This post originally appeared on Edutopia, a site created by the George Lucas Educational Foundation, dedicated to improving the K-12 learning process by using digital media to document, disseminate, and advocate for innovative, replicable strategies that prepare students. View Original >

 

settlers
I had a great time at this year’s ISTE (International Society for Technology in Education) conference, as both a presenter and participant. Of course I was excited to hear Jane McGonigal again as she engaged us in thinking about games for learning and other amazing purposes. As ISTE closes, there are many free resources that I saw either introduced or highlighted around game-based learning (GBL), from educational games to gamification in the classroom. I’m always looking for free! (Aren’t we all?) Some of these tools and concepts have already been featured in news reports about education, but following are a few ideas as you consider using them.

SimCity Edu
We have all been awaiting the release of SimCity Edu, and you can now pilot it this summer in anticipation for use in the classroom this fall. Although applications for this pilot closed on June 28, I’m sure there will be more to release soon. In the meantime, you can still log in and create your own lesson and ideas as well as browse other sample units and lessons. One sample unit has students focus on creating civic engagement in SimCity, aligned to civics learning objectives and essential questions. Many of the other lessons are aligned to common core standards and other content standards like business, math and science.

Educade
Newly announced from GameDesk is Educade.org, a huge database of games and game lessons that teachers can use in the classroom. It’s free, and you can even create your own lessons to share with the PLN they’ve created. It’s a great way to get your own GBL ideas out there for feedback and collaboration. The lessons are aligned to content, grade level, and even 21st century skills like critical thinking and collaboration. You can also add lessons to your “backpack,” “like” and comment on lessons, and share them on social media. I especially liked the lesson idea of using statistics to predict and plan outcomes for the board game Settlers of Catan (one of my favorites). Educade’s mission is to “zap” boredom, so if you’re using the tools, consider joining the Twitter hastag PLN #EducadeZAP.

Quest Designing Tools
Dr. Chris Haskell of 3D Game Lab has put together some great resources on designing effective gamification environments for learning. One of the best articles I’ve seen on this site — and on this subject — is “Understanding Quest-Based Learning,” which goes over effective usage of game mechanics in the classroom, as well as quest design, incentives and assessment components. 3D Game Lab also has paid Teacher Camps that allow participants to use their learning management system. However, the resources on the site also provide a great framework for ensuring quality gamification in the classroom.

It’s clear that there are more and more tools and resources out there to help support implementation of GBL in the classroom. As you consider some of these resources, don’t go crazy! Make sure to start small. Along with that, be intentional in terms of student learning outcomes. Build or use assessments appropriately, and give feedback to the organizations creating and providing the lessons, resources and tools — because we’re all in this together! I would love to hear how you are using these in your classroom and more.


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This post originally appeared on ASCD Express, a regular ASCD Publication focused on critical topics in education. This article appeared in Vol 8. Issue 12, the focus topic being assessment that makes sense. View Original >

 


iStock_aggressive-boy-playing-video-games
People play games for many reasons, but a major reason is that games are designed in specific ways to ensure that you keep playing. You are challenged at just the right level while being given enough scaffolding to continue trying. This creates the “flow” where engagement is maximized. We take these, as well as other game mechanics, for granted, when in fact we should look to them as models of instruction and assessment. Here are three big lessons we can take from games to improve our classroom assessment practices.

1. Mastery and Freedom to Fail
Allowing yourself to fail is probably one of the most important and best things games do in terms of effective assessment. When you make mistakes in a game, you are given as many opportunities as you need to successfully complete the level. If your player dies in Super Mario Brothers, you simply start over at the level at which you left off. In other words, you are given freedom to fail until you are successful. Many of our antiquated assessment practices in education do not do this. We rely on points and weights to try to create an elaborate grade book that seems balanced. But in fact, it still punishes students for making mistakes in the learning process. Just like in games, we need to reward our students for their best work and give them multiple formative assessments that allow them to try and fail in a safe space, where mastery is truly valued.

2. “Just In Time” Feedback
Games give you feedback immediately. For those of us who play Angry Birds, we often fail a level, but we know why we failed—the game lets us know our mistakes up front. Although we’re informed of our failure by a crass “You Lose!” phrase that appears across the screen, we know that we have failed and can reflect on how we need to make adjustments in our game play in order to be successful. You don’t find out three hours later that you lost; you know immediately. Although it often takes time to give high-quality, lengthy feedback, we can prioritize feedback on a targeted instruction area to be given immediately. Technology can be a useful aid in sending or noting a quick response to an assignment. Formative assessments also allow for quick check-ins to note progress or needed adjustments.

3. Assessment of 21st Century Skills
Although many games do not assess the formal content in our classroom, such as world history, writing skills, or physics, they do assess crucial 21st century skills that can go overlooked in traditional classroom assessments. For example, Halo involves players both playing solo and working in pairs or teams to defeat enemies and conquer stages. Defeating these enemies requires not only strategic thinking and problem solving, but also creativity, collaboration, and communication. If you play a multiplayer contest and win, you have shown that you can collaborate and strategize in teams, and the game play is designed to assess these skills. In our classrooms, we can create rubrics and align student products to assess the same skills that games do, thereby valuing not only content, but also 21st century skills.

To really push the envelope of games as assessment tools, consider using them as a formative or summative assessment. It might make educators uncomfortable to trust games as rigorous assessments, but in fact, we often trust games as the best assessment tools. Stanford professor James Paul Gee captures this concept best: “If a student plays Halo on hard … and beats it, would you be tempted to give that student a Halo test?” The answer, of course, is no. The game was designed to demand that the player met specific, rigorous goals. We trust the game to accurately assess those goals. Well-designed educational games can be great assessment tools, or more generally, we can borrow from game design to improve classroom assessment practices.


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This post originally appeared on Edutopia, a site created by the George Lucas Educational Foundation, dedicated to improving the K-12 learning process by using digital media to document, disseminate, and advocate for innovative, replicable strategies that prepare students. View Original >

 


bristol-game-jam-024
Just what is a game jam? It is a short event, usually only a day or two, where game developers plan, design and create a short game. Similar to a music jam session, game jams don’t involve much pre-planning and rely on immediate idea generation and improvisation. Game design companies have these jam sessions regularly, and while many of the games that happen here are digital, some are paper-based. They usually occur in one physical location to allow for immediate, organic collaboration. While there is an element of competition, most of the work is focused on collaboration towards a common goal.

I have witnessed some of these game jams, and have talked with many gaming experts to learn more about it. I wanted to learn more about game jams to help me come up with ideas for how we might include an activity like this in classroom instruction.

The following video will help you visualize how the process works:

I see a lot of great opportunity to teach and assess 21st century skills, focus on deeper learning, and present content. Here are steps and tips to get you started:

1. Create a Flexible Space
If you watch the video above, you will see the room change — literally. The room is set up in a way that allows for presentation, small group work, space for making and more. Make sure you have the space or can create a space that is fluid and can easy be transformed to meet the needs of the teams and the steps in the game jam process.

2. Provide Digital or Physical Tools
As teams create and decide upon their games, they will need materials to do so. However, don’t assume that a game jam is only about creating digital games. While jammers might use a digital tool like Gamestar Mechanic to create their game, they might also use physical materials like paper, glue, magazines and scissors. Have these materials available, and provide voice and choice for students to pick what materials will best meet their needs. At a GameDesk game jam, a team developed a pizza game that was aligned to math content about fractions. This game was created with physical, not digital, materials.

3. Embrace Principles of Games Design
A game jam is a great opportunity to teach fundamentals of game design, from story line and narrative to the actual mechanics. Normally, participants in game jams come to it with a lot of prior knowledge, although many game jam teams have members with very little knowledge of these mechanics. The extent to which you teach this might depend on the level of students or time constraints in the classroom. However, since the game jam is in essence a design challenge, you can align to principles of STEM or STEAM education. Make sure to give students designated time before the game jam to learn these principles.

4. Domain Analysis
This is probably one of the most interesting steps of the game jam. Here, the teams investigate specific content areas (or domains) and uncover how the content is both taught and represented. For example, teams can find specific learning targets in their game content, and also note how those targets are represented visually or digitally. They research how the content is traditionally taught and also assessed. Teams craft specific learning targets from this exploration and research to ensure that, when they get to the idea phase, they can create a focused game targeting very specific learning objectives.

5. Team Building
Game jams always start with team builders. In a real game jam, the team members have often never worked together before; therefore, it’s crucial to set a tone for collaboration and problem solving. It’s the same for our students. In order to set them up for success, icebreakers and other team builders need to occur.

6. Ideation
After bonding as a team and analyzing content domains, the ideation phase begins. This is where teams brainstorm and collaborate on ideas for the game itself. Relying on its collective knowledge of game design and content, the team starts to craft ideas for a game that will target a specific learning objective. These objectives are tight, and there are often not too many of them. They are created in the Domain Analysis component (step 4 above), but here the team gets to start narrowing and picking these targets as well as decide on the mechanics.

7. Deadlines and Benchmarks
The game jam itself has a very specific deadline, usually a full day (eight hours) of work, including the presentations and pitches. However within the game jam day, there are further benchmarks. For example, at some point during the day, teams are no longer allowed to generate game ideas and are forced to work or “make.” This helps create the urgency for the deadline and also helps to move along the process. Consider setting specific time limits for some of the steps in the game jam.

8. Presentation, Playing and Judging
The culminating event for the game jam is presenting the game product and having all participants play the game. Not only is this an important assessment, but it is also an important way to celebrate the jammers’ hard work. Judges need to have specific criteria for evaluating the games. These criteria might be different for every game jam. They might include relevance to content or curriculum, marketability, player interest, ability to collaborate, and more.

As you consider a game jam for your classroom, you might focus the assessment on the content area, or simply on 21st century skills like creativity and collaboration. I know many of us have more freedom after “testing season,” so that also might be a great time to give this idea a shot. Just make sure you’re clear on the learning objectives and project outcomes that you expect from your students. Don’t forget to watch the game jammers in action in the time-lapse video above to give you a full picture of what it would look like!


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