By and large, the results suggest that learning in flipped classrooms is more likely to lead to greater student performance in coursework than otherwise.

The results revealed that the students in the flipped classroom (M = 77.67, SD = 6.00) outperformed those in the non-flipped classroom (M = 71.36, SD = 6.71) with a significant difference

A flipped classroom was created for 21 students enrolled in the redesigned course, with a total of 10 flipped lessons.

The 22 students in the baseline course were instructed in a relatively conventional manner through the use of the mainstream approach of communicative language teaching (CLT).

Under this condition, students can decide where, when, and how they view the material. In language learning, the flexibility of accessing the focal material or linguistic input anywhere, anytime, and at one's own pace is a practical approach to lowering the affective filters of L2 learners.

Hyper-individualization does precisely what the emerging body of research says it does and more: it isolates children, it breeds competition, it assumes that children can learn entirely on their own, and it dehumanizes the learning environment, reducing the human experience of learning down to a mechanistic process, one where children become the objects of learning as opposed to the subjects of their own educational narrative.

“The way we die is a mirror of the way we live,” said Takumi Nakazawa, 83, the chairman of the resident council at Mrs. Ito’s housing complex for the past 32 years.

Use more visuals

And, for much of my time in rental cars driving through different parts of the country, I was thinking about the vastness of our nation and passing random homes or trailers and wondering about the story of the people in those homes. So many homes, so many people. And, I was barely seeing the tip of the iceberg.

n the book Ignorance, the neurobiologist Stuart Firestein

The design studio method of teaching stems from architectural education, but has more recently been applied to a range of disciplines, including game and software design (Kuhn, 1998; Cox, Harrison, & Hoadley, 2009). While there is no single model for organising a design studio, Kuhn (1998, p. 65), a proponent of using a studio pedagogy to teach design, outlines the core components of the studio method as:

“fight through” some of the less interesting tasks associated with designing media.

Examining controversial issues from multiple perspectives and learning how to collaboratively design solutions to complex social problems is necessary for participation in a pluralistic society

The rapid growth in mobile technologies presents many new possibilities for interacting with each other and the world around us. Mobile media allow for new forms of social interaction and provide new avenues for participating in the design and distribution of media content.

By making a game about an issue that was important to them and included their voices, the students felt like they were able to “push back” against the city.

Many students referenced this goal in their journals and exit interviews and said that these ongoing discussions made them feel like they had some control over creating the learning environment and determining the learning activities.

For many of the students this included doing more reading (of written language texts) and more writing than usual.

Because the studio method presented a learning ecology that differed from their typical school experience, many students initially found it difficult to acclimatise to the studio setting

The following discussion points, which are based on observations, analysis of students’ designed artifacts, and post interviews, highlight some of the initial themes that emerged during the implementation.

Distributed knowledge

It is important to note that, despite our emphasis on mobility and the use of mobile devices, a central design space and consistent design rituals (for example, journaling, group discussion, critiques) were core to the studio/learning experience. Table 1 highlights some of the key components of the studio method as we applied it in this context.

A normal class period during the project (90-minute block) included a combination of the following:

This last goal resulted in a minor debate, because there was some disagreement over whether or not the simulation should be activist or persuasive in nature, particularly given that it was being designed for use in a school setting.

As part of the design process, students produced all of the game content (for example, game text, photos, videos, audio clips, HTML files, and so on) and organised it into a coherent narrative.

The City Manager helped frame the students’ thinking by discussing some of the design challenges he deals with on a daily basis

invited them to role-play as consultants hired by the city to locate contested places and issues within the downtown area.

The AR software and authoring tools they used (that is, the game engine and editor) were developed by Eric Klopfer and his colleagues at the MIT Scheller Teacher Education Program. The software can be accessed via their website, which is http://education.mit.edu/drupal/ar

Finally, the public debate became quite heated while the project was in progress, which resulted in a flurry of newspaper articles and opinion pieces, blog postings, and robust city council meetings that students mined in order to create their final design.

because the path was near the school, it made it easier to

In the end, the students’ intuition and timing was excellent

After first brainstorming, and then discussing potential topics, the students decided they wanted to learn more about a recent proposal to redesign the local nature conservancy

Throughout the project, but especially during this component, we made a conscious effort to link students’ prior knowledge and interest in games, with the concepts we were studying.

This approach aligned with two key features of the project: (1) to develop activities that could be completed using a range of technologies – from “low-fi” (for example, paper maps) to “hi-fi” (for example, mobile-based mapping software), and (2) to provide students choice in how they decided to gather information and represent their thinking.

Augmented Reality design component, where the entire class collaboratively researched a community issue and then designed a GPS-based simulation to teach other students and community members about the issue.

three major curricular components

I piloted the NGDP with 12 eleventh and twelfth-grade students enrolled in my community studies course, entitled People, Places, and Stories.

this article presents my experience piloting the Neighbourhood Game Design Project (NGDP), a studio-based curriculum intervention aimed at engaging students in the design of place-based, mobile games and interactive stories using geo-locative technologies (for example, GPS enabled cell phones).

more student-centred pedagogies that

ethos built around participation, collaboration and distributed expertise

a literacy rooted in design suggests that students should be capable of collaboratively and creatively designing solutions to complex, open-ended problems.

Design and design thinking have been forwarded as central components of what it means to be literate in the 21st Century. This view ofliteracy does not diminish the importance of reading and writing as core literacies, but instead, emphasizes that literacy involves the active and dynamic Design of new meanings via the reorganisation of available resources

collaboratively designing an Augmented Reality1 simulation

The article presents a brief overview of the Neighbourhood Game Design Project, a studio-based curriculum intervention aimed at engaging students in the design of place-based mobile games and interactive stories using geo-locative technologies (for example, GPS enabled cell phones).

core set of principles. First, learning can be socially situated in conversation,coordinated in shared action and embedded in specific circumstances (Lave and Wenger,1991); such social relations shape how students-as-players participate in game-basedactivity and, hence, how they learn. Second, learning can also be situated among materialand cultural relations, distributed across tools, physical objects, features of theenvironment and cultural practices (Brownet al., 1989). Third, access to digital resourcesvia mobile devices can mediate learners’ interactions within and across settings viarepertoires of disciplinary practices

As learning moves out of school, our conception of learning will begin to broaden, and we willsee more hybrid experiences that begin in the classroom and move into other contexts

Case study

rote exercises of school study.

A total of 24 pre-serviceteachers leave their university classroom. Walking across campus, they carrypersonal mobile devices and maps, as well as concepts like the geometricproperties of shapes and units of measurement. Divided into eight teams, pre-serviceteachers engage in a playful curricular module, their mobile investigation and interpretationconcerning mathematics situated among familiar settings and circumstances

Mapping My Math (MMM), agame-based and mobile learning activity, guided pre-service teachers in playfully exploringmathematics featured in the everyday activities of people and places

Jeremiah Isaac Holden

Finally, the inquiry-as-play evidenced during MMM recalls the importance of “boundarycrossing” activities (Akkerman and Bakker, 2011), whereby learners come to see thefamiliar in new ways, and also act in new ways among familiar settings. MMM establishedgameful conditions for “boundary crossing” within mathematics teacher education.

Accordingly, it was useful tomodel mobile investigation and interpretation strategies. Second, despite these learners’familiarity with mobile devices, using this technology during inquiry-as-play requireddemonstrating how to capture and collect media and also how to interview people and observephenomenain situ(Mathews, 2010).

Yet at theconclusion of M3, we confronted a proof-of-concept dilemma not atypical of design-basedresearch (Brown, 1992).

Inequality: “The handicap parking sign demonstrates that certain people haveprivileges over others. In this case people with a handicap have a special privilege, butthere are similar signs that give access to those who have the power to purchase aparking spot, professors, and more. It has to do with math because the spot offers acloser proximity to the main entrance than other spots in the lot

M3

I recorded and shared videoscreencasts that identified the features of Google My Maps, explained how to upload andshare media via cloud-based platforms and reviewed online collaboration strategies.

An unintendedconsequence of this detailed introduction, however, was pre-service teacher concern thatgame-based and mobile inquiry may be unrealistic given typical school constraints:Should I assume that my students have access to technology? I am beginning to think about thecommunity surrounding the schools that I want to teach at, and is it realistically plausible to do[such] learning in some areas that schools are located? (m2.es18).

The M2 redesign featured two improvements.

Nonetheless, when my co-instructor and I evaluated M1 we concludedthat enthusiasm with game-based activities actually detracted from in-depth disciplinaryinquiry.

Another pre-service teacher remarked, “I felt so cliché thinking that math was everywhere,because that is what math teachers always say, but it was powerful to experience it formyself” (m1.es14).

I liked this activity because it got us up and moving – I learned a lot about the Madisoncommunity that I didn’t know before that I think will help me in my practicum. Also helped meas a student to see math in everyday life and made me wonder how I can include activities likethis in my own classroom (m1.es15)

When introducingMMM, my co-instructor and I failed to distinguish quotidian mobile device use fromspecialized disciplinary investigation; strategies for community engagement (i.e.interviewing) were not modeled, nor were pre-service teachers shown examples ofeveryday mathematics scenarios to investigate. We also neglected to discuss how a rangeof device functions – like using a camera for both photography and video – could documentdifferent concepts (i.e. shapes in architecture compared to rate in movement). In an effortto get pre-service teachers investigating outside the classroom, we quickly previewed the14 quest categories. This might explain why some teams perceived quests less asopportunities for nuanced inquiry and instead as the checklist of a timed scavenger hunt.

This configuration was an interpretation oflawor the use of mathematics in upholding anddefining acceptable action.

Inquiry-as-play is defined as expressive mobility situated amongstlearners’ social and material relations, disciplinary concepts and the built environment.

The mathematics future educators are often prepared to teach in school differs from themathematical practices of everyday people, places and cultures (Gutiérrez, 2010).Stevens(2013)describes this difference as “in-not-as”, the mathematics embodiedineverydaysocial, cultural and professional practices is distinguished from mathematicsasactivity, orthe decontextualized problems and rote exercises of school study.

14 disciplinary categories informed by the Common Core State Standards: aesthetics,commerce, conversation, cooperation, development, exclusion and limits, greater and lessthan, history, inequality, interaction, law, nature, operations and visual.

To fully frame the intent of this worked example, it is important to recognize that MMM was notdesigned as a game,per se. Rather, MMM was a game-based mobile learning activitydesigned to encourage play or “free movement within a more rigid structure”

MMM also supported pre-service teachers in interpreting disciplinary inquiry via mediaproduction. The creation of media representations is a common element in game-based andmobile learning

Each team of pre-service teachers included a player-as-geographer tasked withdrawing representations of location and distance as the group walked from campus,through adjacent neighborhoods and back to the classroom. A pre-service teacher alsorole played as an ethnographer who observed social and material relations, and noted themathematical qualities of team interactions. Another role played by pre-service teacherswas of a media specialist; this individual collected data through photographs, audio andvideo. Quests were another feature of MMM. MMM began with teams venturing aboutoutside the classroom, exploring a range of disciplinary topics embedded in everydaycircumstances, like greater and less than, inequality and operations.

Mapping My Math (MMM), a curricular module designed to guide pre-serviceteachers’ mobile investigation and interpretation of everyday mathematics outside theclassroom.

MMM was enacted within the context of what many teacher educators might recognize asa typical university-based methods course.

Technological and pedagogical innovation in mathematicsteacher education often remains stuck inside university classrooms, disconnected from thepeople and places that comprise everyday mathematical knowledge and practice

Thisconversation about units, cost and comparison illustrates the game-based activity’spurpose – to playfully explore mathematics featured in the everyday activities of people

Mapping My Math (MMM)

it is the responsibility of the designer to purposively select particular data and to positionthese data and their contextual and critical framing such that collectively they both allow othersto appreciate their theoretical importance and, at the same time, engage in their own framing oftheir meanings.My narrative frames MMM as intentionally encouraging pre-service teachers to playfullyleverage disciplinary practices, thereby shaping new relationships with mathematics, theircity and the mathematics of place and community

However, many of these experiences simulate everyday practices,privilege classrooms as the container for technology-rich mathematical inquiry

learners participate inexperiences that authentically simulate problem-solving and disciplinary investigation aspracticed by professionals

it is possible to unsettle learning practices from schooling

How can game-based and mobile learning be designed to support pre-serviceteachers’ disciplinary inquiry of everyday mathematics?

he role of mobile learningin mathematics teacher education to connect school, community and online settings

It seems likely that at some point, video game-playing does become harmful.  Keyes didn’t have enough kids who were playing 10 or 20 hours or more a week in her dataset to make any scholarly conclusions.

Other critics have pointed out that it’s important to know which games kids are playing. Grand Theft Auto could have pernicious effects in a young child that online chess doesn’t. But the researchers were unable to track exactly which games kids were playing. Considering the young age of the children studied, there probably wasn’t a lot of violent gaming content.

Getting a lot of publicity right now is concern from MIT sociologist and psychologist, Sherry Turkle, who worries that all our technology is making us less empathetic and less able to interact with one another.

This new research collaboration is supported through the National Science Foundation’s Data Consortium Fellows program.

conversation about free speech and harassment can quickly become abstracted beyond recognition

Create stories that not only include key ideas or concepts of the eLearning course, but emotionally connect with your audience and help to relate to the subject matter.

Carstensen says in your 50s, your cognitive abilities – processing speed and fluid intelligence, for example – haven't declined that much, while your knowledge and expertise are quite advanced. "Now add into that emotion regulation — the ability to solve hotly charged, emotional conflicts — and you've got a real powerhouse," she says.

Right now, Clemenson and his colleagues are testing how gaming could help aging populations slow cognitive decline. Using games like Minecraft and Super Mario 3D World, they’re hoping to find out whether video games that give players a virtual version of “environment enrichment” can do just as much as the real thing.

Angry Birds (a 2D game) or Super Mario 3D World (a 3D game), while a third group played nothing

We have big blockbuster films every year that are the same stories recycled over and over again.

When the practice of annotation moves into the open – and becomes social and networked – should a formative and self-directed practice become a means for summative assessment? I think not.

“in-room” interaction provides opportunities for sociality, joint projects, and empowermentthrough sharing one’s knowledge and seeing it used for concrete success by others. Sincethis interaction occurs primarily without adult guidance or direction, it may be that thekid-organized and kid-managed aspects of these contexts—for kids of this preteen and earlyteen age—make them powerful learning contexts.

Sales ofits products support a multibillion dollar industry that continues to grow. And while thereis a good deal of innovative writing—both popular and academic—about video games, onlya small percentage of this writing arises from ethnographic studies of game play.

She failed to learn geometry well in school but now feels quite confident in her geometrical knowledge. This woman did not master geometry because someone told her she ―had to‖ or ―should.‖ She learned it because she wanted to design in Second Life, and knowledge of geometry is required to do that. Further, shehad the support of the people and resources in Second Lifeaffinity spaces devoted to design. Geometry became a tool for something she wanted to do.

The above features are not easy to achieve, in either nurturing or less nurturing versions, and they can deteriorate over time

n less nurturing spaces, such requests can be treated as evidence of stupidity,

Indeed, students often learn to articulate knowledge (say it or write it down) that they cannot apply in practice to solve problems.

it is important that each person with specialist knowledge sees that knowledge as partial and in need of supplementation by other people‘s different specialist knowledge

persist past failure