Skip to main content

Home/ Edreach Group/ Group items tagged gaming

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
James O'Hagan

MITAR Games | MIT STEP - 0 views

education.mit.edu/...mitar-games

mit games ascd

shared by James O'Hagan on 18 Mar 11 - No Cached
  • James O'Hagan on 18 Mar 11
     
    The MIT Teacher Education Program, in conjunction with The Education Arcade, has been working on creating "Augmented Reality" simulations to engage people in simulation games that combine real world experiences with additional information supplied to them by handheld computers.
daniel rezac

Green Change : I want my five hours back: the case against homework - 0 views

www.greenchange.org/article.php

homework edreach parents

shared by daniel rezac on 07 Dec 10 - No Cached
  • daniel rezac on 07 Dec 10
     
    There are 24 hours in each day. Between school and sleep, I have five hours to spend with my school-aged kids. One would think that those are five hours in which we could decide to play a game, go to a sporting event, read books, cook dinner together, do our family chores, go to a movie, attend religious education classes, play a pick-up game with friends or even (gasp!) watch television. One might think five hours is a long time. One would be wrong.
James O'Hagan

Playing Tag or Digital Games? Why Not Both? | MindShift - 0 views

mindshift.kqed.org/...-games-can-build-on-each-other

games education digital learning

shared by James O'Hagan on 13 Apr 11 - No Cached
  • But why do I need a computer for that?
  • most educational games deal a lot in the “Who?, What?, When?, and Where?” while the questions I hear from young kids are more of the “How?” and “Why?” variety
  • The fundamental problem is not that learning isn’t fun, it’s that we’re answering questions that kids aren’t asking (Who?, What?, When?, Where?) instead of giving them tools to experiment, build on, and share their own ideas
    • James O'Hagan
      James O'Hagan on 13 Apr 11
       
      Gee, hasn't Papert and Stager said this for years?
  • ...2 more annotations...
  • We need to stop thinking of educational media as fancy content delivery mechanisms (interactive videos and electronic books) and start building tools that help kids design and develop their own understandings of the world through iterative content creation.
  • Let’s empower children as designers by making concepts and tools accessible to learners and then, above all, let’s give kids megaphones to share their ideas with friends, family, and peers around the world.
Jay Blackman

Google Not Serious About Online Gaming? This Job Offer Suggests Otherwise - 0 views

techcrunch.com/...s-job-offer-suggests-otherwise

shared by Jay Blackman on 25 Apr 11 - No Cached
  • Jay Blackman on 25 Apr 11
     
    Thought I might steal this for the Educast but it might be fun to speculate elsewhere.
daniel rezac

Moving at the Speed of Creativity - 0 views

www.speedofcreativity.org

writing blog edtech web2.0

shared by daniel rezac on 22 Dec 10 - Cached
  • Scratch, a free iconic programming language and active learning community provided by MIT, is a learning platform EVERYONE involved in education should know how to use. This is a bold claim, but I'm ready to defend it more than ever after spending four weeks working with Scratch this past semester with my UNT pre-service education students. Together, we learned about the primary Scratch project types (Animations, Games, Simulations, Music, Art, and Stories) as well as other possibilities. Teaching about Scratch and with Scratch enabled me to model project-based learning for my students, and enabled them to learn first-hand the power (as well as challenges) of discovery learning. Scratch challenged all of us, since it took everyone outside our comfort zones. When you ask students to create a word processing document, a spreadsheet, or a presentation, there's a VERY high likelihood they have past experiences with those activities. None of my students had ever used Scratch prior to our class, and many had never tried any kind of computer programming previously. Scratch is a very open environment, so it is ripe for creativity and creative expression. Our schools are too often devoid of opportunities for creative expression, and the invitation for students to demonstrate their learning with Scratch can change this. Few things made me happier this semester than my students discovering how THEY could be successful using Scratch to communicate with others, and resolving to share it with their own students when they begin teaching. This is one example from a student's blog reflection about Scratch and Chris Betcher's 2010 K-12 Online Conference presentation, "Teaching Kids To Think Using Scratch."
    • daniel rezac
      daniel rezac on 22 Dec 10
       
      a VERY Bold claim.
  • daniel rezac on 22 Dec 10
     
    Scratch, a free iconic programming language and active learning community provided by MIT, is a learning platform EVERYONE involved in education should know how to use. This is a bold claim, but I'm ready to defend it more than ever after spending four weeks working with Scratch this past semester with my UNT pre-service education students.
  • James O'Hagan on 08 Jan 11
     
    I will be attempting to use Scratch with my high school sped class. I think I can scaffold this appropriately.
James O'Hagan

The Feeling of Power - 0 views

www.themathlab.com/writings/short stories/feeling.htm

shared by James O'Hagan on 18 Apr 11 - No Cached
  • "Well," said the President, considering, "it's an interesting parlor game, but what is the use of it?" "What is the use of a newborn baby, Mr. President? At the moment there is not use, but don't you see that this points the way toward liberation from the machine? Consider, Mr. President," the congressman rose and his deep voice automatically took on some of the cadences he used in public debate, "that the Denebian war is a war of computer against computer. Their computers forge an impenetrable shield of counter-missiles against our missiles, and ours forge one against theirs. If we advance the efficiency of our computers, so do they theirs, and for five years a precarious balance has existed.
  • "Yes. Well, Dr. Shuman tells me that in theory there is nothing the computer can do that the human mind cannot do. The computer merely takes a finite amount of data and performs a finite number of operations upon them. Then human mind can duplicate the process."
  • "Well, Mr. President, I asked the same question. It seems that at one time computers were designed directly by human beings. Those were simple computers, of course, this being before the time of the rational use of computers to design more advanced computers had been established.
  • ...6 more annotations...
  • The congressman coughed gently. "If I may make another point, Mr. President - the further we can develop this thing, the more we can divert our federal effort from computer production and computer maintenance. As the human brain takes over, more of our energy can be directed into peacetime pursuits and the impingement of war on the ordinary man will be less. This will be most advantageous for the party in power, of course."
  • I've gone over your ingenious demonstration that the mind can duplicate the computer
    • James O'Hagan
      James O'Hagan on 18 Apr 11
       
      We are wowed by the opposite today.
  • The general was saying, "Our goal is a simple one, gentlemen: the replacement of the computer. A ship that can navigate space without a computer on board can be constructed in one-fifth the time and at one-tenth the expense of a computer-laden ship. We could build fleets five times, ten times, as great as Deneb could if we could but eliminate the computer."
  • "And I see something even beyond this. It may be fantastic now, a mere dream, but in the future I see the manned missile!" There was an instant murmur from the audience. The general drove on. "At the present time, our chief bottleneck is the fact that missiles are limited in intelligence. The computer controlling them can only be so large, and for that reason they can meet the changing nature of antimissile defenses in an unsatisfactory way. Few missiles, if any, accomplish their goal, and missile warfare is coming to a dead end; for the enemy , fortunately as well as for ourselves.
  • "On the other hand, a missile with a man or two within, controlling flight by graphitics, would be lighter, more mobile, more intelligent. It would give us a lead that might well mean the margin of victory. Besides which, gentlemen, the exigencies of war compel us to remember one thing. A man is much more dispensable than a computer. Manned missiles could be launched in numbers and under circumstances that no good general would care to undertake as far as computer-directed missiles are concerned-"
1 - 11 of 11
Showing 20▼ items per page