‘Learning by Playing’: Seven Tips for Game Designers

Posted on September 18, 2010 by JimS

By Harry Keller
Editor, Science Education

I like video games and introduced my son to them with Wizardry I a very long time ago. For 20 or more years, I’ve been looking at ways to make videos games work in classrooms. So have many others. The recent New York Times article, “Learning by Playing,” explores some recent developments in schools.

This concept, gaming in classrooms, has many facets. Is the game a first-person shooter game (Doom), a resource management game (Railroad Tycoon, various Sim games), a role-playing game, or even massively multiple-player online role playing game (MMORPG, e.g., World of Warcraft)? Or is it a purely educational game? Do students learn more than just eye-hand coordination from games? Is gaming an appropriate use of classroom time? Does the answer change with the students’ age? Are games ready for prime time, and, if not, when will they be? Continue reading →

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PLENK 2010: Just Like ‘Watching Football’

Posted on September 15, 2010 by JimS

Stefanie PankeBy Stefanie Panke
Editor, Social Software in Education

This week marked the start of  PLENK 2010, a seven week online course on personal learning networks (PLNs) and personal learning environments (PLEs). The “Massive Open Online Course“ (MOOC) is sponsored and organized by the Technology Enhanced Knowledge Research Institute (TEKRI) of the Canadian Athabasca University. George Siemens (TEKRI), Stephen Downes (National Research Council of Canada), Dave Cormier (University of Prince Edward Island), and Rita Kop (National Research Council of Canada) serve as facilitators. In addition, several invited speakers will attend the weekly live sessions. More than 1300 participants have registered in the Moodle platform so far.

Continue reading →

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Living in Glass Schoolhouses: 21st Century Teaching and Learning Is Much More Than Standards

Posted on September 14, 2010 by JimS

By Robert Plants
Editor, Schools for the 21st Century

Last week, in the online publication Education Next, noted education columnist Chester Finn was critical of the organization Partnership for 21st Century Skills.

I think, in many respects, his criticism was right on the money and needed. The gist of his comments pointed out that the organization advocates the teaching of thinking skills devoid of content. The idea is not new, and there is sufficient research discrediting that approach. He pointed to Diane Ravitch, Daniel Willingham, E.D. Hirsch, and Jay Matthews as some of the more recent writers and researchers critical of the organization for the same reasons. He noted that the Common Core initiative was doing a much more effective job by infusing 21st century thinking and learning into its current content standards.

Continue reading →

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Learnings from a MOOC

Posted on September 7, 2010 by JimS

By Jan Schwartz

In fall 2008, I participated in a semester long MOOC — Massive Open Online Course — through the University of Manitoba. The name of the course was Connectivism and Connected Knowledge; Stephen Downes and George Seimens facilitated it. Of the over 2000 enrollees from all over the world, I think fewer than 30 took it for credit. It was one of the most fascinating educational experiences I’ve ever had, and by the way it was free. For those interested, there is a short explanatory slide deck.

I admit to being primarily a lurker in the early part of this course because I had no idea what connectivism and connected knowledge meant, but by the end of the course I had a pretty good idea. A lurker in this instance is similar to an auditor in a face-to-face class; she is there to soak it all up, but not really to participate. There were published readings each week, but most of the learning came from other participants. We posted on Twitter, blogs, wikis, social bookmarks, and Moodle, which was the “home” platform for the course. There were even some discussions happening in Second Life. (Yes, eventually I started to participate.) In addition there was a once a week synchronous discussion on Elluminate. Continue reading →

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Prensky’s Solutions for Public Schools Are Woefully Simplistic

Posted on September 7, 2010 by JimS

John SenerBy John Sener

[Note: This article was first posted as a comment (9.7.10) on Marc Prensky‘s “Simple Changes in Current Practices May Save Our Schools” (7.12.10). It also refers to Steve Eskow‘s comment (9.6.10) on the article. -js]

Sorry, but I do not share others’ enthusiasm for Prensky’s approach. The idea to distribute 55 million tarballs is extremely expensive and highly impractical as Steve Eskow’s post illustrates. In fact, such an effort would be seen as a “Trojan horse” attempt to impose federal control over education, and face broad resistance as a result.

His other specific ideas are nice but hardly original — in fact, no doubt they are being done by hundreds, in some cases thousands, of teachers and thousands, perhaps millions, of students.

The real issue for me is: why do 55 million schoolchildren have to be involved in this? Yes, the BP spill affects everyone; so do thousands of other issues. Wouldn’t sending out 55 million tarballs deprive teachers of the opportunity to experiment and innovate, which Prensky purports to advocate? Please note carefully: Prensky did NOT say, “develop a program to send out tarballs to every teacher who requests one.” No, instead he proposed a blanket “solution” for everybody. The distinction is crucial, and not merely rhetorical, as it reflects an ultimately authoritarian approach to moving forward. Continue reading →

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Is the Scientific and Engineering Approach to Education Doing More Harm Than Good?

Posted on September 4, 2010 by JimS

By Steve Eskow
Editor, Hybrid vs. Virtual Issues

[Note: Earlier today (4 Sep. 2010), Steve Eskow posted the comment below in the ongoing discussion on William H. Zaggle‘s Educational Engineers: The Missing Link in Innovation. -js]

If one looks carefully at the last 60 years of educational history, isn’t it possible to conclude that the ideology of education as a science and engineering as the development of the tools to implement the findings of educational science and measure its results have indeed found their way into mainstream practice and that Charters and Anderson (see Zaggle’s article) were successful as prophets and preachers?

Schools and colleges have instructional “designers.” They insist on teaching faculty to begin such “design” by listing their “measurable objectives” (“objectives” have to be “measurable”).

“Assessment” is now a commonplace of educational jargon. And “assessment ” often – usually – means such “objective” techniques as multiple choice questions.

Is it possible to argue that the attempt to create a science and engineering approach to education have done little good and much harm?

[Note: In an email exchange a few hours later re his comment above, Steve said, “Jim, your note prompted me to look for and, surprise, find my copy of a 1962 book by Raymond E. Callahan, Education and the Cult of Efficiency. See if you can find a copy somewhere. Chapter 2  is titled “Reform-Conscious America Discovers the Efficiency Expert,” and it is all about the importation of Taylor’s “Scientific Management” into the American classroom. Steve.  -js]

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Idit Harel Caperton – An Interview at the Edge of Change

Posted on August 30, 2010 by JimS

picture of Bonnie Bracey Sutton and Vic SuttonBy Bonnie Bracey Sutton and Vic Sutton

ETCJ: Dr. Idit Harel Caperton, thank you for making the time to talk with us about Globaloria. Your research at the MIT Media Lab and association with Seymour Papert, as well as numerous awards, have made you a legend in the field of educational technology.

The awards include the 1991 Outstanding Book Award by the American Education Research Association and being honored, in 2002, by MIT and the Network of Educators in Science and Technology “for devotion, innovation, and imagination in science and technology on behalf of children and youth around the world.”

picture of Dr. Idit Harel CapertonDr. Idit Harel Caperton

As founder and president of the World Wide Workshop Foundation, you and your team have, since 2006, been pioneering Globaloria, a program to promote digital literacy, especially in areas and with populations that are underserved by current technology. You’ve defined digital literacy as the ability “to use… social media tools as both a reader and writer — that is, as someone who contributes as well as observes.” Continue reading →

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The Overriding Issue: Are Blended Learning Advocates the Primary Obstacle to Change?

Posted on August 25, 2010 by JimS

By Steve Eskow
Editor, Hybrid vs. Virtual Issues

[Note: Earlier today (25 Aug. 2010), Steve Eskow posted the comment below in the ongoing discussion on Harry Keller‘s Technological Literacy: The Key to Education Reform,. -js]

Jim, this summary statement of yours cuts to the heart of the matter:

…“cramming” the latest disruptive technology (e.g., free, user friendly, yet powerful non-enterprise social networking media) into traditional classroom structures won’t work.

If you are right, some of our writers here who are searching for ways to “blend” learning, to bring the new technologies into the classroom, or somehow attach them to a classroom-organized curriculum and pedagogy, are part of the resistance-to-change movement, although they would bristle at this idea.

Although we are seemingly all apostles of the new ICT, we are really of at least two camps, the Blenders, who think the new technologies and the old classroom can coexist, and the Leavers, who think the new technologies will compound our educational problems until we face up to this clash of technologies issue.

Is there some way we can focus attention on this issue as the overriding one?

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Education Reform: Incremental or Disruptive?

Posted on August 23, 2010 by JimS

Jim ShimabukuroBy Jim Shimabukuro
Editor

At my college, two of the gutsiest innovations I’ve ever seen involved administrators. These happened a few years ago, but they still resonate with me. In the first case, he decided to abandon the daily hardcopy announcements that filled our wooden mailboxes. Most of them went directly from our boxes to the trashcan anyway so this was a physical relief for many. From the appointed day, the announcements would be distributed via email.

There was an uproar. “What about those of us who don’t use our email accounts?” or “What about those of us who don’t like to do our reading on computer screens?” and my favorite: “What about those of us who archive them for future reference?” Indeed, as new faculty, we were all issued a two-hole punch and a clipboard with two long metal forks (which looked like huge paper clips standing on end, with one end embedded in the board) that held the announcements via the punched holes. Most of us didn’t know what to do with these, and they quickly gathered dust in out of the way nooks. Continue reading →

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Educational Engineers: The Missing Link in Innovation

Posted on August 22, 2010 by JimS

By William H. Zaggle

It appears to me that educational engineering is still the missing element in the realization of many key innovations in education. The compulsion of educators to observe ritual is not yet balanced by those trained to employ a process for innovation and convert research into practical applications. Having taught basic engineering creativity and ingenuity as well as innovation skills early in my career at Texas A&M University, I quickly put the two together, leading to the creation of an educational software company in 1986 dedicated to building tools for teachers.

What I have learned after 23 years of experience is that trained educational engineers would have a welcomed place in our global quest for real innovation and real transformational opportunities. Continue reading →

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Technological Literacy: The Key to Education Reform

Posted on August 22, 2010 by JimS

By Harry Keller
Editor, Science Education

What is technological literacy? Why should you even care?

It seems that technological literacy is one of the latest buzz phrases in education, but how many have bothered to provide a clear definition? From what I’ve seen, many people simply choose their own definitions based on their personal ideas of what the words “technology” and “literacy” mean.

First off, technology has a meaning that varies with time and place. At one time, slate blackboards and chalk were the latest technology in classrooms. They transformed teaching. Today, you could argue that LCD projectors are part of classroom technology along with a host of other gadgets. Outside of the classroom, the range of technology grows to unmanageable proportions and even includes clothes washers.

Let’s take technology, for this discussion, to mean technology in the classroom and require that it have an important computer component. Interactive white boards and iPads will fall into this range as will all sorts of computer software. Continue reading →

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Change Has Already Arrived but We Don’t Know It, Yet

Posted on August 20, 2010 by JimS

Jim ShimabukuroBy Jim Shimabukuro
Editor

The problem with innovation is that we don’t see it unless it suddenly stops or disappears. You might say that its importance in our lives is indirectly proportional to its visibility. The more important it is, the less visible it is. It simply becomes a part of our lives, like the air we breathe and the earth we walk on, and we take it for granted. But remove it, and we’re suddenly painfully aware of our dependence on it.

A few examples will do: electricity, indoor plumbing, freeways, cars, the toilet, cable TV, broadband, wi-fi, passenger and cargo jets, container ships, oil tankers, cell phones, GPS, the internet, computers, super markets, malls, Starbucks, eBay, Facebook, Twitter, etc.

These are truly dramatic innovations, and they changed the world and our lives, but they pale in comparison to the greatest, the one that trumps them all by a margin so wide that it, too, is invisible — our triumph over time and space. It’s crept so softly and slowly into our lives that we didn’t notice it. It just happened, like the rising tide or the turning from spring to summer. Continue reading →

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Arne and Michelle vs. Larry: The Statistical Battle

Posted on August 20, 2010 by JimS

By Robert Plants
Editor, Schools for the 21st Century

I opened my newspaper this morning to an article titled “ACT Scores Dropping but More Students Are Prepared for College.” I asked myself how is this possible when other reports say that schools and teachers are not preparing students for future learning.

But I’m getting off my topic, which is the research-based finding that “more than 90% of the variation in student gain scores is due to the variation in student-level factors that are not under the control of the teacher.”

Another interesting note from those who have evaluated value-added methods and particularly the one used in LA is that there is opportunity for as much as 26% error in teacher ratings. If you want to put it another way, 26% is a large labeling error to make regarding someone’s chosen vocation. It sort of opens one to litigation in my mind.

Continue reading →

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Is Obama’s Plan for Ed Reform About to Crash?

Posted on August 18, 2010 by JimS

Yesterday, Robert Plants, one of our editors, shared Anthony Cody’s “This Is How a Tipping Point Feels” (Teacher Magazine, 8.15.10) with all ETCJ writers and editors. Cody bemoans the Obama administration’s heavy-handed approach to education reform. He sees mounting opposition to top-down decision-making and exclusive reliance on “tough standards and high-stakes tests” and wonders if the pendulum is about ready to swing the other way. He asks, “What do you think? Are we approaching a tipping point? How can we make it so?” Two of our editors, Harry Keller in “Time to Push the Ed Reform Pendulum Sideways” and Bonnie Bracey Sutton in “The Teacher’s Voice Is Missing,” have responded. To see Bonnie’s article, click on “Read more” at the bottom of this article. -js


Time to Push the Ed Reform Pendulum Sideways

By Harry Keller
Editor, Science Education

Anthony Cody writes in Education Week about education reaching a tipping point. He makes an analogy with a pendulum. The “tipping point” for a pendulum is where it changes direction, the point of maximum acceleration and minimum velocity. He points out that we’ve been moving steadily away from the progressive social approach of the ’70s toward test-driven accountability and “pre-digested curriculum.”

Putting aside the fact that all schools and classrooms have not joined equally in either movement, there’s a real problem with the pendulum analogy. It assumes a linear movement, back and forth repeatedly. If you look carefully, you’ll see that we’ve had previous swings with various names such as “Back to Basics” and “Relevancy.” In my own brief time on the planet, I’ve seen a couple of these swings. You don’t have to read very much to discover that these ideas have been around for a while. Continue reading →

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Is ‘Technology Expert’ an Oxymoron?

Posted on August 13, 2010 by JimS

By Harry Keller
Editor, Science Education

[Note: The following article was first published by Harry Keller as a comment on John Adsit‘s “Administrators Don’t Have Time to Keep Up with Ed Tech” on 13 August 2010. -js]

John makes several excellent points. The one that resonates with me focuses on technologists, whatever they are. Because I began working with computers when they used vacuum tubes and have been constantly doing so since, I used to be really up on computer technology. But the field has expanded horizontally to the point where no one can know everything anymore. An example: I just discovered that the Barnes & Noble Nook e-reader has two screens, one with e-ink and one with color LCD.

Because we have no standards or certificates for technologists, anyone could be one. One school I worked with had an ex-firefighter as one. He took a Cisco course (really an indoctrination) and so was an “expert technologist.” Continue reading →

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In Learning Design, Pedagogy First, Medium Second

Posted on August 13, 2010 by JimS

Tom PreskettBy Tom Preskett

It’s common to hear the argument “We need to use social media in learning because that what the kids are doing.” This statement has merit, but there’s a lot that’s packed into it, and this can sometimes cause confusion.

The sentiment is correct in that there is a desire to engage with school age students on their terms. However, often this gets wrapped up in intentions for more learner centred and collaborative pedagogical stances. That’s fine (if that’s what you want), but it’s important to make a distinction between the medium and the pedagogy. However, the affordance of social media clearly leans towards collaborative uses. Continue reading →

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Administrators Don’t Have Time to Keep Up with Ed Tech

Posted on August 13, 2010 by JimS

adsit80By John Adsit
Editor, Curriculum & Instruction

[Note: This article was first posted as a comment by John Adsit on “The Bright New Face of Educational Leadership – Eric Sheninger” on 10 August 2010. -js]

I think there is a reason that not many administrators become leaders in the use of technology in education – they don’t have time to keep up with the dizzying changes that are taking place in that area.

When I was first involved with technology while in the instructional services division of my school district, I was often jokingly referred to as “our computer geek.” What a laugh! I was an instructional theory specialist who was forced down a road to the use of technology through a series of accidents in my assignments. I saw the potential of online education and tried to be a leader in having that potential realized, but I was no technology geek, and I was embarrassed by my lack of knowledge when put in the presence of those who really knew how this stuff worked. Continue reading →

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Who’s on First for the Education Reform Pennant?

Posted on August 11, 2010 by JimS

Bonnie BraceyBy Bonnie Bracey Sutton
Editor, Policy Issues

As I read about solutions for addressing our nation’s educational problems, I am prompted to ask, Who’s on first in the race toward the best answer?

This question echoes Abbott and Costello’s “Who’s on First” routine. It is worth listening to if you don’t remember it or haven’t heard it.

My dad was a teacher. He used to say that if education were an airplane, it would never get off the ground because everyone aboard would think they knew enough to fly it. His point was that the arguments in the cockpit would ensure that the plane would never leave the runway.

I’m not trying to make fun of anyone, and I’m not picking on the President. But I am talking about the media and about us, educators. The bottom line is that discussions about education aren’t funny, especially when you think about all the nuances of the problems that make them extremely difficult to solve. Continue reading →

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The Need for Openness in Professional Publications

Posted on August 11, 2010 by JimS

kimura80By Bert Kimura
Editor, Ed Tech in Japan

[Note: On Aug. 7, 2010, in an ETCJ listerv discussion, and two days later, in a personal email, Bert commented on the subject of requests for permission to republish ETCJ articles. The following article combines both those sources. -js]

With regard to the republishing question, I don’t see any problem with doing so as long as the “republisher” understands ETCJ‘s chosen Creative Commons* policy.

I see this discussion as an opportunity to update the information in ETCJ’s policy statement since CC licenses have been updated. Provide a link to the “License Deed”** rather than the “Legal Code” since it is more understandable and less intimidating. (Click here to go to the CC site.)

I strongly feel that information should be freely accessible and reusable, and in the bigger picture, will be of greater value to society and, in particular, to educators globally. I also feel that attribution is necessary and credit needs to be given to the author or creator, for better or for worse. CC is an excellent vehicle for doing this. Continue reading →

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Little Things Add Up to Big Things

Posted on August 7, 2010 by JimS

Green computing is generally thought of as the “study and practice of efficient and eco-friendly computing resources.” Helping the environment by decreasing energy use and at the same time reducing associated costs seems a no-brainer. Want to learn about green computing and what you can do on a personal level to promote it? Would you like customized information about green computing delivered free to your desktop? Two delivery vehicles for the Internet information highway are Google Alerts and Twilert Twitter tweets (say that fast three times). Use them to get daily e-mail messages with gleanings from the Internet. Continue reading →

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Innovation Requires Subject Area Expertise

Posted on August 7, 2010 by JimS

adsit80By John Adsit
Editor, Curriculum & Instruction

[Note: This article was first published by John Adsit as a comment to “‘Has the Internet obsoleted formal schools?’” on 5 August 2010. -js]

“This alone tells us that teacher as sole source of info is no longer viable.” –Jim

When I participated in the creation of the teaching standards of performance for our school district, I ran into some interesting research regarding the common teaching styles of teachers with different levels of academic preparation. The results were probably counterintuitive to most people. Teachers with strong academic preparation in their subject areas were most likely to focus their instruction on thinking skills and project-based learning. Teachers with the weakest academic preparation tended to focus instruction on rote fact retention, with themselves as the primary sources of information.

The research did not not attempt to explain why that was true. Because it was a phenomenon I had observed myself over the years, I had a theory of my own. I believed there were two factors at work. Continue reading →

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The Bright New Face of Educational Leadership – Eric Sheninger

Posted on August 7, 2010 by JimS

Jim ShimabukuroBy Jim Shimabukuro
Editor

Eric Sheninger is the principal of New Milford High School (New Jersey). But he’s more than that. Much, much more. He’s a shining example of the new face of leadership. In “Building Momentum” (A Principal’s Reflections, 8.6.10), he shares his thoughts on what it means to be an educational leader in the 21st century.

The one factor that differentiates Sheninger from the vast majority of his colleagues is that he has personally stepped into the virtual world to envision the future of education. He says, “I stress the fact that this phenomenon [social media] is not going away and is a major component in the lives of today’s society.” This perspective from rather than into social networks is unique, and the insights that it provides challenge mainstream thought. Continue reading →

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USDA Broadband Funds for Rural America – Implications?

Posted on August 6, 2010 by JimS

Bonnie BraceyBy Bonnie Bracey Sutton
Editor, Policy Issues

A couple days ago, Agriculture Secretary Tom Vilsack announced the USDA’s second round of funding to extend broadband access to America’s underserved rural and distant areas.

I’d like to hear what ETCJ readers, writers, and editors think of this initiative. What are the implications? Is it enough to make a difference in these areas? How will this affect teaching, learning, and the economy now that the residents will be able to raise their “electronic” hand? Will schools benefit? Who benefits most? To post a comment, click on the title of this article and scroll down to the composing window.

Here’s the opening of The White House press release:

WASHINGTON – Agriculture Secretary Tom Vilsack today announced the funding of 126 new Recovery Act broadband infrastructure projects that will create jobs and provide rural residents in 38 states and Native American tribal areas access to improved service.  Broadband access plays a critical role in expanding economic, health care, educational and public safety services in underserved rural communities. Today’s announcement is part of the second round of USDA broadband funding through the Recovery Act. Read more >>

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IADIS 2010 – The Gateway to the Black Forest Becomes a Window to E-Learning

Posted on August 5, 2010 by JimS

Stefanie PankeBy Stefanie Panke
Editor, Social Software in Education

IADIS, a professional organization that engages in activities fostering the information society, organizes each year a multitude of conferences worldwide in the field of e-learning, information and computational science, human computer interaction, e-health and e-commerce. It was my pleasure this year to attend IADIS e-learning 2010, held from July 26-29 in Freiburg, Germany. In one of the session breaks, I had the opportunity to talk to the program chairs Prof. Maggie McPherson from the University of Leeds and Prof. José Miguel Baptista Nunes from the University of Sheffield. Both Miguel and Maggie have been involved with IADIS for many years and have been organizing the e-learning conference since 2007. The interview material complements my own eclectic view based on four conference days, 25 sessions, and approximately 100 talks.

Continue reading →

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‘Has the Internet obsoleted formal schools?’

Posted on August 3, 2010 by JimS

Jim ShimabukuroBy Jim Shimabukuro
Editor

Earlier this evening, I googled “post-school era” and all the hits were related to after high school topics. All except one. I clicked on it and found myself at Yahoo! Answers, a website where anyone can post a question and anyone can post an answer.

Based on the vague dating, the question was posted “2 months ago” by someone calling her-/himself “tell the truth on Net”:

Post-School era: Are formal scholling still needed in Internet-age. Free 24/7/365

Note: users can use Free internet at school / library / home 24/7/365 and pay almost nothing.

How can K-12 schools or local communuity college have more information used by a 1-billion people 24/7/365.

Has the Internet obsoleted formal schools?

Continue reading →

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