flipping google+ the bird
TRANSCRIPT
Overview
○Define games
○Briefly discuss learning
○Play a game
○Discussion
○Exploration into how games can been effectively integrated into curriculum
Games Defined○ Sacrifice reality for entertainment
○ Conflict or challenge
○ Rules of engagement
○ Particular goals and sub-goals
○ Continuous feed-back
○ Focus on Rules
○ Compelling Storyline/Quest
(Tobias and Fletcher, 2010)
Active & Deep Learning
Lev
elo
f Be
ha
vio
ral A
ctiv
ity
Level of Cognitive ActivityLow High
Low
High
Ineffective passive instruction: Does not foster meaningful
learning outcome
(Low B/Low C)
Effective passive instruction: Fosters meaningful outcome
(Low B/ High C)
Ineffective active instruction: Does not foster meaningful
learning outcome
(High B/Low C)
Effective active instruction: Fosters meaningful outcome
(High B/High C)
Two kinds of active learning
(Mayer, 2001; Wittrock, 1989).
EXTRINSIC VS INTRINSIC
Extrinsic = motivated to perform a behavior or engage in an activity in order to earn a reward or avoid a punishment.
Intrinsic = behavior because it is personally rewarding; essentially, performing an activity for its own sake rather than the desire for some external reward.
Intrinsic = behavior because it is personally rewarding; essentially, performing an activity for its own sake rather than the desire for some external reward.
Extrinsic = motivated to perform a behavior or engage in an activity in order to earn a reward or avoid a punishment.
FLOW
DESIGN PRINCIPLES• DESIGN is the Key
• What is YOUR STORY?
• Stick to the POINT
• Follow the RULES
• PLAY TO LEARN not learn to play
• Technology does not always drive the EXPERIENCE
• Are they PLAYING?
• Design AS YOU GO
Instructional Support○Provide
○Minimal guidance○Explanations○Feedback○Help○Modeling○Scaffolding○Procedural direction
(Wise & O’Neil, 2009, Tobias, 1982, 2009)
1. Make the task easy
2. Show Don’t Tell
3. Give useful and immediate feedback
4. Make it easy to recover from failure
5. Complicate the task gradually
○Each level gradually becomes more complicated.
○Reinforcing objective through scaffolding.
○Building expertise.
What’s Missing
○ The PEDAGOGY: The objective(s) connecting thelesson to engage the learner and promoting higher order thinking, i.e. DEEP LEARNING.
Transfer○Games alone may not be an effective method for instruction.
○Supplement course materials and classroom activities with games
○ Identify intrinsic and extrinsic motivators
Flip the Classroom○ Offline
○ Google+/Simulator/Angry Birds
○ 1. Watch Video
○ 2. Test, play, fail, repeat
○ 3. Reflect
○ 4. Share & interact
○ In Class
○ Group Lesson
○ 5. Construct
○ 6. Share
○ 7. Reflect
Task○ 1. Play/Construct/Engage (5 minutes)
○ Using your bag of goodies, and prior knowledge, each group is going to construct a catapult
○ 2. Test/Fail/Revise/Repeat (5 minutes)
○ Using your target, test your catapult and measure your distance (Guesstimate)
○ 3. Process Deeper Knowledge (2 Minutes)
○ Define you type of lever (1st, 2nd 3rd Type lever)
○ 4. Demonstrate (15 minutes)
○ Each group will state their type of lever and make one attempt to demonstrate their catapult.
○ 5. Homework
○ Reflect by sharing your experience in Google+
○ Technology will not save you
○ A badge is not a reward
○ Understanding multiple literacies
○ What works in a classroom may not translate to a virtual environment
○ Don’t make it suck
What do you need to know?
○ Technology will not save you
○ A badge is not a reward
○ Understanding multiple literacies
○ What works in a classroom may not translate to a virtual environment
○ Don’t make it suck
What do you need to do?
○ Planning, planning planning!
○ Define & Align (objectives)
○ Know (or learn) your theoretical model
○ Feedback & Interact
○ Analyze
○ Adapt, adapt, adapt!
○ Play, play, play!
Using Angry Birds to teach○ Primary Math: positional math language (above, below, left, right, bottom,
biggest, smallest), measurement (distance), angles, shapes
○ Intermediate Math: parabolas, velocity, angels, trajectory, acceleration, quadratic formulas
○ Science: simple machines (lever), mechanics, force, energy, velocity/speed
○ History: history of the catapult, changes made to catapult technology throughout history, modern-day inventions that use this technology
○ Music: Tie in with history, what music was popular in the middle ages when catapults were invented (give students a feel for the culture of the time).
○ Art: Tie in with history, what era of art was happening during the middle ages when catapults were invented (give students a feel for the culture of the time).
○ Language Arts: reflection writing, reading text for information (non-fiction books and websites)
○ Learning: application of Angry Birds on students as learners, application of building a catapult on students as learners (I can’t claim this one it was all @stumpteacher with this blog post).
Guiding Questions○ What makes the catapult more accurate?
○ What makes the bird go the furthest?
○ Does mass affect the results?
○ How do objects move?
○ How do we calculate motion?
○ What is acceleration?
○ What is speed?
○ What are some forces that act on objects in motion?
○ How did the catapult set the marshmallow in motion?
○ Which challenge did your catapult meet best, accuracy or distance?
ZOMBIES GOT TALENT
When seeing things like this, I always want to lift the veil on the word "gamification." The principles behind gamification, what makes specific game elements successful, can be better understood when studying the field of Applied Behavioral Analysis. These strategies can be used for both good and bad, but can be applied especially well in learning environments where learning may take place over long periods of time. Strategies, such as rewards of all sorts that influence player actions, are helpful to sustain engagement, and help students make connections between lessons, as well as encourage collaborative behaviors. "Gamification" strategies don't work unless you first observe and analyze your content, curriculum, audience, etc. The combination of designing content that is intrinsically engaging, cognitively stimulating, and behavioral strategies that present stimulus in a systematic way with expectations and rewards is highly effective. I love games, and know how effective they can be, but the processes underlying the mechanics and elements that everyone calls "gamification" really come from a science that few people recognize or talk about. By understanding the science behind games, the science that explains how players are motivated, that's when you can really create effective learning tools and engaging experiences.
Examples○ http://blog.mrmeyer.com/?p=9797
○ http://www.wired.com/wiredscience/2010/10/physics-of-angry-birds/
○ Open publication – Free publishing – More angry birds
○ References for presentation Upon Request
○ Recommended Readings
○ Epistemic Games http://edgaps.org/gaps/
○ Incognito – David Eagleman
○ Computer Games and Instruction Tobias and Fletcher
○ Education Psychology – Anita Woolfolk-Hoy
○ Multimedia Learning – Richard Mayer