Interactive Educational Systems Design Inc. (IESD)
Tom Greaves, The Greaves Group
Co-Author of the SIIA Trends Report on Mobile Devices (update)
Lee Wilson, PCI
Author of Best Practices in Using EduGames and Simulations in the Classroom
Mitch Weisburgh, Academic Business Associates
Co-Author of the SIIA Postsecondary Market Report
Q and A
Mobile Devices Can an iPod teach foreign language? Penton Overseas is taking language learning to the next level with products made specifically for the iPod, iTouch and iPhone, with compatible formats supported by other video players and cell phones.
EduGames "Games are largely misunderstood in our society. They aren't necessarily trivial or sophomoric. Gaming is just a young medium," says Suzanne Seggerman, president and cofounder of Games for Change , a resource and support clearinghouse for game developers, nonprofit organizations, and educators. "They're a great way for people to explore serious issues."
"The thing we get with games that is different from what we get with books or other media is that we are able to actually build models of relationships between the different moving parts of a system and let people mess around with them, let people experience what happens when they change one variable or when they introduce a different kind of behavior." (Ian Bogost, associate professor of computational and digital media at the Georgia Institute of Technology and author of Persuasive Games: The Expressive Power of Video Games .)
“… three-quarters of American children play computer and video games outside of school. This is a learning opportunity they intuitively understand and appreciate. We have a choice: fight the tide by grousing about how pervasive video games are, or build upon the many beneficial ways they’re rewiring the way kids think and engage the world.” Joan Ganz Cooney Center at Sesame Workshop
Postsecondary Market “ In 2008-9, there were an estimated 18.2 million postsecondary education students with total revenue of around $400 billion. Technology has infiltrated postsecondary institutions -- affecting classes, textbooks, and operations and opening up opportunities for improving learning, reducing costs, increasing revenues and improving security.”
The Latest Information on Mobile Devices , EduGames, and the Postsecondary Market : Tom Greaves The Greaves Group, LLC email@example.com
Let’s Talk About
A Few Specifics
Devices, Operating Systems, Technologies, etc
The Crystal Ball
What’s In It For You
Stress, options, and confusion abound
Plethora of Platforms
Several concurrent major industry shifts
And no help from the economy
The Big Driver
Personalization is a vey powerful principle
Personalization requires digital assets
Digital assets demand ubiquitous access
The Shift to Mobile
ADS2006 - 19% to 49% in 5 years
ADS2009 – Over 2000 1:1 schools with over 1 million students
Cell Phones Smart Phones
Banned or Boon?
My Crystal Ball says….
There is a big opportunity for someone
Windows and Mac OS X
iPhone vs. Windows Mobile 6.5 vs. Android
Does it work for Mobile?
The Crystal Ball
Cloud Computing takes off in schools
A cell phone in every pocket
Cellular data or WIMAX increasingly important
Student devices grow in specialization
GPGPU and other specialized processors
New business models emerge
What’s In It For You?
Mobile = many more devices
Mobile = opportunities for new players
New business models
Wider market beyond schools
Better academic results = Tech Boost
Ubiquitous computing will be the catalyst for a new wave of killer apps
Be the first to bring them to market
Thomas W. Greaves Chairman The Greaves Group, LLC 1803 Parliament Road Encinitas, CA 92024 760-942-7654 (O) 858-373-7654 (M) 858-630-2714 (F) www.greavesgroup.com www.ads2008.org
Implementing Video Games and Simulations in the Classroom May 3 2009 – ETIS San Francisco Lee Wilson CEO PCI Education
Objectives & Methodology
Blueprint for widespread adoption
Discussion among 7 long term users
Interviews with 5 developers
Focus on implementation – did not address efficacy
Don’t assume any expertise in Teachers or Students
Set expectationsfor a three year ramp to effective use
Implementation Services are not optional
Think broadly about who can benefit
Using in-class has multiple benefits
Groups of 2-4 are ideal
Best used in a blended learning environment
The teacher is the content expert not the game expert
On EduGame Design
Game play is more important than atmospherics
Make failure fun
Atomized content works best with classroom use (30 minutes ideal)
Game mechanic must embody the learning objectives
Best used when the activity is:
Too time consuming
Selling the Idea - Basics
Speak directly, set proper expectations
Connect to the familiar
Selling the Idea
It must be a great game first
Peer references – “it works and is safe”
Describe their role as subject matter expert
Address efficacy (for IT too)
Address classroom management concerns – control
Invest in efficacy research
Implementation services are not optional – this is too new to everyone involved
Plan on at least 2-3 weeks to address technical infrastructure
Pick the right teachers for early wins
Constructivist, comfortable with “lab” work
Tech friendly, but need not be gamers
Applying Differentiated Instruction already
Content area experts
Able to manage differentiated instruction for teachers (not students)
Games are collaborative and cross-disciplinary – coaching and team building are important
Value Ed Tech and provide air cover for teachers with new tools
Don’t assume any expertise
Even Teacher gamers don’t grok classroom use
Provide a safe place to ask “dumb” questions
Tightly link PD and initial student use – any delay is a problem
½ Day Minimum On-Site
Quarterly follow up – forever
Support Master Teachers as local resources
Overview of games as teaching tools
Administrative tasks (rosters, grades. Etc.)
Range of implementation options
Roles & responsibilities of teacher and students
Intro to the game’s structure
Think broadly about who can benefit – don’t restrict to one group of students
Treat it like a “lab” – an opportunity for students to apply, probe, and test what they have learned
It will take 4x in time for the first plans
Incorporate 21 st Century Skills in objectives
Blended learning using lecture, discussion, game play, essays is the most effective
Make failure fun and plan for transgressive play
Stay flexible – teachable moments will arise naturally
In-class rather than in-lab tightly links activity and discussion for deeper comprehension
In class use insures a common ground of experience
But - make games available in as many places as possible (media center, public library, home, etc)
Groups of 2-4 are ideal
Match gamers with non-gamers
Don’t pay as much attention to academic level
Assign roles (game driver, note taker, etc)
21 st C3ntury Sk1llz
Encourage meatspace group interaction during play
An actively involved teacher is essential
Roam and provide content expertise
Keep groups on-task – distraction is easy
Games encourage peer to peer tutoring
Set clear behavioral expectations
Bullying has not been an issue
Provide in-game and paper based assessment – it is a peace of mind issue
Terra Nova – A coalition of leading academics who are looking at games and learning http:// terranova.blogs.com/terra_nova /
RezEd – An on-line community clearing house of information on virtual worlds and learning - http:// www.rezed.org /
Educational Games Research – A district tech directors perspective http:// edugamesblog.wordpress.com /
Apopnophenia – Teens and social media research http:// www.zephoria.org /thoughts/
Richard Carey – The developer perspective http:// www.richardcarey.net /
Education Business Blog – The industry perspective. http:// www.educationbusinessblog.com /
AHCI Lunch – The American History and Civics Initiative from WGBH - http:// ahcilunch.blogspot.com /
Future Making Serious Games – More of a news feed on EduGaming articles with commentary. http:// elianealhadeff.blogspot.com /
ABA finds and grows companies that seek to transform and improve the education landscape
Marketing, Sales, and Distribution
Product Design, Key Project Management
How big is the market, and what are its characteristics?
What types of institutions make up the postsecondary market, how do they differ from each other and what are their growth rates?
What are the enrollment trends?
What are the changes forecast from the reauthorization of the Higher Education Act in 2008?
What are the demographics, characteristics and needs of postsecondary students?
What is the financial landscape of postsecondary education: what are the sources and uses of cash, what is happening to tuition and aid?
What is the prognosis for technology spending and what areas are poised for growth?
What is happening with textbooks and learning technology?
What are the future challenges and opportunities?
Please discuss the cross-over between high school and postsecondary programs. (Perkins in particular which is cross-over funding with foot prints in both secondary and postsecondary schools. Generally the funds include expenditures for secondary and community college/vocational schools.)
Please discuss the connections between workforce and postsecondary programs?
Mobile Devices In your discussions around mobile technology, if you’re talking with district and/or state-level folks, it’d be great to learn a little more about their thoughts on having a standard for meta-tagging as Apple has done with iTunes in various states.
How can games and simulations definitively tie back to standards and provide coverage of standards so we know kids will succeed on summative exams?
What are teachers' attitudes towards using games for academic purposes?
What would it take to get teachers to use games in the classroom?
What is currently out there in the way of EduGames and simulations besides Sim City?
What studies have been done about student engagement and improvement when they use games and simulations? What do they show?