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Deborah Baillesderr

Gamestar Mechanic - 46 views

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    Play, design and share games.  Focuses on game design
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    a very popular web-based game design environment. Global Kids http://olpglobalkids.org/ is using it to run social benefits game design contests and badging programs. They are getting 100+ new game design entries per week. From the parents' guide: Gamestar Mechanic is currently supported by a partnership between the Institute of Play and E-Line Media. The game was originally developed by Gamelab in partnership with the Institute of Play and the Academic Advanced Distributed Learning Co-Lab (AADLC) at the University of Wisconsin-Madison. Initial funding for the game and companion learning guides came from the John D. and Catherine T. MacArthur Foundation. The design of the game is based on research by some of the leading academics in the field including Katie Salen (Executive Director of the Institute of Play and curriculum author for the New York City Public School Quest To Learn) and James Paul Gee (author of What Video Games Have to Teach Us About Learning and Literacy).
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    This site has students creating games from scratch and putting them out into the world for feedback within the Gamestar Mechanic community. Students use math, problem solving, writing skills and more to make their games interesting. I think this could be used in the classroom as a theme-based project or just to get students interested in coding.
Randolph Hollingsworth

Executive Summary of Serious Games: Improving Public Policy Through Game-based Learning and Simulation - 17 views

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    Ben Sawyer is the cofounder of Digitalmill, where he is in charge of strategy, technology, and business development. Located in Portland, Maine, Digitalmill is a technology development firm with clients worldwide. It has worked on a wide variety of projects dealing with interactive game development, including support for The Sloan Foundation's Virtual U game project. The company has produced two books on game development, numerous articles about developing games, and several market research reports on the gaming industry. Currently Digitalmill is working on Virtual U 2.0, and consulting on other projects that integrate gaming, education, and training. Sawyer has authored or co-authored more than 10 computer trade books as well as numerous articles on a wide range of technology areas including e-commerce, interactive game development, software marketing, and computer graphics. Publications include The Ultimate Game Developer's Sourcebook, published in 1996 by Coriolis Group Books. To find out more about the author, please visit: www.dmill.com Contact the author: bsawyer@dmill.com
Mark Glynn

(32) (PDF) An Overview and Study on the Use of Games, Simulations, and Gamification in Higher Education | Brad Wiggins - Academia.edu - 14 views

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    "This article examines the use of both game-based learning (GBL) and gamification in tertiary education. This study focuses specifically on the use of games and/or simulations as well as familiarity with gamification strategies by communication faculty. Research questions concentrate on the rate, frequency, and usage of digital and non-digital games and/or simulations in communication courses, as well as instructor familiarity with gamification. A survey was constructed with questions emerging from the game-based learning and gamification literature. It was distributed to communication faculty at public institutions of higher education in a southern state. In this context, the author argues that while the term gamification is novel, the approach is not. Based on the results, current gamification strategies appear to be a repackaging of traditional instructional strategies."
Greta Oppe

A Vision for 21st Century Learning - 112 views

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    TED@Palm Springs presentation on game-based learning; creation of "immersive learning environments." Meyers, A. (2009). A Vision for 21st Century Learning [Video]. Retrieved from http://www.youtube.com/watch?v=Mirxkzkxuf4
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    I disliked this video. Is my classroom extraordinary? The rest of the classrooms in the U.S. have unmoving, silent children stuck in desks all day? The students don't talk to each other? They don't collaborate to solve problems? They don't read? They don't write in order to analyze and express opinions? They don't use math manipulatives, do science experiments, build, draw, and do projects? They don't laugh together, digress, and then get back on track? Because that's what we do. It doesn't strike me as a response to the Industrial Revolution as much as a response to students' curiosity and to their future needs. "If we get it right, kids won't even know they're learning something." So, we're doing it wrong if the kids are actually aware that they're learning? Better they should be metaphorically anesthetized by the computer experience? We don't want them inoculated against feeling the discomfort of struggle. Every respected neuroscientist on the planet says struggle is necessary to wire neurons together, which is the physical manifestation of learning. The simulation of the village looks very cool. I love computers. But if all their learning about ancient Rome is based on this simulation, where are the primary sources? Will students encounter any? Or is their experience of the village based on someone else's interpretation of primary sources? If so, then someone else gets to decide what is important to include in the Roman village. They get to choose and interpret the facts that are used to create the virtual ancient Roman experience. That goes against best practice teaching of the social sciences.
Marti Pike

RTI Talks | RTI for Gifted Students - 9 views

shared by Marti Pike on 02 Aug 17 - No Cached
  • learning contracts with the student focused on work that takes the students interests in to account may be helpful.
    • Marti Pike
       
      Genius Hour
  • "Up from Underachievement" by Diane Heacox
  • Gifted learners are rarely "globally gifted
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  • From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.
  • The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.
  • Be very explicit with what the differentiation is and how it is addressing the needs
  • A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.
  • When a child has met all the expected benchmarks
  • independent reading
  • reading log
  • small group for discussions using similar questions.
  • long-term solutions might include forming a seminar group using a
  • program like "Junior Great Books."
  • Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
  • enrich potential
  • to plan appropriate instruction, based on data that show the learners' needs.
  • additional enrichment and challenge in their area(s) strength.
  • Tiers 2 or 3
  • As the intensity of the needs increase, the intensity of the services also increases.
  • our ability to nurture potential in students prior to formal identification
  • appropriately scaffolded activities through Tier 2 support.
  • , with high-end differentiation and expectations, we are able to support the development of potential in all students.
  • This body-of-evidence can be used to support the nomination process and formal identification when appropriate.
  • likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.
  • Tier 1 include:
  • Tier 2 include:
  • Tier 3 include:
  • universal screening
  • Aspergers
  • gifted children with learning disabilities?
  • If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?
    • Marti Pike
       
      Grrrrrrrrr
  • Educational opportunities are not a “zero sum” game where some students gain and others lose.
  • the needs of all learners.
  • One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.
  • make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.
  • recognizing that students who are above grade level, or advanced in their academics, also need support to thrive
  • all students deserve to attend a school where their learning needs are met
  • seek out ways to build the knowledge and skills of teachers to address the range of needs
  • This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.
  • first
  • This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.
  • These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know)  The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge  Tiered Learning Centers that allow children to further explore skills and concepts  Independent and Small group learning contracts that allow students to follow area of interest  Questioning for Higher Level thinking to stretch the minds of each child.
  • RTI was,
  • first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.
  • The primary issue is the need for measures of potential as well as performance.
  • an IQ measure
  • portfolio
  • that sometimes occur outside of school
  • children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.
  • a "diamond" shaped RTI model
  • confusing
  • use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.
  • English Language Learners?
  • Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.
  • Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.
  • off grade level trajectories
  • this may includ
  • assess the slope and speed of learning and plot the target from there.
  • content acceleration and content enrichment.
  • independent or small group project of their choice.
  • renzullilearning.com.
  • additional learning opportunities that both challenge the learner and address high interest learning topics.
Thieme Hennis

A taxonomy of motivation and game design | Instructional Design Fusions - 0 views

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    "The will to learn is an intrinsic motive, one that finds both its source and its reward in its own exercise. The will to learn becomes a 'problem' only under specialized circumstances like those of a school, where a curriculum is set, students confined and a path fixed. The problem exists not so much in learning itself, but in the fact that what the school imposes often fails to enlist the natural energies that sustain spontaneous learning (Bruner, 1966, p. 127)."
Marc Patton

Quia - 47 views

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    Quia web - create your own ... costs 49$ 
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    IXL Practice makes perfect, and IXL makes math practice fun! IXL allows teachers and parents to monitor the progress of their students and motivate them through interactive games and practice questions. Widely recognized as the Web's most comprehensive math site, IXL offers a dynamic and enjoyable environment for children to practice math. Students who use IXL are succeeding like never before. Quia Web Quia Web provides educators with learning tools to create, customize, and share their curriculum online. Quia Web pioneered and brought the "create-your-own" concept to educators around the world-giving them the freedom to go beyond publisher-provided materials and create their own interactive, online experiences for their students. Quia Books Quia Books are Web-based versions of workbooks and textbooks, and are produced in partnership with the world's leading publishers. Built on our award-winning technology platform, Quia books engage students and make the learning process more satisfying through interactive exercises replete with vibrant color, sound, and images. Educators reap the timesaving benefits of computer-based grading and tracking and can fully customize Quia books based on individual course materials.
Marc Patton

Game-based learning - 88 views

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    Excellent resources for including game-based learning opportunities
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    Ideas for Game-Based Learning and Assessment
Scott Kinkoph

The Game Based Learning Collection by Scott Kinkoph | edshelf - 166 views

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    Game based learning.  Group games into categories to use with your students and classes.
Tony Bollino

Is It Gamification, Or Game Based Learning? » Brain Based Learning - 37 views

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    These two terms get thrown around a lot, often interchangeably, but they're not really the same. They're both important concepts, and they're both useful. However, they are useful in different contexts and that's why I think it's important to define each one.
Marc Patton

10 Video Games To Get Started With Game-Based Learning - 91 views

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    Games offer rewards, challenges and victories that students may not find in the real world, according to researcher Jane McGonigal
Matthew Henry

An Open Letter to Students: You're the Game Changer in Next-Generation Learning (EDUCAUSE Review) | EDUCAUSE.edu - 120 views

  • I'll be blunt here. It's going to be hard for you to be heard as a credible advocate if you don't first lay down the gauntlet. That happens when you own key educational responsibilities and make the demand that if you fulfill these, you expect your claim to your core educational rights to be taken seriously. Simply put, your doing so could change the conversation completely—to one that is more literally and figuratively constructive
  • Knowing your larger purpose enables you to do what comes next.
  • Engagement means literally transforming the way you think and committing yourself to building those skill-sets you don't currently possess.
  • ...7 more annotations...
  • you have to be willing to engage at a high level.
  • Our decisions, models, and innovations should be based, first, on learning.
  • learning-centered, data-rich, high-value pathways to your educational goal
  • not using technology
  • the learning-centered progression, one-on-one mentor model ensures that students and faculty engage on learning data early and often and that both regulate learning and navigate to completion
  • We in higher education should do the work to ensure that your learning is tied to the competencies expected in these career paths.
  • because of the rate of change in industry and society, we are probably preparing you for jobs that don't exist yet and life experiences you can't anticipat
Roland Gesthuizen

TEDxKids@Brussels - Gabe Zichermann - Gamification - YouTube - 34 views

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    "Gabe Zichermann is an entrepreneur, author, highly rated public speaker and gamification thought leader. He is the chair of the Gamification Summit and Workshops, and is co-author of the book "Game-Based Marketing, where he makes a compelling case for the use of games and game mechanics in everyday life, the web and business."
Peter Beens

PIPEDREAMS - Due Diligence and Social Media, Gaming and 21st Century Learning. Will education Institutions be held accountable? - 51 views

  • Make Social Media and Blended Learning Strategies as much a priority as traditional literacies.
  • insist that all teachers have a solid understanding of the tools, strategies, and pedagogies so that we can help kids navigate in these online social environments
  • how many educators are encouraged to teach with it, without fully understanding the tool itself, or grasping the research behind its use, or acknowledging the implications of its use (including safety)
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  • where does the responsibility lay on education organizations to guide kids in an environment (even facebook, youtube, twitter, gaming)where they are spending so much time?
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    I gasped. "What about Ethics? Character? Kindness?", I wonder. I continue to wonder (now with my TEACHER LENS),  "I've never heard of a school based PD about Minecraft servers, or world bucket". Come to think of it, I've never heard of a mandatory in-service, PD session about any social gaming , or media tool or strategy. 
Marianne Hart

The Creativity Crisis - Newsweek - 48 views

  • there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
  • “Creativity can be taught,”
  • it’s left to the luck of the draw who becomes creative: there’s no concerted effort to nurture the creativity of all children
    • Brian C. Smith
       
      Students are labeled as "creative" if they display a knack for art or music, and sometimes in writing, however, they are rarely recognized as creative in math or science where a lot of creativity is not only needed, but excellent for learning within those very two disciplines.
    • Bill Genereux
       
      This is precisely why creativity education is important. It is needed everywhere, not just in the arts. Those teaching outside of arts education need to start recognizing the importance of creative thinking as well.
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  • When faculty of a major Chinese university asked Plucker to identify trends in American education, he described our focus on standardized curriculum, rote memorization, and nationalized testing. “After my answer was translated, they just started laughing out loud,” Plucker says. “They said, ‘You’re racing toward our old model. But we’re racing toward your model, as fast as we can.’ ”
  • The argument that we can’t teach creativity because kids already have too much to learn is a false trade-off. Creativity isn’t about freedom from concrete facts. Rather, fact-finding and deep research are vital stages in the creative process.
  • When you try to solve a problem, you begin by concentrating on obvious facts and familiar solutions, to see if the answer lies there. This is a mostly left-brain stage of attack. If the answer doesn’t come, the right and left hemispheres of the brain activate together. Neural networks on the right side scan remote memories that could be vaguely relevant. A wide range of distant information that is normally tuned out becomes available to the left hemisphere, which searches for unseen patterns, alternative meanings, and high-level abstractions. Having glimpsed such a connection, the left brain must quickly lock in on it before it escapes. The attention system must radically reverse gears, going from defocused attention to extremely focused attention. In a flash, the brain pulls together these disparate shreds of thought and binds them into a new single idea that enters consciousness. This is the “aha!” moment of insight, often followed by a spark of pleasure as the brain recognizes the novelty of what it’s come up with. Now the brain must evaluate the idea it just generated. Is it worth pursuing? Creativity requires constant shifting, blender pulses of both divergent thinking and convergent thinking, to combine new information with old and forgotten ideas. Highly creative people are very good at marshaling their brains into bilateral mode, and the more creative they are, the more they dual-activate.
  • those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better
    • Ed Webb
       
      Surely, "more quickly"?
  • Creativity has always been prized in American society, but it’s never really been understood. While our creativity scores decline unchecked, the current national strategy for creativity consists of little more than praying for a Greek muse to drop by our houses. The problems we face now, and in the future, simply demand that we do more than just hope for inspiration to strike. Fortunately, the science can help: we know the steps to lead that elusive muse right to our doors.
    • Brian C. Smith
       
      Likely because it was out of necessity and the hardships of life. Not that we don't have hardships and necessities, but innovation has solved a lot of problems and automation has made skills and tasks easy.
  • What’s common about successful programs is they alternate maximum divergent thinking with bouts of intense convergent thinking, through several stages. Real improvement doesn’t happen in a weekend workshop. But when applied to the everyday process of work or school, brain function improves.
    • Brian C. Smith
       
      Everyday process of work or school... over time, consistent and non-prescriptive.
  • kids demonstrated the very definition of creativity: alternating between divergent and convergent thinking, they arrived at original and useful ideas. And they’d unwittingly mastered Ohio’s required fifth-grade curriculum—from understanding sound waves to per-unit cost calculations to the art of persuasive writing. “You never see our kids saying, ‘I’ll never use this so I don’t need to learn it,’ ” says school administrator Maryann Wolowiec. “Instead, kids ask, ‘Do we have to leave school now?’ ” Two weeks ago, when the school received its results on the state’s achievement test, principal Traci Buckner was moved to tears. The raw scores indicate that, in its first year, the school has already become one of the top three schools in Akron, despite having open enrollment by lottery and 42 percent of its students living in poverty.
  • project-based learning
  • highly creative adults frequently grew up with hardship. Hardship by itself doesn’t lead to creativity, but it does force kids to become more flexible—and flexibility helps with creativity.
  • When creative children have a supportive teacher—someone tolerant of unconventional answers, occasional disruptions, or detours of curiosity—they tend to excel. When they don’t, they tend to underperform and drop out of high school or don’t finish college at high rates. They’re quitting because they’re discouraged and bored, not because they’re dark, depressed, anxious, or neurotic. It’s a myth that creative people have these traits. (Those traits actually shut down creativity; they make people less open to experience and less interested in novelty.) Rather, creative people, for the most part, exhibit active moods and positive affect. They’re not particularly happy—contentment is a kind of complacency creative people rarely have. But they’re engaged, motivated, and open to the world.
  • solutions emerge from a healthy marketplace of ideas, sustained by a populace constantly contributing original ideas and receptive to the ideas of others
  • The age-old belief that the arts have a special claim to creativity is unfounded.
  • When scholars gave creativity tasks to both engineering majors and music majors, their scores laid down on an identical spectrum, with the same high averages and standard deviations. Inside their brains, the same thing was happening—ideas were being generated and evaluated on the fly.
  • The lore of pop psychology is that creativity occurs on the right side of the brain. But we now know that if you tried to be creative using only the right side of your brain, it’d be like living with ideas perpetually at the tip of your tongue, just beyond reach
  • those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better. A lifetime of consistent habits gradually changes the neurological pattern.
  • The home-game version of this means no longer encouraging kids to spring straight ahead to the right answer
  • The new view is that creativity is part of normal brain function.
  • “As a child, I never had an identity as a ‘creative person,’ ” Schwarzrock recalls. “But now that I know, it helps explain a lot of what I felt and went through.”
  • In China there has been widespread education reform to extinguish the drill-and-kill teaching style. Instead, Chinese schools are also adopting a problem-based learning approach.
  • fact-finding
  • problem-finding
  • Next, idea-finding
  • there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
  •  
    For the first time, research shows that American creativity is declining. What went wrong-and how we can fix it.
Andrew McCluskey

Occupy Your Brain - 111 views

  • One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
  • Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed.  The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even  use the toilet without explicit permission from an authority figure.
  • In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
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  • In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy.   We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect. 
  • We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
  • And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
  • The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
  • by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
  • We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
  • A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
  • The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups.  Our votes no longer matter.  Our wishes no longer count.  Our power as citizens has been sold to the highest bidder.
  • Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
  • If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations?  What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
  • The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors.  Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
  • the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person.   Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa.  Of course that’s not the way our system really works, and never has been.   But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
  • This is what we spend our childhood in school unlearning. 
  • If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience?  Do we even know what our own common sense is anymore?
  • We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press.   At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
  • Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
  • But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
  • Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results. 
  • You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
  • if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
  • They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
  • And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
  • They knew this about their situation: nobody was on their side.  Certainly not the moneyed classes and the economic system, and not the government, either.  So if they were going to change anything, it had to come out of themselves.
  • As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us?  To what end?  The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks.  But they understand that the first thing they must take back is their common sense. 
  • They must occupy their brains.
  • Isn’t it time for us to do the same?
  •  
    Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).
  •  
    This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.
pkrason

Free Technology for Teachers: Socratic Smackdown - A Game for Learning and Practicing Discussion Strategies - 131 views

  • forty students
    • pkrason
       
      I tried mine with a class of 30, and it worked out very well.  I chose to prepare the room in a typical Socratic Seminar fashion with chairs aligned in two concentric circles.  
  • text-based question
    • pkrason
       
      Essential Questions throughout the chapter work well for this purpose.
  • debate a question
    • pkrason
       
      We debated whether or not Emperor Qin Shi Huangdi was a successful leader.  We also built a discussion off of analyzing Medieval and Renaissance artwork.  
    • pkrason
       
      Debate
  •  
    Socratic Smackdown is a fun discussion-based game to encourage students to formulate arguments and argue these points referencing textual evidence.
Will Richardson

2009 Horizon Report » Key Trends - 0 views

shared by Will Richardson on 26 Jan 09 - Cached
  • Increasingly, those who use technology in ways that expand their global connections are more likely to advance, while those who do not will find themselves on the sidelines.
    • Adrienne Michetti
       
      Does this spell things out for teachers who are not willing to embrace these technologies?
    • Will Richardson
       
      I would love to see some research to support this. It's a nice soundbite, but what it is based on?
  • The notions of collective intelligence and mass amateurization are redefining scholarship as we grapple with issues of top-down control and grassroots scholarship.
    • Adrienne Michetti
       
      The community is changing the learning process.
  • opportunity for increased social interaction and civic engagement among this group. The success of game-based learning strategies owes to active participation and interaction being at the center of the experience, and signals that current educational methods are not engaging students enough.
    • Adrienne Michetti
       
      But the question is, how can these gaming communities offer more opportunities for LEARNING? I think currently, many of them exist for entertainment. A shift needs to happen.
  • ...3 more annotations...
  • visual literacy will become an increasingly important skill
  • Visual literacy must be formally taught,
    • Adrienne Michetti
       
      visual literacy IS formally taught in English language arts classrooms (it is one of the strands) AND in Art classes. Aren't all students taking these courses???
  • Increasingly, those who use technology in ways that expand their global connections are more likely to advance, while those who do not will find themselves on the sidelines.
  •  
    Shared by Wes Fryer addresses gaming, colaboration, crowd wisdom, social interaction, etc
Thieme Hennis

Fingerprint | The First Mobile Learning & Play Network for Kids and Their Grownups - 3 views

  •  
    San Francisco-based kids' app platform Fingerprint is teaming up with UK educational app maker Mindshapes. The two companies are collaborating on a series of new digital learning activities called "appisodes," which combine both storytelling and games.
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