Chalk House NECC 2009 BYOL


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Chalk House NECC 2009 Workshop

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  • Audio over: Explain why these goals were chosen
  • Chalk House NECC 2009 BYOL

    1. 1. Chalk HouseA demonstration of a game designed to improve literacy skills<br />Greg Jones, PhD<br />Scott Warren, PhD<br />
    2. 2. GETTING THE DEMO<br />Download Client (Mac or PC) if needed<br />Install the DEMO Software, if needed<br />Enter Information to create a DEMO account<br />Write down your demo name and password<br />
    3. 3. Logging in<br />Launch DEMO software<br />You will get a Screen Window – Press Okay<br />If you don’t get screen window, the software is probably telling you to install java<br />You will then get the Login Lobby, enter your<br />Name<br />Password<br />If you don’t get the lobby – then 3D graphics drive issue most likely (need drivers)<br />
    4. 4. Basic navigation<br />Keyboard ASDW Keys<br />Once you can move around…wait!<br />
    5. 5. Chalk House Demo<br />Welcome to the Chalk House Demonstration<br />This is not the actual Chalk House game; instead, it is a different, related prequel story<br />It is intended to provide you with an understanding of how the game works<br />It is about 20 minutes long (depending on you)<br />It places you in the role of a police officer investigating the disappearance of a local reporter<br />
    6. 6. Literacy skill goals of Chalk House<br />The learner will:<br />Show measured improvement in vocabulary knowledge<br />Show measured improvement in vocabulary use<br />Show measured improvement reading comprehension<br />Apply improved writing skills including correct punctuation, spelling, and grammar over time<br />Revise writing based on expert feedback<br />Read and take useful notes supporting play and writing tasks<br />
    7. 7. Learning methods<br />The mystery unit supplement immerses students in an authentic reading and writing role: The Investigative Newspaper Reporter<br />Students interact with new vocabulary in text-based scenarios interacting in a mystery story<br />The game gradually increase in reading comprehension difficulty throughout the game<br />Testing occurs within the game through student interaction with characters and the environment<br />Writing activities stem from the environment and in response to role-played characters controlled by the teacher<br />
    8. 8. Readability and grade level<br />The reading challenge increases throughout the approximately 20 hours of content<br />Reading grade level starts at about 5.9 grade level and gradually increases at about .1 of a grade level per major reading quest. <br />Game context information quests average 6.2 grade level, providing linkages and directions between major reading and writing quests to ensure clarity of expected game activity<br />
    9. 9. Readability and grade level scores<br />
    10. 10. Game play and research<br />Evidence from recent research suggests that:<br />Using a games to support learning can:<br />Reduce teacher time doing direct instruction<br />Increase the time a teacher has to provide increased feedback and guidance on learning tasks<br />Increase student writing scores<br />From Warren, Barab, and Dondlinger (2008)<br />Other research indicates that <br />Game contexts are more motivating for learning<br />From Tuzun (2004, 2007); Barab et al (2007)<br />
    11. 11. Time spent on direct instruction comparison: Game vs. classroom<br />
    12. 12. Contextual immersion in a reading genre<br />Narrative context stems from ghost story and mystery genre<br />Literary elements of Poe, R.L. Stine are present<br />The context prompts learning activity<br />In order to succeed in the game context, completing reading and writing activities are required<br />Provides a coherent context and authentic reading and writing roles<br />
    13. 13. Chalk House<br />
    14. 14. Role play<br />Student in an authentic reading and writing role: The reporter<br />Teacher acts as editor and guide<br />System is a guide and direction giver <br />Uses non-player character scaffolds and guides<br />
    15. 15. Chalk House characters<br />
    16. 16. Assessment and feedback<br />Natural assessment emerges from game play<br />Writing occurs as a natural consequence of role play; revision for an audience is contextualized and rubric-based<br />Reading is an integrated piece of the game<br />Reading comprehension is assessed as students correctly solve puzzles using what they read<br />Instructor can measure student progress and intervene with either reading or writing activities<br />
    17. 17. Chalk House student management<br />
    18. 18. Getting started with Chalk House<br />
    19. 19. The Newsroom Door<br /> This first quest orients students to one of the basic rules of Chalk House<br />You have to earn your way through by completing quests<br />Some quests are intended to teach them how to play and do not count towards the reading and writing components<br />
    20. 20. Learning in the first quest<br />Quest 1: Officer X Begins the Investigation<br />Starts with Penny: The first part of the quest is intended to encourage students to explore their surroundings and discover the layout of the space<br />Provides spatial cognitive context for game play and learning activity<br />Provides first set of reading text to set expectations of initial difficulty level<br />Allows students to become familiar with items, inventory system, and game world rules<br />
    21. 21. Learning in the first quest cont’d<br />Second half of the quest<br />Ends with Tyrone: Starts to engender a relationship of direction-giving between student and game system as represented by non-player characters Penny and Tyrone<br />Provides game play and learning activity directions as well as narrative context for learning activity <br />Establishes mystery theme at onset of reading and game tasks motivated by the disappearance of Benny<br />
    22. 22. Testing vocabulary<br />Vocabulary use is tested in two ways:<br />Writing tasks that ask students to properly use vocabulary words they have encountered in the game tasks<br />Through question interactions similar to those for reading comprehension with NPCs, but targeted towards their understanding of vocabulary terms that they must understand to solve game puzzles and tasks<br />
    23. 23. Writing practice<br />You can upload a Word document for Tyrone’s writing quest to see what the process is like.<br />It will automatically grade itself to allow you to continue.<br />In CH, you are the gate keeper on news stories and they cannot continue the game until they have adequately written the news story to match the rubric and your expectations<br />
    24. 24. Grading writing, giving feedback<br />The system allows you to role play the editors of the newspaper and provide authentic feedback based on the student’s reporter role<br />The system provides you with control:<br />You decide how much improvement you expect from one story to the next<br />You decide the level of vocabulary use, grammar excellence, spelling, and construction necessary for a student to pass a writing quest<br />
    25. 25. Play the Chalk House Demo on your own<br />From here, we’ll let you play through the rest of the Demo on your own<br />Raise your hand if you have technical questions about getting it to run on your machine<br />Please, keep content and pedagogy questions until the Q & A session the last 15 minutes<br />
    26. 26. Questions?<br /><br />
    27. 27. Availability of Chalk House<br />Research<br />CRG is starting further research trials this summer<br />Schools interested should visit the CRG site and submit a research query<br />Purchase<br />Schools interested in using Chalk House should visit us in the Games and Sims Playground<br />Contact CRG at<br />
    28. 28. Visit<br /><br />for more details<br />Thanks !<br />