Gaming in Education- Observing Minecraft in the Classroom

In the last couple of weeks I have observed a few classrooms from Kindergarten to middle school using Minecraft EDU to support 21st century learning. To be completely honest I have not played Minecraft before this week, although I have watched my kids play it on the iPad and computer. I understood the theoretical affordances but for the first time I actually saw it in action in classrooms.

My first visit was to a fourth grade classroom facilitated by Jason Wilmot. As we walked into the classroom you could immediately sense the buzz of activity. As Matt Gordon shared later: "the first thing you get is engagement". All students were engaged moving around (the virtual world), asking for peer help, showing each other how to accomplish specific task. We (Jason, Ji and I) decided to start students with unstructured time seeing what patterns emerge. Jason is weaving in specific skills required by district and state standards making sure that students are receiving all the skills necessary.

I settled next to two students building houses one right next to each other. They were discovering functions and clearly helping each other produce the outline for their respective creations making sure that they each have enough space. This simultaneous communication off and on line is something we have observed across all grades. This is a fantastic illustration of the 21st century skills of Communication and Collaboration.

Moving to a different group I saw a student avatar in what seemed to be a vast underground cavern creating bales of wool and setting them on fire in large quantity. As I watched I could see no real reason for his actions. I casually asked: "I see that you are lighting a lot on fire". "Yes" he answered eagerly, "you see I am lost and can't find my way out. My friend is in the area", here he tapped the shoulder of his friend on the adjacent computer "he knows where he is. I hope that if the fire is strong enough he can see it and help me get out." I smiled. What I initially saw as a mindless activity, turned to be Critical Thinking and Problem Solving.

Two students were introduced to me as the "resident experts" since they have been playing at home for a few months. These two were mindlessly building, it seemed as if their position as experts was actually stopping them from exploring and innovating. I asked "What are building?"
"a house" they both answered almost in unison.
"can you make doors or windows in Minecraft?" I asked. One started showing me how you can make windows and seemed invigorated by the more structured task. Later I challenged him to create a second story with stairs leading up. He seemed somewhat disinterested but before I left he proudly showed me his new house with a roof garden and stairs that actually worked. His friend switched to creating a water area, a challenge to create a pool with a slide sent him on a creative bend as well.

On a visit to Matt Gordon's class in Horizon Middle School in Kearny we saw a real "Digital Making Space". His classroom hosted a variety of students working in Minecraft (set of tasks), creating video with iPads, editing work and probably a few other tasks that I failed to catch.

Both Matt's and Jason's spaces showed that the interaction of virtual world and a challenge led to Creativity and Innovation.

The biggest challenge that I observed across settings is the power of students to damage each others creation. While this problem can be managed with the tools embedded in Minecraft EDU, we would like to challenge students to create a civil society and foster democratic principles in which students set the norms and explore implication of personal and community boundaries. In this way we can address not just digital citizenship but citizenship in it's broadest sense.

Breaking Cycles

We still teach computers as if we have this one...

My son who is a senior is taking a few computer applications classes right now. He came back one day and said: "You're big on technology. Why am I learning to make tables in Word? I use Google docs anyway? Who's going to use Word in five years?" He likes to tease me about what I often preach (I switched him over to Google Docs) and what he sees at school. And he is right, why are we teaching the ins and outs of any application when we know that it is going to be replaced soon?

The answer, I said, is that no matter what word processor you will use it will likely have similar functions and affordances ( my new favorite word) to Word. So knowing words well will help you figure out whatever you might be using in five years or even ten. Yes, he answers, "I get that. But if the goal is really to let us think flexibly why are we doing it step by step? Why can't the teacher say: Make a table for this data and let us figure it out?" I had to agree with him here. He continued describing a class in which students are asked to follow with precision a set of production steps, never are they given a problem to solve and the freedom to experiment or *gasp* find a solution online. How is this leading to independent use of technology?

He continued describing the reason his teacher might be pursuing this approach. Some of the students in the class seem to have really hard time following the steps and finding their way around the application. So it seems that the teacher has crafted a "fool proof" method of teaching in which students follow a set of instructions. As a result students can reach a narrow outcome but completely miss on the generalized skill that both requires and fosters cognitive flexibility. Where is peer scaffolding, problem based learning or higher order thinking? It may very well be that the class and its content is a remnant of a bygone era when we knew Microsoft was forever...

To a degree we at UNL sometimes follow the same path. We still provide computer labs all over campus despite the fact that all of our students have their own (2 or more) devices. It used to be an issue of equity and access, but no more. In effect we are requiring our students to buy computers twice. Once for their personal use (laptops usually) and then labs (through student technology fees). Why can't we stop? I believe that at this point we do not actually have the vision of what we want so we plod along doing what we've always done...

In a meeting of the EdTech special interest group on campus this friday I we were discussing flipping classrooms. I ventured- if we are to ask teachers to flip, shouldn't we do it first? Shouldn't we live the dream before we ask others to follow?

In teacher education we need a bold vision, showing our students what it means to teach in this new era. We can show them what it means to fail and reboot (as Laurie and I did two semesters ago). Just like the artist in her studio we try and retry until it is successful, learning that a creative product is never perfect but always a work in progress. Part of it is technology- creating spaces that foster participation, creativity, and learning. The other part is true interaction and learning, make our own reflexive practice visible to our students- who soon will be teachers themselves.

Room to Play

I wanted to write about so many things this week. It was so hard to decide that it stopped me from actually sitting down and committing to a topic. As I reflected on everything it became clear that the theme linking everything is finding room to play.

If we want to try new practices in education, be it mobile technology, problem-based learning, or a focus on nature, we must above all provide room to play. I know play is a word that many do not want to associate with schools but yes play. The school, teachers, and students all need an environment where it is OK to take the time, take a few wrong turns and wonder.

Here is an example: We are currently working with an elementary school in Chengdu in Sichuan Province China. We are working with teachers, parents and administration to individualize instruction through mobile devices (Tablets- mostly iPads). This group of first graders have created their first ever videos explaining their understanding of math problems. How did we create this room to play? We brought together parents, teachers and administration to commit to this vision. So much so that in a country as obsessed with national tests as China we got a waiver on student assessments to give teachers and students time to develop and answer the challenge. Here in the US it seems at times that we want to have our cake and eat it too. Everybody is fine with 21st century skills as long as everything else will happen as well. Imagine a teacher's desk with unit, district, semester and state assessment and hundreds of standards per year. Now imagine trying to make room for something as fluid and time consuming as technology integration (real, deep, instruction altering) or problem based learning. If you put that on the desk something is bound to fall...

The same thing is happening in my class as I try to implement democratic practices. The order and pacing have to shift to make room for new ways of teaching and learning as I create new lessons and rethink the way I deliver instruction so the practices become more than just a facade. Luckily in higher education we do have some room to maneuver, although, that may be changing as well.

The same holds for arts integration or more to the point learning in and through the arts. For such learning to be successful we must make room to be creative, to try, to fail, to try again. If we want our students to learn persistence we must give them room to fall, dust themselves off and get up again in authentic ways.

Teaching Reboot Starts Now

A new semester is upon me. A colleague mentioned today that we are lucky to restart twice a year. A new life a new opportunity to make it better- a reboot. As every semester rolls by I make improvements and adjustments. Last semester it was the addition of Open Educational Resources. This semester I am working on better integrating these resources, replicating past success and attempting to increase the visibility of democratic practices in my classroom.The ultimate goal is to present an alternative educational approach to the way our students are used to interact in education.

The dilemma is such an integration in a class that is essentially a content class in which students must acquire he basic teaching skills for teaching reading and writing in any school even schools that provide very little attention to democracy.

Right now I wonder how my students will accept these practices and the two graduate students that will help me work this out. I wonder how I can make sure they are making progress in their teaching of reading and writing while thinking about a more democratic option. Conceptually this is a simple problem but practically I am nervous. In some ways it is easier to fret openly before I start before I have names and faces. It is still conceptual but only for 10 hours more.

How does technology and creativity merge here?

Technology: some tools can be a great tool to increase participation, but to much emphasis on technology can take away from participation by creating added frustration. For example I thought about incorporating a Twitter backchannel to the class but now I am wondering if it is an overkill. Pinterest perhaps ? a choose your own?

21st century skills, I would love to add creativity to my class and reward my students for it but how? How do I provide a space for that in an already full class?

Jazz as a metaphor: Creativity Diversity & Modern Media

 Papa Celestin’s band Circa 1927

Let me start with full disclosure. I know fairly little about music. In a sense my musical taste is non-existent. My family contends that I will enjoy any music performed live (true), but will prefer talk to music on the radio (almost always true). Despite all this I was thinking about Jazz this week.

As winter break set in I had time to watch some movies and shows on Netflix. One of the shows was the Ken Burns documentary Jazz. As I was watching it I listened carefully to the language used to describe Jazz especially by Wynton Marsalis. They describe what can only be creativity. Not "inspiration" but perspiration born out of practice, deep understanding of the craft, and the license to experiment. In essence the quintessential 21st century learning experience was created over a hundred years ago. Down in New Orleans musicians from all walks of life created a genre of music that allows all of its participants to be constantly engaged with creation and recreation. In many ways Jazz is a great metaphor for 21st century learning.

Thelonious Monk 1947

• Creativity. Jazz requires creativity from all. Not just composers but players and even the audience.
• Collaboration. Jazz is inherently at once a collaborative and highly individualistic endeavor. Musicians sit together and collaborate to create an experience for themselves and audiences. They must take turns, lead, and follow. 
• Experimentation. For Jazz to succeed there must be room to experiment and fail (often to be saved by your fellow musicians- so I am told).
• Communication. Musicians must communicate with each other to take turns, solve problems and create a cohesive sound, not an easy feat while improvising. They also must be able to communicate verbally and musically with their audience.
• Subject Matter. This creativity and effective collaboration happens as musicians master their instruments. There is a threshold of understanding of music and of a specific instrument before the rest can come into play in meaningful ways.
• Diversity. Jazz was also born out the meeting of many cultures led by African Americans and later Creoles. It shows how important diversity of culture, language and experience are. And how they can make something new, original and wonderful that has survived the test of time. When we argue for diversity in our schools, universities, and places of work, we should keep Jazz as a shining example of the possible.
• Technology. The spread of Jazz was aided to a great degree by the information technology of its age. First the gramophone and then radio that became the great equalizer like the internet does now.

Wynton Marsalis reflects:
"Well, we have to realize that just like in New Orleans, a, a band
would march down the street; everybody heard the music. Buddy Bolden’s open this trumpet up. If you were white, green, red, it didn’t make a difference. You were going to hear some swinging jazz music. If you played trumpet, you wanted to play like him. The radio did that in an ad… The radio did that nationally. Now, you could be in Dubuque, and you could hear somebody playing in a ballroom somewhere in New York, many times, you, you didn’t know whether the band was black or white. All you knew was, Man, whatever this is, I want to get a part of this. And the radio did a lot to break down segregation. In fact, even though the laws remained, in fact those m…, tho…, the, in fact, people all around the United States of America were listening to the mind and the soul of the Afro-American unguarded.
They could really check out the music of Duke Ellington, the music of Count Basie."(full transcript here)

Wynton points out the ability of technology to break down barriers, serve as a voice that is more democratic, more human, transcending some of the stereotypes generated by time and place.

So, Jazz can be a great metaphor, or maybe just maybe it can be part of a 21st century curriculum. A kind of learning that really goes to the uncommon core that can make our students truly creative, collaborative, and embracing diversity.

Top Ten Netcasts: iPad in the Classroom

It is traditional to create top ten lists at the end of the year. So here is my top ten most watched videos on the Tech EDGE channel on youtube:

Tech Edge - Episode 38,English Language Learners

Tech Edge, iPads In TheClassroom - Episode 49, Top Free Apps for a One iPad Classroom Part 1

Tech Edge - Episode 11,Apps for Teachers

Innovation In TeacherEducation

Tech Edge, iPads In TheClassroom - Episode 50, Top Free Apps for a One iPad Classroom Part 2

Tech Edge, iPads In TheClassroom - Episode 85, Video Physics & Graphical Analysis

Tech Edge, iPads In TheClassroom - Trailer

Tech Edge ConferenceInterview with Jason Wilmot

Tech Edge - Episode 14,Teaching Exceptional Students

Tech Edge - Episode 8,Maps and Apps for Social Studies

Enjoy!

QuizUp- Motivation, Learning, and Dashboard Design, and 6 ways it can work in education

QuizUp is one of these flash in the pan games that takes the mobile world in a storm. In less than two months it amassed over 5 million users. If you haven't tried it you should, but not just because it is addictive, but also because it points to some aspects that QuizUp does well, and that we can do better in education. In short I believe that some of the things QuizUp does right we can use in education.


The key is motivation, and QuizUp uses every game mechanic and social aspect to drive you to use the system out of your own volition. First QuizUp allows the user to select the areas they want to be a part of. While we can't always let students choose what they want (vs. need) we know there is great motivation in choice. Second comes the sense of developing an area of expertise. I am for example the "Best in Ancient Rome in Nebraska" a dubious title but it works! We can imagine a best in multiplication in Mrs. Hendriks class or best in Ancient Greece in Washington Elementary.

QuizUp adds to it achievements (win 500 games, get a perfect score). We could structure those in more meaningful categories, imagine an achievement for knowing all the characters in Othello or all the multiples of 9, or the features of the table of elements. Points also work to motivate users, you get points even if you lose (although less) making sure that your effort is always rewarded. In short QuizUp activates all the short reward cycles that make us persist at game based tasks.


Feedback in QuizUp is exceptional. Beside the obvious leader boards, levels and points there are a slew of ways to get feedback. After each game you can study the questions and your responses, you can also see a graph comparing your score and you opponent's. The dash board is the most brilliant piece of design in the game. As you can see on the right one of the main dashboards shows you the areas you have been participating in and the level in each. It allows in one glance to see where the user had put the most effort and how well the user have been doing overall.

QuizUp has some challenges as a learning idea as well. The format of multiple choice works well for this kind of work but it does limit the sophistication of questions as they relate to different levels of learning (think Bloom's taxonomy). In my own participation I figured out I actually think through my responses through the first 15-20 levels. After that my responses are increasingly automatic as I have seen most of the available questions and must activate my mnemonic devices and memorization based on repetition.

So how does it fit into 21st century learning? Well:
1. It is a great way to develop basic knowledge
2. It is a great way to develop fluency (word recognition, basic math facts, historical facts). This will allow the teacher to focus on more meaningful material in class
3. Taking away the time element can help in some cases.
4. Have enough questions in any bank to remove straight forward memorization except when it i the goal (say multiplication facts).
5. The complexity of the question is up to the author, even in a multiple choice format you can get sophisticated thinking
6. If students can actually create questions it becomes a much more sophisticated task (the feature is available)