And finally, they make control possible. The first three reasons that Csikzentmihalyi sets out are identical to McGonigal's core factors of a game. As discussed in a previous post, these factors are universally present in all types of games. Csikzentmihalyi wants to show that games can "help participants and spectators achieve an ordered state of mind that is highly enjoyable." This experience has the ability to transport a person into a new reality. Flow activity is highly rewarding and creates happiness. According to Csikzentmihalyi, it also leads to growth and discovery. If a person becomes bored with an activity, they can increase the difficulty level. If the activity is too difficult, causing performance anxiety, this is a motivator for practice and continued engagement in the sport or activity. Although flow is an excellent way to create interest in a particular activity or sport, it is ultimately up to the individual for the experience to become transformative. Extrinsic motivation only takes the flow experience so far without the need for intrinsic value to take the experience to the ultimate level.
In Jane McGonigal's book Reality is Broken, she discusses this flow dynamic and why it pushes gamers to continue to play when failure is so persistent. According to McGonigal, gamers actually enjoy failure as it is proof of a great challenge that is not often experienced by hardcore gamers. There was a specific example that she discussed in the book. The game Super Monkey Ball 2 is a challenging game that causes the player to fail at a high rate. What made the failure acceptable for the players was the humorous graphic that played during those moments. The game gave the player positive failure feedback. This gives the player a feeling of hope as failure is both an option and obstacle to overcome. Games allow users to set attainable goals in settings with rules that govern fair play. This is a stark difference from life.
The summation of all this information is that people want to be happy but are afraid of failure and can become depressed by goals that seem unattainable. Happiness will look differently to all people, but Csikzentmihalyi suggests that happiness is not a destination. Instead, it is hard work and challenges that we make for ourselves that bring the most happiness. So with this in mind, it is important to challenge students but to also keep those challenges within reach. Students may not feel as though they are enjoying the hard work that is expected of them at the time, but they will experience a sense of pride when they accomplish the goals they are working towards.
Why Use Games? Option A
Mark Prensky's article, "Engage Me or Enrage Me" is a great introduction to the basic ideas involved in our tech class. He presents the task that educator must be aware of when dealing with the 21st century student. Their involvement and interest is going to be influenced by the technology they use for entertainment and communication on a day-to-day basis. To understand the types of students that teachers will encounter in the classroom, Prensky describes the three typical kinds of student. The first is the teacher's dream student and the smallest percentile. They are the students who are truly intrinsically self-motivated and genuinely engaged in their personal educational process. The next type is the student who merely goes through the motions. This is the typical student that teachers will encounter. They know what they have to do to get by and how many points they need to pull that 'B'. They aren't interested in their education as a means to an end, but they understand that failing to at least participate and earn average grades could be detrimental to their long-term success. The last type of student Prensky discusses is the student that tunes out the teacher and merely fills a seat in the back of the classroom waiting for the bell to ring. They see school as trivial and not connected to life. Schools typically do reasonably well with the first two groups of students. It is the last group that Prensky feels desire a greater engagement from teachers to make the curriculum relevant.
The question of why? the students feel this way is reasonable and not to difficult to surmise. Students are engaged in things outside of school that they are good at and have creative components to them. They have access to hundreds of t.v. channels, internet, video games, smart phones, and social networks. They have constant interaction with technology and can manipulate and control how they view this information and where it comes from. By comparison, the classroom can be dreadfully dull, slow, and uniform. They don't feel that the same engagement in school that they consistently have outside of it. Teachers are continuing to use an outdated approach to education that frustrates students who are used to fast access to information and a wide variety of choice. When students disengage from activities and tune out their instructors, they are not merely rebelling and asking to be left alone. Rather, they are asking to be challenged in a way that is meaningful to them. Pensky says this best when he proposes the following:
"Maybe if, when learning the 'old' stuff, our students could be continuously challenged at the edge of their capabilities, and make important decisions every half-second, and could have multiple streams of data coming in, and could be given goals that they want to reach but wonder if they actually can, and could beat a really tough game and pass the course-maybe then they wouldn't have to, as one kid puts it, 'power down' every time they go to class."
Penksy closes by suggesting that what is lacking in the classroom isn't necessarily relevance. Instead, educators are missing the mark on engagement. They fail to recognize the temporal situation that students are living in and how it can contribute to the classroom. This is the underlying theme behind game-based learning. This is the fundamental argument for how and why educators need to re-imagine their classroom and to move it forward into the 21st century in order to catch up with their students.
The question of why? the students feel this way is reasonable and not to difficult to surmise. Students are engaged in things outside of school that they are good at and have creative components to them. They have access to hundreds of t.v. channels, internet, video games, smart phones, and social networks. They have constant interaction with technology and can manipulate and control how they view this information and where it comes from. By comparison, the classroom can be dreadfully dull, slow, and uniform. They don't feel that the same engagement in school that they consistently have outside of it. Teachers are continuing to use an outdated approach to education that frustrates students who are used to fast access to information and a wide variety of choice. When students disengage from activities and tune out their instructors, they are not merely rebelling and asking to be left alone. Rather, they are asking to be challenged in a way that is meaningful to them. Pensky says this best when he proposes the following:
"Maybe if, when learning the 'old' stuff, our students could be continuously challenged at the edge of their capabilities, and make important decisions every half-second, and could have multiple streams of data coming in, and could be given goals that they want to reach but wonder if they actually can, and could beat a really tough game and pass the course-maybe then they wouldn't have to, as one kid puts it, 'power down' every time they go to class."
Penksy closes by suggesting that what is lacking in the classroom isn't necessarily relevance. Instead, educators are missing the mark on engagement. They fail to recognize the temporal situation that students are living in and how it can contribute to the classroom. This is the underlying theme behind game-based learning. This is the fundamental argument for how and why educators need to re-imagine their classroom and to move it forward into the 21st century in order to catch up with their students.
Thursday, July 26, 2012
What is a Game? Game-Based Learning option B
In the excerpt from Jane McGonigal's book Reality is Broken, the author defines the four principle elements of a game and begins to build an argument around these elements for how the purpose of games could and should be transformative in all aspects of life. The four elements that make up the fundamental basis of all games are goals, rules, feedback system, and voluntary participation. McGonigal expands on these elements and defines how they work within a game. Goals are simply outcomes that players are hoping to achieve. Rules are the defined limitations that are placed on the game in order to make goals more difficult to accomplish. Feedback systems help players see how close they are to accomplishing their goals. Voluntary participation is the idea that players agree with the first three criteria of the game and willingly proceed based on the understanding of this unspoken agreement. As McGonigal points out, it is interesting to consider the list of terms that are not included in the definition of a game; interactivity, graphics, narrative, rewards, competition, virtual environment, and winning. She defines these terms as the things that, "merely reinforce and enhance these four core elements. Along with this definition of games, McGonigal introduces Bernard Suits' definition of game is included as a segue to her next section. Suits writes, "Playing a game is a voluntary attempt to overcome unnecessary obstacles."
McGonigal then makes the claim that, "compared with games, reality is too easy. Games challenge us with voluntary obstacles and help us put our personal strengths to better use." The idea of a challenge is put into context with the psychological definition of depression. People who are suffering from depression encounter two primary issues. First, they feel pessimistic sense of inadequacy. Secondly, they are despondent to the idea of activity. For McGonigal, games become a means to focus our energy on a task and fulfills our need for hard work. She writes, "in other words, gameplay is the direct emotional opposite of depression." McGonigal is arguing that games represent and fulfill an important aspect of human desire. That desire is for hard work and a challenge. She also discusses the fiero or pride that we feel when we have accomplished a goal or overcome a difficult obstacle. This excerpt from her book underlies a great deal of information in a small amount of space for why there is such a large and growing gaming culture. How that translates to life and to the classroom is left for further examination.
The idea that hard work is a foundational attribute for a healthy psychological disposition may seem slightly counter-intuitive for teachers. The cause of this misconception might lay in the idea of the zone of proximal development. This idea was developed by Lev Vygotsky in the early 20th century. How this affects students in the classroom is dictated by the educator. It is the onus of the teacher to differentiate instruction in order to push a class forward in their educational journey without leaving anyone behind or allowing other students to stagnate who are ready to move forward. There must be a challenge that is appropriately set forth by the teacher which considers the prior knowledge of each student. Students need to be challenged without feeling incapable of achieving objectives. Going hand in hand with this instructional aim is the idea of relevancy. Students need to agree that the outcome of the educational endeavor is worthwhile and meaningful. Much like the principle of gaming, students must be voluntary participants. Again, it is up to the teacher to set out the goals, rules, and feedback system for the classroom. But they must make it relevant to the student in order to have them engage in the activities and challenge themselves in order to happily participate in their own education.
McGonigal then makes the claim that, "compared with games, reality is too easy. Games challenge us with voluntary obstacles and help us put our personal strengths to better use." The idea of a challenge is put into context with the psychological definition of depression. People who are suffering from depression encounter two primary issues. First, they feel pessimistic sense of inadequacy. Secondly, they are despondent to the idea of activity. For McGonigal, games become a means to focus our energy on a task and fulfills our need for hard work. She writes, "in other words, gameplay is the direct emotional opposite of depression." McGonigal is arguing that games represent and fulfill an important aspect of human desire. That desire is for hard work and a challenge. She also discusses the fiero or pride that we feel when we have accomplished a goal or overcome a difficult obstacle. This excerpt from her book underlies a great deal of information in a small amount of space for why there is such a large and growing gaming culture. How that translates to life and to the classroom is left for further examination.
The idea that hard work is a foundational attribute for a healthy psychological disposition may seem slightly counter-intuitive for teachers. The cause of this misconception might lay in the idea of the zone of proximal development. This idea was developed by Lev Vygotsky in the early 20th century. How this affects students in the classroom is dictated by the educator. It is the onus of the teacher to differentiate instruction in order to push a class forward in their educational journey without leaving anyone behind or allowing other students to stagnate who are ready to move forward. There must be a challenge that is appropriately set forth by the teacher which considers the prior knowledge of each student. Students need to be challenged without feeling incapable of achieving objectives. Going hand in hand with this instructional aim is the idea of relevancy. Students need to agree that the outcome of the educational endeavor is worthwhile and meaningful. Much like the principle of gaming, students must be voluntary participants. Again, it is up to the teacher to set out the goals, rules, and feedback system for the classroom. But they must make it relevant to the student in order to have them engage in the activities and challenge themselves in order to happily participate in their own education.
Friday, July 20, 2012
Maps
Google Maps has been my go to source of directions for the past few years. I like the fact that the directions are easily changeable and allow for different routes if so desired. I've also found my house and other Knoxville places of interest for fun. The addition of street view was a really great feature that adds a great deal of depth to the service. I did enjoy learning about some other features that would be interesting to use in a lesson plan. The World Wonders project is an excellent idea and could be used in a variety of ways in any classroom. This project brings interesting sites directly to the user who may be otherwise unable to see such places over the course of their lifetime.
The middle school lesson plan for To Kill a Mockingbird utilizing Google Maps was really interesting. The basic setup and form could really be interesting for a history class looking to explore the progress of battle with an overview connected to the actual cities/places. This was a bit unusual, however, as the places did not necessarily correspond to anything in the novel. The points are all set in the ocean and are somewhat randomly placed. I don't really understand why it was set up this way. It was a nice idea that could be done a bit better when working with historical fiction or literature that is based on specific places.
The middle school lesson plan for To Kill a Mockingbird utilizing Google Maps was really interesting. The basic setup and form could really be interesting for a history class looking to explore the progress of battle with an overview connected to the actual cities/places. This was a bit unusual, however, as the places did not necessarily correspond to anything in the novel. The points are all set in the ocean and are somewhat randomly placed. I don't really understand why it was set up this way. It was a nice idea that could be done a bit better when working with historical fiction or literature that is based on specific places.
Thursday, July 19, 2012
Picasa
Here are my before and after pictures of the Knoxville skyline.
I downloaded Picasa onto my home computer and am quite impressed with how easily it functions. It automatically began importing pictures from folders that I specified. After that process was completed, it began to scan through all my pictures reading faces and grouping pictures together based on that information. This was surprisingly accurate and impressive. It even picked up faces that were on a t-shirt. This serves a great purpose as it naturally creates new groupings based on the facial recognition technology.
I investigated the movie creation and collage function. Both of these were extremely user-friendly and fun to explore. I spent more time than I should've on a collage of Christmas photos. These functions are easily mastered and have obvious uses for the classroom. I will absolutely keep Picasa on my computer and use it as my default photo viewer from now on.
Wednesday, July 18, 2012
I will keep playing with Google Sites when I get home as I don't feel completely comfortable with it yet. It isn't necessarily difficult to use, but I want to explore the functions at a deeper level when I have less time constraints. Overall, this function is going to be very helpful to me in the future. Here is the link to my page:
https://sites.google.com/site/gaintest11/home
https://sites.google.com/site/gaintest11/home
Tuesday, July 17, 2012
Game-Based Learning
This is an area of personal interest to me. I am a life-long gamer and am amazed by the overall progression of the gaming industry over the course of my lifetime. I enjoy all genres of games and am excited about researching how game-based learning will continue to develop and give students an opportunity to engage their own studies in new and interesting ways.
I was interested in the premise of SuperBetter and how it applied to real world obstacles. The game was developed by Jane Mcgonigal who has spent the past ten years as a game developer. A quick Google search of her name and her appearance on The Colbert Report and a Ted Talk convinced me that Game-Based Learning is clearly having a cultural impact. SuperBetter uses the basic tools that make gaming addictive to help motivate the user. There are goals, quests, and tasks that help create a sense of urgency. Whether we like to admit it or not, lists are not an effective tool to accomplish tasks in a timely manner. SuperBetter is now a downloadable app for the iphone which helps users stay accountable when they are away from their computer. It is a great idea that could be used in a classroom setting in a variety of ways. It could be set up to track the progress of work over the course of individual units. Each unit could be a task that must be completed and eventually, the final task (or test) would be the ultimate obstacle. This feature is very interesting, and I intend to sign up and download the app as soon as I upgrade to an iphone in September.
I really liked the layout of the CPED 5401 gamefied course. The idea that is presented could be used as a template for further implementation. For instance, instead of the same old language used on a syllabus, a teacher could develop a syllabus with this type of language and visual images. Students may roll their eyes, enjoy the change, or remain indifferent, but the difference in format and language could influence their engagement to the course and consideration of its material. Overall, there is so much potential with game-based learning and I look forward to researching it in the Expand portion of the course.
I was interested in the premise of SuperBetter and how it applied to real world obstacles. The game was developed by Jane Mcgonigal who has spent the past ten years as a game developer. A quick Google search of her name and her appearance on The Colbert Report and a Ted Talk convinced me that Game-Based Learning is clearly having a cultural impact. SuperBetter uses the basic tools that make gaming addictive to help motivate the user. There are goals, quests, and tasks that help create a sense of urgency. Whether we like to admit it or not, lists are not an effective tool to accomplish tasks in a timely manner. SuperBetter is now a downloadable app for the iphone which helps users stay accountable when they are away from their computer. It is a great idea that could be used in a classroom setting in a variety of ways. It could be set up to track the progress of work over the course of individual units. Each unit could be a task that must be completed and eventually, the final task (or test) would be the ultimate obstacle. This feature is very interesting, and I intend to sign up and download the app as soon as I upgrade to an iphone in September.
I really liked the layout of the CPED 5401 gamefied course. The idea that is presented could be used as a template for further implementation. For instance, instead of the same old language used on a syllabus, a teacher could develop a syllabus with this type of language and visual images. Students may roll their eyes, enjoy the change, or remain indifferent, but the difference in format and language could influence their engagement to the course and consideration of its material. Overall, there is so much potential with game-based learning and I look forward to researching it in the Expand portion of the course.
Searching
I was aware of how Google Advanced Search works but was not aware of the image search ability. This function could be useful when creating a presentation with visual supplements. The search allows for specific size, color, and type of image. I did a few random searches with very specific terms and was surprised with the accuracy and large sampling of images that successfully popped up. It is also nice to see that you are able to put domain based terms such as sites that only end in .edu, .org, or .gov. This app could also be helpful if looking for a specific picture that I have seen in the past but cannot remember the search terms that led me to it.
I also learned about Google's Custom Search Engine that can be set up on a user created webpage. This application allows the administrator to set up a list of possible websites that will be searched when the toolbar is used. This helps teachers direct their students' online activities without playing Big Brother. There is also a function called Refinements that allows for a deeper set of customization options on the toolbar. Refinements act like labels, not unlike the label applied to this particular blog post, that help guide students to the specific sites that holds information on this particular label and excludes searching the other label. Again, this function would work well as it would allow for student choice while maintaining control over the parameters of a specific task.
The last Google search function I explored was Google Bookmarks. This is another cloud based application that allows users to have their bookmarks show up on any device they log into. This seems very similar to Google Chrome, but I guess the reason this option is still available is to cover the computers where Chrome is not already an option. With Bookmarks, users still have the option to log into their Google accounts and have the personalized experience they want. This is a handy application that could help speed up class time by having direct links to sites that may be worthwhile to view in a lecture or presentation.
I also learned about Google's Custom Search Engine that can be set up on a user created webpage. This application allows the administrator to set up a list of possible websites that will be searched when the toolbar is used. This helps teachers direct their students' online activities without playing Big Brother. There is also a function called Refinements that allows for a deeper set of customization options on the toolbar. Refinements act like labels, not unlike the label applied to this particular blog post, that help guide students to the specific sites that holds information on this particular label and excludes searching the other label. Again, this function would work well as it would allow for student choice while maintaining control over the parameters of a specific task.
The last Google search function I explored was Google Bookmarks. This is another cloud based application that allows users to have their bookmarks show up on any device they log into. This seems very similar to Google Chrome, but I guess the reason this option is still available is to cover the computers where Chrome is not already an option. With Bookmarks, users still have the option to log into their Google accounts and have the personalized experience they want. This is a handy application that could help speed up class time by having direct links to sites that may be worthwhile to view in a lecture or presentation.
Monday, July 16, 2012
iPads
The Dictionary application would be a useful tool for any student who is having difficulty with a word they do not recognize. I have this application on my blackberry phone. It has several interesting features that I enjoy looking into like the word of the day. It also allows for users to create favorites, it remembers past searches, gives examples of different usages for words, and examples from works of literature. A dictionary is an indispensable asset for any student in a Language Arts classroom.
The Shakespeare app would benefit either a student reading a play or a scholar doing research for an article. Shakespeare's entire work is cataloged and searchable. Brief summaries of characters in each play are given. There are also scene breakdowns that could be used to find a specific passage. This app is like a portable version of Sparknotes. You can also run searches by key terms that will generate passages where the term was found. This is an amazing application that really helps to keep track of an assortment of information that is difficult to manage when dealing with Shakespearean language. This application could easily be used as a reference for students who are reading a play and need help keeping up with the characters. It also is a great resource for finding passages that could be quoted in an essay.
I tried to use the Wikihood app which looked like a great way to learn about the world. Users can use this app to search for places throughout the world and it will gather, sort, and present data on the geographic location. Unfortunately, whatever city I tried to search for would attempt to gather the information and then shut the program down. It may have been down for maintenance or this may have been just a preview version. From the looks of it, the app would be a great asset to a social studies course or a nice way to introduce students to other parts of the world through cultural studies.
I also tried out both virtuoso and Piano Free and enjoyed the programs. I could see both of these apps help teach a learning student the fundamentals of chords and different keys. I wanted to see how these programs functioned as I took piano lessons at a young age. I think these applications would be a good way for a new student to practice when they were not able to sit in front of an actual piano.
The Shakespeare app would benefit either a student reading a play or a scholar doing research for an article. Shakespeare's entire work is cataloged and searchable. Brief summaries of characters in each play are given. There are also scene breakdowns that could be used to find a specific passage. This app is like a portable version of Sparknotes. You can also run searches by key terms that will generate passages where the term was found. This is an amazing application that really helps to keep track of an assortment of information that is difficult to manage when dealing with Shakespearean language. This application could easily be used as a reference for students who are reading a play and need help keeping up with the characters. It also is a great resource for finding passages that could be quoted in an essay.
I tried to use the Wikihood app which looked like a great way to learn about the world. Users can use this app to search for places throughout the world and it will gather, sort, and present data on the geographic location. Unfortunately, whatever city I tried to search for would attempt to gather the information and then shut the program down. It may have been down for maintenance or this may have been just a preview version. From the looks of it, the app would be a great asset to a social studies course or a nice way to introduce students to other parts of the world through cultural studies.
I also tried out both virtuoso and Piano Free and enjoyed the programs. I could see both of these apps help teach a learning student the fundamentals of chords and different keys. I wanted to see how these programs functioned as I took piano lessons at a young age. I think these applications would be a good way for a new student to practice when they were not able to sit in front of an actual piano.
Google Drawing
Google Drawing is an interesting new application that is easy enough to get acclimated to. It does seem to have very similar features to other programs like Paint. What makes Drawing stand out is the usual features that are associated with Google Docs. The primary benefit to using Google Drawing is the ability to share the application and collaborate on the development by using the chat function. Users can also open any previously saved documents from their computer and add drawings into the document. As one video stated, this application is a dedicated space strictly created for the implementation of adding a drawing to a new or previously created document. So it is an expanded space that is probably meant to be more user-friendly and utilize the other collaborative tools that Google Apps utilizes.
I had trouble visualizing this application being used in a lesson plan until I thought about a lesson plan I reviewed last week. The premise was for three students to be responsible for the creation of a weekly classroom newsletter. They would collaborate on the project at home and present it to the class on Friday. This program would certainly go a long way in facilitating the creative aspects of that project. Students could personalize the look and format of their newsletter through Google Drawing. Drawing is a good application to keep in mind for projects like this as it helps personalize and foster creativity in the development of assignments.
I had trouble visualizing this application being used in a lesson plan until I thought about a lesson plan I reviewed last week. The premise was for three students to be responsible for the creation of a weekly classroom newsletter. They would collaborate on the project at home and present it to the class on Friday. This program would certainly go a long way in facilitating the creative aspects of that project. Students could personalize the look and format of their newsletter through Google Drawing. Drawing is a good application to keep in mind for projects like this as it helps personalize and foster creativity in the development of assignments.
Friday, July 13, 2012
Delicious
Delicious is a social bookmarking site. It allows users to bookmark sites of interest and share them with other users. Delicious is a free site and allows bookmarks to be stored online. It is an improvement on a traditional search engine as user feedback is given on a particular search term making it easier to decide whether or not a website is substantial. The layout reminded me of Pinterest, a site my wife is addicted to. Users are able to "stack" different websites together by topic and publish these to be seen by other users. It was very easy to get started. I searched a few times for various terms that all led to a wide variety of sites. The education search led to some interesting sites like Kahn academy. Delicious looks like a great resource and has potential utility for teachers looking for educational information.
Google Reader is an interesting tool with a wide-variety of uses. It is an RSS feed that allows users to have information from their favorite websites sent directly to them. It is absolutely something that must be managed or it could get overwhelming. I've used various RSS feeds through my desktop in the past and they would typically get overlooked as my home page went directly to my favorite news source and I would browse to all the sites I was subscribed to. It is a nice way to get information quickly, and it looks as though Reader can be accessed by smartphone. So that is one nice prospect of this type of application.
The last site is LibraryThing. After going through this site, it looks very similar to goodreads, which I have been a member of for around a year now. These sites are outstanding sources of information. They catalog your personal library, or they can catalog the books you have read in the past. Based on your reading history, suggestions are created to determine other authors and books you may enjoy. Your "library" is also accessible to other users. This is extremely helpful when looking for new books. You can simply look at other users with similar libraries and use their reading list for help. It can also serve as a motivator. You can set up a list of books you want to read and set goals for when they will be read. This type of site is outstanding, and I really am glad I've been on another that is very similar.
Google Reader is an interesting tool with a wide-variety of uses. It is an RSS feed that allows users to have information from their favorite websites sent directly to them. It is absolutely something that must be managed or it could get overwhelming. I've used various RSS feeds through my desktop in the past and they would typically get overlooked as my home page went directly to my favorite news source and I would browse to all the sites I was subscribed to. It is a nice way to get information quickly, and it looks as though Reader can be accessed by smartphone. So that is one nice prospect of this type of application.
The last site is LibraryThing. After going through this site, it looks very similar to goodreads, which I have been a member of for around a year now. These sites are outstanding sources of information. They catalog your personal library, or they can catalog the books you have read in the past. Based on your reading history, suggestions are created to determine other authors and books you may enjoy. Your "library" is also accessible to other users. This is extremely helpful when looking for new books. You can simply look at other users with similar libraries and use their reading list for help. It can also serve as a motivator. You can set up a list of books you want to read and set goals for when they will be read. This type of site is outstanding, and I really am glad I've been on another that is very similar.
Forms
After viewing a brief video and reading different links on how to create a quiz using Google Forms, I set out to make a test quiz. The first run through, I quickly created a rudimentary quiz with a custom background. After getting a feel for the process, I made a four question quiz for Mirna and sent it to her email. She completed it and I was able to quickly see her answers in Spreadsheets. The format was very straightforward and user-friendly. I did leave out the answer key and a place for Mirna to type her name, but this is just part of the learning curve. I had no problem creating the quiz or understanding her answers. Unfortunately, I had a bit of trouble figuring out the details of self-grading the quiz. After a bit of trial and error and the creation of an answer key, I figured out how it was done. With a little practice, this system seems very efficient and an excellent way to quickly create graded tasks for multiple classes while allowing for quick feedback.
I viewed one lesson plan created for a High School Language Arts class. The lesson plan was titled, Writing for Context, Audience, and Purpose. The basic idea is for students to create a weekly newsletter about the classroom. Three students will be responsible each week to gather, organize, and synthesize information based on the following: The editors will design a poll for the class based on shared readings, pop culture, news items, or events in the class or school or local community. They will get responses using Google Forms. They will also discuss weekly activities, create a theme for their newsletter, and share it in class with their classmates. There is a rubric to grade the students' work. This lesson plan is a very creative way for students to take ownership of their classroom. It seems like an efficient tool to build a community environment as students work together and create written material for the class to observe. I really enjoyed this idea and could see this being implemented in some fashion in a future class.
I viewed one lesson plan created for a High School Language Arts class. The lesson plan was titled, Writing for Context, Audience, and Purpose. The basic idea is for students to create a weekly newsletter about the classroom. Three students will be responsible each week to gather, organize, and synthesize information based on the following: The editors will design a poll for the class based on shared readings, pop culture, news items, or events in the class or school or local community. They will get responses using Google Forms. They will also discuss weekly activities, create a theme for their newsletter, and share it in class with their classmates. There is a rubric to grade the students' work. This lesson plan is a very creative way for students to take ownership of their classroom. It seems like an efficient tool to build a community environment as students work together and create written material for the class to observe. I really enjoyed this idea and could see this being implemented in some fashion in a future class.
Thursday, July 12, 2012
Gmail-Google Calender-iGoogle
I have had a Gmail account for the past four years and prefer this email service to the others that I have used in the past. There are many features that help to make it easy to use and superior to other services. For one, Gmail has a spam filter that can be created to direct an incoming email to its proper destination. The filter can keep email from being sent to spam or can redirect an email that would normally go to the inbox into spam. Another unique feature is the search function. Gmail allows users to search for terms that show up in the Subject bar or the actual message. This can be helpful for users like myself who keeps large quantities of messages in various folders.
I have never come in contact with Google Calender but see a variety of ways it could be employed to help someone with a busy schedule. One interesting feature is the synch function for your smartphone. Like most Google applications, Calender is able to go wherever you go. Another nice feature is the option to publish or share your Calender with other people. This function also can go hand-in-hand with an option to send invitations and track RSVP's. Calender is a very interesting program that may help organize a busy life.
iGoogle is also an interesting resource that, like so many other products, allows the user to customize their experience. The page can be personalized with applications that reflect personal interests or used to give information. Their are apps for sports teams, news feeds, and entertainment purposes. The gadgets are easy to find and set up. This seems like a great idea, but it also looks very similar to gadgets that are easily set up on a desktop or smartphone. So it is not really surprising that the site is shutting down.
I have never come in contact with Google Calender but see a variety of ways it could be employed to help someone with a busy schedule. One interesting feature is the synch function for your smartphone. Like most Google applications, Calender is able to go wherever you go. Another nice feature is the option to publish or share your Calender with other people. This function also can go hand-in-hand with an option to send invitations and track RSVP's. Calender is a very interesting program that may help organize a busy life.
iGoogle is also an interesting resource that, like so many other products, allows the user to customize their experience. The page can be personalized with applications that reflect personal interests or used to give information. Their are apps for sports teams, news feeds, and entertainment purposes. The gadgets are easy to find and set up. This seems like a great idea, but it also looks very similar to gadgets that are easily set up on a desktop or smartphone. So it is not really surprising that the site is shutting down.
Spreadsheets
I've been exposed to and expected to use Excel any number of times in various school and work-related scenarios over the past twelve years. Each experience, upon reflection, seems tedious, difficult, and inefficient. To put it simply, I abhor Excel.
I understand the basic functions of the program and admit that my past frustration probably limits my willingness to give it another try. So my introduction to Google's Spreadsheet comes with a bit of baggage. The format looks painfully similar to Excel. After flipping through the presentation on it and checking out the program first hand, certain processes came back from memory. I played around with some of the various functions like sum, average, and count and admit that this program would serve a teacher well. Spreadsheet would certainly help organize large quantities of information as it pertains to individual students and their grades. However, I think my attitude toward these types of programs dictates my level of interest and general apprehension.
One lesson plan that I looked at utilized Spreadsheet to graph and interpret data from a science project. The use of the chart would help the students to graph their findings. The graph would be an excellent way for students to have visual representations of raw data from their experiment. This would be extremely helpful for students who are visual learners to see past raw figures and be able to more easily draw conclusions from the experiment. Admittedly, Spreadsheet would be an excellent resource for a class to collaborate and contribute data from multiple sources. They could also work on the project from home. Unfortunately, their teacher would be responsible for clearly and patiently explaining how Spreadsheet works. This would be one of the biggest obstacles for me to overcome.
I understand the basic functions of the program and admit that my past frustration probably limits my willingness to give it another try. So my introduction to Google's Spreadsheet comes with a bit of baggage. The format looks painfully similar to Excel. After flipping through the presentation on it and checking out the program first hand, certain processes came back from memory. I played around with some of the various functions like sum, average, and count and admit that this program would serve a teacher well. Spreadsheet would certainly help organize large quantities of information as it pertains to individual students and their grades. However, I think my attitude toward these types of programs dictates my level of interest and general apprehension.
One lesson plan that I looked at utilized Spreadsheet to graph and interpret data from a science project. The use of the chart would help the students to graph their findings. The graph would be an excellent way for students to have visual representations of raw data from their experiment. This would be extremely helpful for students who are visual learners to see past raw figures and be able to more easily draw conclusions from the experiment. Admittedly, Spreadsheet would be an excellent resource for a class to collaborate and contribute data from multiple sources. They could also work on the project from home. Unfortunately, their teacher would be responsible for clearly and patiently explaining how Spreadsheet works. This would be one of the biggest obstacles for me to overcome.
Wednesday, July 11, 2012
Basics and Browsers
My default browser for the past 3 or 4 years has been Mozilla Firefox. My quick tutorial with Google Chrome may end that streak. At first glance, it appears that Chrome is a browser for a somewhat computer savvy user. It does not look as user-friendly as other browsers, but that is also what sets it apart. It is designed for speed and simplicity. What is really interesting about Chrome are the personalizations that are possible. By signing in, the user can essentially have the same Chrome experience and personalized settings on any device where Chrome is available. One other feature that I do particularly enjoy is the omnibox. This box functions as both an address bar and a Google search. Chrome can also synch up with mobile devices and has an app store that makes the experience more personalized. Although it may look plain and difficult to acclimate to, Chrome seems to be a fast, user friendly browser.
I've also never encountered the SeaMonkey browser before. This browser looks and feels very similar to Mozilla Firefox. It has the same type of layout and offers the same types of extensions and themes which can often be user-generated and then shared with other SeaMonkey users. There are some small differences between the two that are noticeable. Users are not as able to seamlessly add and remove tabs as they can on other browsers. These differences are not huge or even problematic, but the general layout an functionality does work for me. Overall, I will probably be giving Google Chrome a closer look on my PC.
I've also never encountered the SeaMonkey browser before. This browser looks and feels very similar to Mozilla Firefox. It has the same type of layout and offers the same types of extensions and themes which can often be user-generated and then shared with other SeaMonkey users. There are some small differences between the two that are noticeable. Users are not as able to seamlessly add and remove tabs as they can on other browsers. These differences are not huge or even problematic, but the general layout an functionality does work for me. Overall, I will probably be giving Google Chrome a closer look on my PC.
Presentations
After viewing a sampling of videos on Google Docs Presentations, it is clear that this application was designed to closely mirror the processes and functions of Microsoft's PowerPoint. The primary difference that is discernible between the two is that Presentations is a cloud based application. A new document is not saved to a particular computer or storage device. Instead, it is stored in the "cloud" which allows users to access it from any computer and invite other Google users to view or edit it through their own accounts. It was also nice to see that Presentations supported multiple formats. A document can be transferred from Presentations to PowerPoint without formatting issues.
The cloud function of Presentations allows for many applications in conjunction with in class assignments. In a lesson plan aimed at middle school students, Presentations was utilized to help students memorize and expand their vocabulary. This idea can function across the spectrum of subjects. Each student would be responsible for creating a unique slide that presented the vocabulary word as well as the definition. The students could work in groups and would collaborate on the project as they consider the overall structure of their presentation. Students could work from their homes or while at school if they have access to technology within the classroom.
The cloud function of Presentations allows for many applications in conjunction with in class assignments. In a lesson plan aimed at middle school students, Presentations was utilized to help students memorize and expand their vocabulary. This idea can function across the spectrum of subjects. Each student would be responsible for creating a unique slide that presented the vocabulary word as well as the definition. The students could work in groups and would collaborate on the project as they consider the overall structure of their presentation. Students could work from their homes or while at school if they have access to technology within the classroom.
Tuesday, July 10, 2012
Google Docs
Google Docs does an excellent job of including most of the functionality of Word while offering improvements based on its web-connectivity. The only striking difference I found between the two was Word offers a significantly larger amount of templates than Google Docs. Google Docs has a greater propensity to be utilized for collaborative purposes. With an email address, multiple users are able to work on a document in real time. The documents can also be easily published to the web to allow students or parents to view a document that relates to a particular lesson plan or activity. The only negative I found, besides the limited templates, was the need for internet access and the security issues that come with such usage. Otherwise, Google Docs seems to be an extremely user-friendly program that has a great deal of strengths over Word.
The collaborative exercise using Google Docs worked very well. The program allowed us to seamlessly interact and create a mock document. It proved to be easy to connect to and figure out. The addition of a video chat like Skype or Google Chat would be beneficial in utilizing Google Docs with multiple partners.
The lesson plans were excellent examples of how collaboration could work between students and Google Docs could serve as a storage system and portfolio for the students work. It is also a way for the teacher to check in on progress in the development of the exercises. This could be problematic if a student has access to a collaborative document and wished to make changes without group consent. I'm not sure there is any way for the teacher to know if group work is balanced or if it is being done primarily by one member. With more familiarity of Google Docs, I may find the answer to these issues.
The collaborative exercise using Google Docs worked very well. The program allowed us to seamlessly interact and create a mock document. It proved to be easy to connect to and figure out. The addition of a video chat like Skype or Google Chat would be beneficial in utilizing Google Docs with multiple partners.
The lesson plans were excellent examples of how collaboration could work between students and Google Docs could serve as a storage system and portfolio for the students work. It is also a way for the teacher to check in on progress in the development of the exercises. This could be problematic if a student has access to a collaborative document and wished to make changes without group consent. I'm not sure there is any way for the teacher to know if group work is balanced or if it is being done primarily by one member. With more familiarity of Google Docs, I may find the answer to these issues.
Keyboarding Games
I focused on three separate games. Each game has a different approach to how it teaches keyboarding. The first is from the website speed typing online. The game is a minute long exercise that tests the number of words typed per minute and the mistake percentage. It reports back quantitative data that can be utilized to set goals and see improvement by the user.
The second game is from the Learn to Type site. This game is better suited for a user who is just beginning to learn to type. It is also timed and keeps data, but it has the option to focus on practicing just a few letters at a time or using all letters and numbers on the keyboard. This is a nice feature for varying levels of competency.
The last game came from the site called Artypist. There are a number of traditional flash games that functioned and looked more like typical games kids would play online. These are much more relevant and enjoyable than the other sites. They allow students to post their scores to social media sites. However, the only feedback from the game I played was a score that did not give any information back to the user about keyboarding efficiency. Also, they were not set up to give different options to new or more advanced users. They lacked the educational feel of the other sites but certainly possessed the fun-factor students desire.
The second game is from the Learn to Type site. This game is better suited for a user who is just beginning to learn to type. It is also timed and keeps data, but it has the option to focus on practicing just a few letters at a time or using all letters and numbers on the keyboard. This is a nice feature for varying levels of competency.
The last game came from the site called Artypist. There are a number of traditional flash games that functioned and looked more like typical games kids would play online. These are much more relevant and enjoyable than the other sites. They allow students to post their scores to social media sites. However, the only feedback from the game I played was a score that did not give any information back to the user about keyboarding efficiency. Also, they were not set up to give different options to new or more advanced users. They lacked the educational feel of the other sites but certainly possessed the fun-factor students desire.
Monday, July 9, 2012
Mac OS
The first family computer that I had was a Dell. I was a Junior in high school and did not utilize the potential as I was frustrated with the slow dial-up connection. That said, I have been using a computer for about 11 years. I have strictly used the Windows operating system.
I was interested to finally understand the main reasons Macs typically don't have as many issues with malware as other PC's. The development of the technology has allowed for better security, and the small number of computers that run on the Mac operating system in comparison to the Windows operating system limits the benefit of producing such viruses.
Mac has a substantial amount of implementations to help users with physical impairments. I found the VoiceOver application to be particularly interesting. There are functions that assist users in a wide variety of ways. It has clear implications for students with such impairments who will be utilizing technology in the classroom.
Stacks function as a short-cut that exist on the desktop. Stacks is a way to avoid going through Finder in order to access files and programs. Finder would function like my computer in Windows.
I was interested to finally understand the main reasons Macs typically don't have as many issues with malware as other PC's. The development of the technology has allowed for better security, and the small number of computers that run on the Mac operating system in comparison to the Windows operating system limits the benefit of producing such viruses.
Mac has a substantial amount of implementations to help users with physical impairments. I found the VoiceOver application to be particularly interesting. There are functions that assist users in a wide variety of ways. It has clear implications for students with such impairments who will be utilizing technology in the classroom.
Stacks function as a short-cut that exist on the desktop. Stacks is a way to avoid going through Finder in order to access files and programs. Finder would function like my computer in Windows.
Blogger
The blog entitled Hey Jude; learning in an online world, discussed the frenetic pace of 21st century life in an entry entitled, "The busy trap and change." She quotes a New York Times article that discusses the lack of free time that we allow ourselves as we are "scheduled down to the half-hour with classes and extracurricular activities." We have no one to blame but ourselves, however, which is the ultimate and unfortunate conclusion.
Subscribe to:
Posts (Atom)