100 Matching Annotations
  1. Jan 2018
    1. By and large, the results suggest that learning in flipped classrooms is more likely to lead to greater student performance in coursework than otherwise.


    2. 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


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


    4. 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).


    5. 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.


    1. 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.


  2. Dec 2017
    1. “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.


  3. Mar 2017
  4. Nov 2016
    1. 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.

      Me too, same wondering.

  5. Apr 2016
    1. n the book Ignorance, the neurobiologist Stuart Firestein

      Firestein asserts the following about scientists “But it is when they are most uncertain that the reaching is often most imaginative.”

      I have learned to refer to this as doubt with a healthy response.

      A short time ago I finally came to the realization that ignore and ignorant derive from the same Latin root. It helps!

  6. gamesandlearning.files.wordpress.com gamesandlearning.files.wordpress.com
    1. 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:

      A basis in architectural education. I had no idea of this and yet it seems like a logical outgrowth. Learning this is helpful to me, and what do others think?

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

      Large projects do indeed require some tasks that are just pure and simple work.

    3. 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
    4. 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.

      The opportunities are there but how many teachers are provided with the tools and tech required to support such important learning projects?

    5. 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.

      Empowering young people. A much needed teaching in our society.

    6. 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.
    7. For many of the students this included doing more reading (of written language texts) and more writing than usual.

      An aspect I appreciate.

    8. 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

      Major change is difficult for many of us, hence, some cling to the old ways.

    9. 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.
    10. Distributed knowledge

      Distributed knowledge is a term used in multi-agent system research that refers to all the knowledge that a community of agents possesses and might apply in solving a problem. From Wikipedia

    11. 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.

      I'm fascinated with this resource.


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

      This requires skilled classroom management. I don't think I could do it, but admire those who can.

    13. 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.

      Noam Chomsky: Don't Seek To 'Persuade' Others To Your Own Viewshttps://youtu.be/F8WDMKOU-OI

    14. 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.

      Ambitious project!

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

      Grounded in the real world.

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

      Learning to identify issues...

    17. 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

      Time for so exploring?

      MIT education arcade

    18. 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.

      I think this is an example of learning at its best. How do you feel about this type of experience?

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

      An important consideration in K-12 education, I think!

    20. In the end, the students’ intuition and timing was excellent
    21. 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

      A learner centered approach is a proven way of keeping learners engaged, and thereby ensuring effective learning.

    22. 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.

      I argue that this link must be underscored or learners might get lost in the play.

    23. 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.

      This approach permits those without access to digital devices to engage in the activity.

    24. 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.

      An important teaching!

    25. three major curricular components
    26. I piloted the NGDP with 12 eleventh and twelfth-grade students enrolled in my community studies course, entitled People, Places, and Stories.
    27. 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).
    28. more student-centred pedagogies that
    29. ethos built around participation, collaboration and distributed expertise
    30. a literacy rooted in design suggests that students should be capable of collaboratively and creatively designing solutions to complex, open-ended problems.

      Creative collaboration.

    31. 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

      I am pleased that the author clearly states the importance of reading, which I fear is being diminished by some.

    32. collaboratively designing an Augmented Reality1 simulation
    33. 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).

      A Neighborhood Game design Project" and we set off on a new adventure, at least for me!

    1. 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

      Core set of principles!

    2. 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

      I wonder if it might be wise to first expose students to a mobile experience outside of school, to improve interest and motivation, and then a return to the classroom to teach the foundation. And then additional experiences outside the school where the students could practice and improve theses skills. Opinions?

    3. Case study
    4. rote exercises of school study.

      My wife is Korean and was educated in Korea including her first college degree in architectural engineering. She has tutored college algebra at 2 universities here in the U.S. She "often" asks me how these students can be expected to do college math when many are lacking a foundation in mathematics. She argues that some of this foundation must just be memorized through rote learning. Do you teachers agree with this? And she loves math and has even taken courses just for fun!

    5. 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


    6. 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

      A fresh, interesting and pragmatic approach to math, isn't it?

    7. Jeremiah Isaac Holden

      We might ask our professor if we can trust this author and his institution! I understand this is a recent photo of the author at work.

    8. 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.
    9. 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).

      Familiar tool with new application requires instruction. A point to remember!

    10. Yet at theconclusion of M3, we confronted a proof-of-concept dilemma not atypical of design-basedresearch (Brown, 1992).
    11. 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
    12. M3

      M1, M2, and M3. How refreshing, those who were conducting the study were learning and adjusting, instead of attaching to the original design!

    13. 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.

      I enjoy learning tech through screencasts and wonder how others feel about them?

    14. 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).

      Once again, privilege.

    15. The M2 redesign featured two improvements.
    16. Nonetheless, when my co-instructor and I evaluated M1 we concludedthat enthusiasm with game-based activities actually detracted from in-depth disciplinaryinquiry.

      I did not anticipate this conclusion.

    17. 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).

      Then it was successful, wasn't it?

    18. 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)

      Great feedback from the pre-service teachers.

    19. 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.

      Important point!

    20. This configuration was an interpretation oflawor the use of mathematics in upholding anddefining acceptable action.
    21. Inquiry-as-play is defined as expressive mobility situated amongstlearners’ social and material relations, disciplinary concepts and the built environment.

      Definition of Inquiry-as-play.

    22. 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.

      Identifying and clearly articulating the issue.

    23. 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.

      Addressing Common Core State Standards.

    24. 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”
    25. 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

      A common element in game-based and mobile learning.

    26. 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.

      The roles!

    27. Mapping My Math (MMM), a curricular module designed to guide pre-serviceteachers’ mobile investigation and interpretation of everyday mathematics outside theclassroom.
    28. MMM was enacted within the context of what many teacher educators might recognize asa typical university-based methods course.
    29. 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
    30. Thisconversation about units, cost and comparison illustrates the game-based activity’spurpose – to playfully explore mathematics featured in the everyday activities of people
    31. Mapping My Math (MMM)
    32. 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

      A critically important point that is well addressed!

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

      Once again access and the digital divide, this is serious issue that must be resolved if these new approaches are to succeed.

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

      Ties it together nicely.

    35. it is possible to unsettle learning practices from schooling

      Is this assumption correct?

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

      An important question, in my opinion. And can a game-based approach improve motivation?

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

      Math is often taught in too abstract a manner, or with primarily business examples, for many of us to become enthusiastic about.

    1. 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.

      Life balance, perhaps?

    2. 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.
    3. 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.
  7. gamesandlearning.wordpress.com gamesandlearning.wordpress.com
    1. This new research collaboration is supported through the National Science Foundation’s Data Consortium Fellows program.


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

      Well said!

  8. Mar 2016
    1. 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.

      I find that when I emotionally connect to the content that I am not only more interested but better retain what is being shared. Do you find that an emotional connection is important?

    1. 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.

      There is hope!

    1. 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.

      A very nobel endeavor!

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

      Not only 2D versus 3D but entirely different games and one wonders what the third group, who played nothing, was doing while the others played. Just a thought.

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

      Yes, and for this reason it is rare for me to watch a U.S. film through to the end. Same old recycled stories.

  9. gamesandlearning.wordpress.com gamesandlearning.wordpress.com
    1. 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.

      Thank You!

  10. Feb 2016
  11. gamesandlearning.files.wordpress.com gamesandlearning.files.wordpress.com
    1. “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.

      Knowledge sharing which helps others, feels good. And finding it in a kid managed space too.

    2. 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.

      I'm pleased they acknowledged the amount of money in this industry and the need for ethnographic studies like theirs. Of course we are being told how good it is, but good so far good translates to good and profitable.

    1. 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.

      Many of us are great learners when we have a passion for, or at least the need for what we are learning.

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

      A very important point to make, as it does not happen magically just because it's an affinity space. In my experience organizations take on the personality of the person, or people in control of them.

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

      Good to see some "more" balance here, as I was beginning to feel that I was being "sold" a utopia.

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

      And yet, some of this knowledge forms their foundation and is therefore valuable to the whole person. It becomes part of who we are, and how we approach life and problems, even if we can't directly lay-hands on it, or consciously apply it to the problem. It's still there working for us.

    5. 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

      Part of the whole, interconnected if you will. I argue that this is important to any healthy, productive group. One's specialist knowledge being useful to others, it feels good.

    6. persist past failure

      This phrase should be essential to us that wish to actually use games for learning new skills.