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Sheri Edwards

NH teachers have 'gamified' their classrooms to motivate their students to learn - Pare... - 0 views

www.parentingnh.com/...tivate-their-students-to-learn

teachers classrooms gaming 6traits gamification

shared by Sheri Edwards on 05 Jul 14 - No Cached
  • Sheri Edwards on 05 Jul 14
     
    ""Within my class, when I introduce an assignment, it's embedded within a storyline," he said."I'm making up a story as I go, often strongly influenced by suggestions from the students. They'll create an entire subplot basically, but, basically it's a reason. The reason you need to take this test is because there is a peril in the kingdom and we need people to go up against this.""
Sheri Edwards

Actually, practice doesn't always make perfect - new study - The Washington Post - 0 views

www.washingtonpost.com/...-always-make-perfect-new-study

practice perfect study washington post strauss alfie_kohn engagement motivation collaborating

shared by Sheri Edwards on 06 Aug 14 - No Cached
  • They found that how interested the students were in the passage was thirty times more important than how “readable” the passage was.
  • Maybe the right question to ask is: Why do some people decide to practice a lot in the first place? Could it be because their first efforts proved mostly successful?   (That’s a useful reminder to avoid romanticizing the benefits of failure.) Or, again, do they keep at it because they get a kick out of what they’re doing? If that’s true, then practice, at least to some extent, may be just a marker for motivation. Of course, natural ability probably plays a role in fostering both interest and success, and those two variables also affect each other.
  • By contrast, when the hours were logged, and the estimates presumably more reliable, the impact of practice was much diminished. How much? It accounted for a scant 5 percent of the variance in performance. The better the study, in other words, the less of a difference practice made.[1]
  • ...1 more annotation...
  • What’s true of time on task, then, is true of practice — which isn’t surprising given how closely the two concepts are related.
  • Sheri Edwards on 06 Aug 14
     
    "The question now is what else matters." And there are many possible answers. One is how early in life you were introduced to the activity - which, as the researchers explain, appears to have effects that go beyond how many years of practice you booked. Others include how open you are to collaborating and learning from others, and how much you enjoy the activity."
Sheri Edwards

Gamification in the Classroom: The Right or Wrong Way to Motivate Students? | NEA Today - 0 views

neatoday.org/...wrong-way-to-motivate-students

gamification classroom right wrong students nea

shared by Sheri Edwards on 05 Jul 14 - No Cached
  • Kathy Sierra, a popular technology blogger, author and game developer, believes that incentivizing learning-related behaviors poses risks. Sierra says rewards should be left at the classroom door. She is critical of the way gamification is practiced in the classroom, and believes well-intentioned educators may be missing the mark.
  • “A well-designed game only deploys certain mechanics to support an intrinsically rewarding experience,” Sierra explains. “When you remove that experience but keep the mechanics, you are now working from an entirely different psychology than actual games, and it is one that, in essence, uses mechanics to drive mechanical behaviors.”
  • Matthew Farber is not keen on the term “gamification”
  • ...5 more annotations...
  • instrinsic game elements like narrative, creativity and collaboration, rather than just badges.
  • What’s missing, Farber says, is a narrative structure that places the student on a “journey,” similar to what the best games do.
  • “The journey is to build mastery,” Farber says. “The better way to gamify is to put students in an inquiry-based or project-based learning experience. Or give them a task in a narrative frame.”
  • create the right balance of challenge and skill, deeper knowledge and high-quality feedback.
  • Try to find what is inherently interesting in a subject and exploit that. It doesn’t matter if students roll their eyes. A good teacher can capture their attention and engage them before they even have a chance to think they aren’t interested
  • Sheri Edwards on 05 Jul 14
     
    "using instrinsic game elements like narrative, creativity and collaboration, rather than just badges."
onewheeljoe

Is It Time to Give Up on Computers in Schools? - Hybrid Pedagogy - 0 views

www.hybridpedagogy.com/...ive-up-on-computers-in-schools

shared by onewheeljoe on 30 Jun 15 - No Cached
  • The sorts of hardware and software that were purchased had to meet those needs — the needs and the desire of the administration, not the needs and the desires of innovative educators, and certainly not the needs and desires of students.
    • Sheri Edwards
      Sheri Edwards on 30 Jun 15
       
      And the needs of the IT -- not teachers and students
  • we must stare critically at the belief systems that are embedded in these tools.
    • Sheri Edwards
      Sheri Edwards on 30 Jun 15
       
      identity -- what identity must education take?
  • The mainframe never went away. And now, virtualized, we call it “the cloud.” Computers and mainframes and networks are a point of control. Computers are a tool of surveillance. Databases and data are how we are disciplined and punished. Quite to the contrary of Seymour’s hopes that computers will liberate learners, this will be how all of us will increasingly be monitored and managed.
    • Sheri Edwards
      Sheri Edwards on 30 Jun 15
       
      I hope she suggests a solution. #clmooc would be leaders. How to share this perversion of possibilities.  The "adjacent possible" of the good became the priority instead of adjacent.
  • ...8 more annotations...
  • The latter should give us pause
    • Sheri Edwards
      Sheri Edwards on 30 Jun 15
       
      I'm pausing. So many things reeling in my head: how can bad be the most powerful? people: identities unaccepted; control;  We're supposed to be civilized. But are we -- if this is what we do?
  • challenge it
    • Sheri Edwards
      Sheri Edwards on 30 Jun 15
       
      When we challenge it, we will see HOW the data will be used against us as those controlling it will want to silence us, not find another way to work with people.
  • little thought about the Terms of Service,
    • Sheri Edwards
      Sheri Edwards on 30 Jun 15
       
      I do read the terms of service, and I know that Google wants me to share, so gives me my ownership. Yes, collecting data. Advertising.  So how do we as those sharing, work with Google, etc. to to make a better world? What is a "better world" ? Aren't there Google aspects reaching out to help identify environmental and social problems? Is everything here bad? I don't want it to be.
  • control over our access to knowledge.
    • Sheri Edwards
      Sheri Edwards on 30 Jun 15
       
      There it is control. What do you want them to do? What is the people's goal?
  • “Do not fold, spindle, or mutilate.”
    • Sheri Edwards
      Sheri Edwards on 30 Jun 15
       
      I remember. My brother made a keypunch card with "the finger" on it. 1970s  I wonder where I put that? His quiet push back.
  • you’ve got to indicate to the people who run it, to the people who own it, that unless you’re free, the machine will be prevented from working at all!
    • Sheri Edwards
      Sheri Edwards on 30 Jun 15
       
      And, again, where is the HOW? How do we push back? The optout movement has started, and the pushback on them is fierce; fierce to keep the testing going. What do "the people" do? This is the alarm. We have no firetruck. Give us some tools. Now. Please.
  • ISTE is the perfect place to question what the hell we’re doing in ed-tech in part because this has become a conference and an organization dominated by exhibitors. Ed-tech — in product and policy — is similarly dominated by brands. 60% of ISTE’s revenue comes from the conference exhibitors and corporate relations; touting itself as a membership organization, just 12% of its revenue comes from members. Take one step into that massive shit-show called the Expo Hall and it’s hard not to agree: “Yes, it is time to give up on computers in schools.”
    • onewheeljoe
      onewheeljoe on 30 Jun 15
       
      What are some ways we can evaluate the knowledgeable others who inform our practice, or the organizations that supply the tools we adopt in schools, to always understand the market motivations at work?
  • The stakes are high here in part because all this highlights Google’s thirst for data — our data. The stakes are high here because we have convinced ourselves that we can trust Google with its mission: “To organize the world’s information and make it universally accessible and useful.”
    • onewheeljoe
      onewheeljoe on 03 Jul 15
       
      We've convinced ourselves that we can trust Google with its mission because to investigate the way Google might influence us by monopolizing search is beyond most people's ability or inclination to understand the inner workings of the Internet. 
Sheri Edwards

My Agency, Meme Style | The Wonder! The Wonder! - 0 views

mrgmediacollage.blogspot.com/...my-agency-meme-style.html

clmooc #clmooc student_agency agency autonomy purpose mastery motivation

shared by Sheri Edwards on 06 Jul 14 - No Cached
  • Sheri Edwards on 06 Jul 14
     
    "challenge students with quick creative challenges aimed at having students reflect on and create multimedia statements about themselves. The hope is that these kind of projects immediately introduce to the students a few critical ideas: They will use their devices to create, They will consider what is meaningful to them, They will share their work."
Sheri Edwards

Games In The Classroom: What the Research Says | MindShift - 2 views

blogs.kqed.org/...assroom-what-the-research-says

clmooc tweet_favs

shared by Sheri Edwards on 28 Jun 14 - No Cached
  • summarizing a bit of the scant research that’s specific to the classroom
  • According to the SRI study, a simulation differs from a game in that it does not employ a points or “currency” based reward system and it doesn’t have level based achievement goals. In addition, simulations have an “underlying model that is based on some real-world behavior.”
  • there’s no need for more commodified motivation
  • ...6 more annotations...
  • Play is useful because it simulates real life experience — physical, emotional, and/or intellectual — in a safe, iterative and social environment, not because it has winners and losers.
  • The achievement lies in the act of learning and understanding itself.
  • interactive digital tools can offer an efficient means to provide effective contextualized learning experiences.
  • games as most beneficial for “low-performing students,” “students with emotional/behavioral issues,” “student with cognitive or developmental issues.” In other words, students who have been labeled and/or diagnosed because they struggle within the traditional school environment, benefit from game-based approaches
  • Gaming inherently involves systems-thinking which is best taught through collaborative learning.
  • There are connected, networked ways of knowing that will dominate the digital future. Sharing and collaboration go hand-in-hand with integrating non-competitive and non-commodified ways of playing. The way students play and learn today is the way they will work tomorrow.
  • Sheri Edwards on 01 Jul 14
     
    More to consider. Games In The Classroom: What the Research Says | MindShift http://t.co/sn6lHuXAPZ via @MindShiftKQED #clmooc @onewheeljoe
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