My presentation on video games, problem solving, and the implications for school reform. Held at The International Benchmarking Conference held on March 2, 2012, in the Atrium Theatre at The Roblin Centre, Winnipeg Manitoba, Canada
This document is a chapter from the textbook Psychology, 4th Edition. It discusses various topics relating to cognition, including thinking and mental images, problem solving, decision making, intelligence, and language. The chapter contains learning objectives, definitions of key terms, and figures to illustrate concepts. It examines theories of intelligence such as Spearman's two-factor theory and Gardner's theory of multiple intelligences.
7 Principles for Effective Interface Design for LearningDorian Peters
This document outlines 7 principles of effective interface design for learning. It discusses how interface design impacts both the cognitive and emotional sides of learning. Key points include: using "quiet design" that gets out of the way to allow focus on learning; reducing extraneous cognitive load through simplifying visuals and keeping related text and images together; targeting different media like videos for motor skills; supporting positive emotions and motivation; and conveying social presence. The document provides research and examples to support implementing these principles in interface design.
This presentation focuses on developing critical and creative thinking skills in pre-service teacher education students so they can foster these skills in their future classrooms. While these concepts are introduced, they are not always emphasized in practice across disciplines. Drawing and asking open-ended questions are presented as tools to promote ongoing creative opportunities and thinking. Research indicates a relationship between art education and higher levels of critical thinking dispositions in students.
This document discusses fostering innovation in education. It argues that innovation is key to success in the 21st century knowledge economy, just as mass production was important in the 20th century. It also notes that skills like creativity, critical thinking, and problem solving cannot be directly taught, but are instead acquired when the learning environment and methods support their development. The document advocates for environments that promote behaviors, learning outcomes, and skills acquisition over solely focusing on content mastery. It defines innovation as the ability to envision a desired future and take action to make it a reality.
Why did nobody reply to my post in MOOCs?Shi Min CHUA
The document analyzes the linguistic differences between initiating posts and lone posts in MOOC discussions. It finds that initiating posts contain more stance markers expressing uncertainty like hedges and modals, while lone posts contain more stance markers expressing certainty. Initiating posts also include more emotional expressions and references to other users through pronouns like "anybody". The analysis suggests initiating posts aim to expand the dialogic space by welcoming alternative views, while lone posts tend to contract dialogic space by expressing definitive views. Overall, the linguistic analysis provides insights into how posts that attract responses differ in their expression of stance from posts that receive no responses.
Gamification and GBL Presentation to UnitecPaul Pivec
The document discusses game-based learning and the potential of digital games for education. It summarizes several related studies that found games can develop skills and motivate learning when designed appropriately. However, teachers need support in choosing games and integrating them into lessons. The document proposes resources and training to help teachers understand how games can supplement traditional teaching and promote quality learning.
working together with autism by Mostafa EweesMostafa Ewees
The document discusses making inter-agency work more effective for individuals with autism. It notes that while collaboration is seen as important, there is no agreement on what it looks like in practice. It emphasizes listening to the perspectives of autistic individuals and recognizing differences rather than difficulties. Effective multi-agency work requires input from different disciplines and perspectives, as well as flexibility to meet individual needs.
Connected learning aims to engage students through their personal interests by connecting in-school learning to out-of-school interests through production, academics, and peer culture using digital media and networks. Research shows gaming can benefit learning by fostering identity, interaction, production, risk-taking, and challenge. Educators are incorporating games, simulations, and game design into classrooms to teach complex problem-solving and systems thinking. Resources for connected learning include organizations, conferences, and tools that support game and simulation-based learning practices.
This document is a chapter from the textbook Psychology, 4th Edition. It discusses various topics relating to cognition, including thinking and mental images, problem solving, decision making, intelligence, and language. The chapter contains learning objectives, definitions of key terms, and figures to illustrate concepts. It examines theories of intelligence such as Spearman's two-factor theory and Gardner's theory of multiple intelligences.
7 Principles for Effective Interface Design for LearningDorian Peters
This document outlines 7 principles of effective interface design for learning. It discusses how interface design impacts both the cognitive and emotional sides of learning. Key points include: using "quiet design" that gets out of the way to allow focus on learning; reducing extraneous cognitive load through simplifying visuals and keeping related text and images together; targeting different media like videos for motor skills; supporting positive emotions and motivation; and conveying social presence. The document provides research and examples to support implementing these principles in interface design.
This presentation focuses on developing critical and creative thinking skills in pre-service teacher education students so they can foster these skills in their future classrooms. While these concepts are introduced, they are not always emphasized in practice across disciplines. Drawing and asking open-ended questions are presented as tools to promote ongoing creative opportunities and thinking. Research indicates a relationship between art education and higher levels of critical thinking dispositions in students.
This document discusses fostering innovation in education. It argues that innovation is key to success in the 21st century knowledge economy, just as mass production was important in the 20th century. It also notes that skills like creativity, critical thinking, and problem solving cannot be directly taught, but are instead acquired when the learning environment and methods support their development. The document advocates for environments that promote behaviors, learning outcomes, and skills acquisition over solely focusing on content mastery. It defines innovation as the ability to envision a desired future and take action to make it a reality.
Why did nobody reply to my post in MOOCs?Shi Min CHUA
The document analyzes the linguistic differences between initiating posts and lone posts in MOOC discussions. It finds that initiating posts contain more stance markers expressing uncertainty like hedges and modals, while lone posts contain more stance markers expressing certainty. Initiating posts also include more emotional expressions and references to other users through pronouns like "anybody". The analysis suggests initiating posts aim to expand the dialogic space by welcoming alternative views, while lone posts tend to contract dialogic space by expressing definitive views. Overall, the linguistic analysis provides insights into how posts that attract responses differ in their expression of stance from posts that receive no responses.
Gamification and GBL Presentation to UnitecPaul Pivec
The document discusses game-based learning and the potential of digital games for education. It summarizes several related studies that found games can develop skills and motivate learning when designed appropriately. However, teachers need support in choosing games and integrating them into lessons. The document proposes resources and training to help teachers understand how games can supplement traditional teaching and promote quality learning.
working together with autism by Mostafa EweesMostafa Ewees
The document discusses making inter-agency work more effective for individuals with autism. It notes that while collaboration is seen as important, there is no agreement on what it looks like in practice. It emphasizes listening to the perspectives of autistic individuals and recognizing differences rather than difficulties. Effective multi-agency work requires input from different disciplines and perspectives, as well as flexibility to meet individual needs.
Connected learning aims to engage students through their personal interests by connecting in-school learning to out-of-school interests through production, academics, and peer culture using digital media and networks. Research shows gaming can benefit learning by fostering identity, interaction, production, risk-taking, and challenge. Educators are incorporating games, simulations, and game design into classrooms to teach complex problem-solving and systems thinking. Resources for connected learning include organizations, conferences, and tools that support game and simulation-based learning practices.
Link to Original Source
http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CHAQFjAE&url=http%3A%2F%2Fwww.dce.k12.wi.us%2Fsrhigh%2Fsocialstudies%2FStrategies%2FFormative%2520Assessment%2520in%2520Social%2520Studies.ppt&ei=JcmxT9iOB9CugQetsqChCQ&usg=AFQjCNFyZRVdSlSwI-CgsYso7qfnJMScUw
This document discusses serious games and the challenges of combining game design and didactic design. Serious games aim to educate rather than solely entertain. The challenge is developing an engaging game that also ensures the intended learning occurs. This requires multidisciplinary collaboration between game designers, subject matter experts, and instructional designers. Developing a shared language and frequent meetings are important. Serious games have potential applications for treating PTSD in soldiers by exposing them to trauma through games. Assessing learning in games requires new approaches compared to traditional methods.
The document discusses how learning environments could incorporate elements of game design to make learning more engaging. It suggests learning should be student-centered, promote independence, and allow for exploration of complex real-world problems. Game design principles like multiple pathways to success, ongoing feedback, and appropriate challenge levels could help grab and sustain student attention. Incorporating these elements may help develop 21st century skills like creativity, collaboration, and problem solving.
Games have the potential to transform learning by making it student-centered, complex, and intrinsically motivating. When designed well, games can engage students in solving real-world problems through interactive problem-solving and collaboration. Game-based learning approaches like project-based learning embed critical thinking, communication, and deeper learning within an authentic and engaging context. Educators are exploring how to apply game mechanics and principles of game design to better capture students' interests and promote active, self-directed, and collaborative styles of learning.
The document describes a competitive educational game called "Let's Race Around the World" where students conduct self-directed research on a topic of their choice to earn points representing distances traveled around the world. The game incorporates writing, research, math, geography, and culture. It is flexible and can be implemented in various ways to support different units and classroom needs. A mini-game is proposed to have students practice developing strategies without actual gameplay.
Hsiao Wei (Michelle) Chen is pursuing a PhD to research how to develop video games about mental health using a Participatory Action Research methodology. She will work with people with lived experience of mental illness, mental health professionals, and video game developers. The research aims to create video games that promote mental health awareness and reduce stigma, not for therapeutic purposes. Game jams will be conducted online in phases of storytelling, ideation, development, and release. The timeline spans from 2020 to 2022.
The document discusses performance-based assessment and the use of serious games for learning assessment. It provides definitions of key terms like assessment, formative assessment, and casual and serious games. It also outlines some challenges in assessing learning, including not knowing what content students truly learned and how to measure the impact of technology and games on learning. Qualitative and quantitative analysis methods are proposed for better understanding the "black box" of the learning process.
The document describes a competitive educational game called "Let's Race Around the World" where students conduct self-directed research on various academic topics related to world geography and culture. Students develop strategies to complete tasks and earn points to "race" around the world. The game can be implemented flexibly to support different units and has benefits like fostering global awareness, extracting needed information, and connecting curriculum to students' lives. A mini-game is provided as an example for developing strategies.
The document describes a competitive educational game called "Let's Race Around the World" where students conduct self-directed research on various academic topics related to world geography and culture. Students develop strategies to complete tasks and earn points to progress around the world. The game can be implemented flexibly to support different units and has benefits like fostering global awareness, extracting needed information, and connecting to students' reality. A mini-game is provided as an example for developing strategies.
3 essential characteristics of teacherpreneurs. If we want to innovate and progress in education, we need to level up a little every day, connect with excellence, and personalize learning. Opening presentation at Grand Canyon University.
Aligning Problem Solving And Gameplay A Model For Future Research And DesignJoe Andelija
This document discusses aligning problem solving and gameplay in games for educational purposes. It proposes that current research and design theories are insufficient to explain the relationship between problem solving and games or support designing games to promote problem solving. The document presents a classification of gameplay and problem types to guide future research and game design. It argues that different problem types require different styles of gameplay to effectively promote problem solving as a learning outcome.
This document discusses aligning problem solving and gameplay in games for educational purposes. It proposes that current research and design theories are insufficient to explain the relationship between problem solving and games or support designing games to promote problem solving. The document presents a classification of gameplay and problem types to guide future research and game design. It argues that different problem types require different styles of gameplay to effectively promote problem solving as a learning outcome.
Education & Game Principles: Context, Theory & ApplicationLa Trobe University
Exploring the context of Higher Education & the challenge of student retention we consider game principles as part of an engagement solution and demonstrate a specific implementation of game design and it’s outcomes.
Designing mobile games for engagement and learningDavid Parsons
This document describes an augmented reality mobile learning game developed by David Parsons and Krassie Petrova. [1] The game teaches higher-level skills like analysis, synthesis, and critical thinking by having two players gather information around campus to solve problems at a mobile phone company. [2] An evaluation of 14 players found the game provided an enjoyable way to learn with average ratings of 6.04 for enjoyment and 5.57 for engagement. [3] Future work is proposed to port the game to Android, allow customization, conduct further evaluation, and release it as open source.
CMC3S Spring 2013 Dave Sobecki Critical ThinkingFred Feldon
Dave Sobecki, Miami Univ, OH, presentation on "Critical Thinking: Does It Mean What You Think" at 28th Annual Conf of CA Mathematics Council of Community Colleges South on Feb 22-23, 2013
The document discusses integrating technology into classroom instruction. It describes how participants will learn to incorporate technology to support higher-order thinking skills and 21st century skills like collaboration. An agenda is provided covering topics like technology planning, project-based learning, Google tools, games for learning, and differentiated instruction using technology.
The document summarizes a presentation about integrating technology into classroom instruction. It discusses using technology to support higher-order thinking skills and collaboration through activities like project-based learning. Examples provided include using tools like Google Docs, visual ranking activities, and primary source materials to engage students in authentic tasks. Differentiation strategies are also addressed to meet varied student needs with technology.
Presentation for researchED maths and science on June 11th 2016. References at the end (might be some extra references from slides that were removed later on, this interesting :-)
Interested in discussing, contact me at C.Bokhove@soton.ac.uk or on Twitter @cbokhove
I of course tried to reference all I could. If you have objections to the inclusion of materials, please let me know.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Link to Original Source
http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CHAQFjAE&url=http%3A%2F%2Fwww.dce.k12.wi.us%2Fsrhigh%2Fsocialstudies%2FStrategies%2FFormative%2520Assessment%2520in%2520Social%2520Studies.ppt&ei=JcmxT9iOB9CugQetsqChCQ&usg=AFQjCNFyZRVdSlSwI-CgsYso7qfnJMScUw
This document discusses serious games and the challenges of combining game design and didactic design. Serious games aim to educate rather than solely entertain. The challenge is developing an engaging game that also ensures the intended learning occurs. This requires multidisciplinary collaboration between game designers, subject matter experts, and instructional designers. Developing a shared language and frequent meetings are important. Serious games have potential applications for treating PTSD in soldiers by exposing them to trauma through games. Assessing learning in games requires new approaches compared to traditional methods.
The document discusses how learning environments could incorporate elements of game design to make learning more engaging. It suggests learning should be student-centered, promote independence, and allow for exploration of complex real-world problems. Game design principles like multiple pathways to success, ongoing feedback, and appropriate challenge levels could help grab and sustain student attention. Incorporating these elements may help develop 21st century skills like creativity, collaboration, and problem solving.
Games have the potential to transform learning by making it student-centered, complex, and intrinsically motivating. When designed well, games can engage students in solving real-world problems through interactive problem-solving and collaboration. Game-based learning approaches like project-based learning embed critical thinking, communication, and deeper learning within an authentic and engaging context. Educators are exploring how to apply game mechanics and principles of game design to better capture students' interests and promote active, self-directed, and collaborative styles of learning.
The document describes a competitive educational game called "Let's Race Around the World" where students conduct self-directed research on a topic of their choice to earn points representing distances traveled around the world. The game incorporates writing, research, math, geography, and culture. It is flexible and can be implemented in various ways to support different units and classroom needs. A mini-game is proposed to have students practice developing strategies without actual gameplay.
Hsiao Wei (Michelle) Chen is pursuing a PhD to research how to develop video games about mental health using a Participatory Action Research methodology. She will work with people with lived experience of mental illness, mental health professionals, and video game developers. The research aims to create video games that promote mental health awareness and reduce stigma, not for therapeutic purposes. Game jams will be conducted online in phases of storytelling, ideation, development, and release. The timeline spans from 2020 to 2022.
The document discusses performance-based assessment and the use of serious games for learning assessment. It provides definitions of key terms like assessment, formative assessment, and casual and serious games. It also outlines some challenges in assessing learning, including not knowing what content students truly learned and how to measure the impact of technology and games on learning. Qualitative and quantitative analysis methods are proposed for better understanding the "black box" of the learning process.
The document describes a competitive educational game called "Let's Race Around the World" where students conduct self-directed research on various academic topics related to world geography and culture. Students develop strategies to complete tasks and earn points to "race" around the world. The game can be implemented flexibly to support different units and has benefits like fostering global awareness, extracting needed information, and connecting curriculum to students' lives. A mini-game is provided as an example for developing strategies.
The document describes a competitive educational game called "Let's Race Around the World" where students conduct self-directed research on various academic topics related to world geography and culture. Students develop strategies to complete tasks and earn points to progress around the world. The game can be implemented flexibly to support different units and has benefits like fostering global awareness, extracting needed information, and connecting to students' reality. A mini-game is provided as an example for developing strategies.
3 essential characteristics of teacherpreneurs. If we want to innovate and progress in education, we need to level up a little every day, connect with excellence, and personalize learning. Opening presentation at Grand Canyon University.
Aligning Problem Solving And Gameplay A Model For Future Research And DesignJoe Andelija
This document discusses aligning problem solving and gameplay in games for educational purposes. It proposes that current research and design theories are insufficient to explain the relationship between problem solving and games or support designing games to promote problem solving. The document presents a classification of gameplay and problem types to guide future research and game design. It argues that different problem types require different styles of gameplay to effectively promote problem solving as a learning outcome.
This document discusses aligning problem solving and gameplay in games for educational purposes. It proposes that current research and design theories are insufficient to explain the relationship between problem solving and games or support designing games to promote problem solving. The document presents a classification of gameplay and problem types to guide future research and game design. It argues that different problem types require different styles of gameplay to effectively promote problem solving as a learning outcome.
Education & Game Principles: Context, Theory & ApplicationLa Trobe University
Exploring the context of Higher Education & the challenge of student retention we consider game principles as part of an engagement solution and demonstrate a specific implementation of game design and it’s outcomes.
Designing mobile games for engagement and learningDavid Parsons
This document describes an augmented reality mobile learning game developed by David Parsons and Krassie Petrova. [1] The game teaches higher-level skills like analysis, synthesis, and critical thinking by having two players gather information around campus to solve problems at a mobile phone company. [2] An evaluation of 14 players found the game provided an enjoyable way to learn with average ratings of 6.04 for enjoyment and 5.57 for engagement. [3] Future work is proposed to port the game to Android, allow customization, conduct further evaluation, and release it as open source.
CMC3S Spring 2013 Dave Sobecki Critical ThinkingFred Feldon
Dave Sobecki, Miami Univ, OH, presentation on "Critical Thinking: Does It Mean What You Think" at 28th Annual Conf of CA Mathematics Council of Community Colleges South on Feb 22-23, 2013
The document discusses integrating technology into classroom instruction. It describes how participants will learn to incorporate technology to support higher-order thinking skills and 21st century skills like collaboration. An agenda is provided covering topics like technology planning, project-based learning, Google tools, games for learning, and differentiated instruction using technology.
The document summarizes a presentation about integrating technology into classroom instruction. It discusses using technology to support higher-order thinking skills and collaboration through activities like project-based learning. Examples provided include using tools like Google Docs, visual ranking activities, and primary source materials to engage students in authentic tasks. Differentiation strategies are also addressed to meet varied student needs with technology.
Presentation for researchED maths and science on June 11th 2016. References at the end (might be some extra references from slides that were removed later on, this interesting :-)
Interested in discussing, contact me at C.Bokhove@soton.ac.uk or on Twitter @cbokhove
I of course tried to reference all I could. If you have objections to the inclusion of materials, please let me know.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
1. Why Johnny Can’t Solve Problems
The Problem with US Education and What Video Games Have to Do with It
The International Benchmarking Conference
March 2, 2012
Atrium Theatre, The Roblin Centre
Winnipeg Manitoba, Canada
Richard Van Eck
Associate Professor, University of North Dakota
richard.vaneck@und.edu
2. “. . . critical thinking . . . is the hallmark of American education . . . .”
American Association of University Professors, 2005
“[Foreign students should take advantage of] the creativity and diversity of
American higher education, its focus on critical thinking, and it unparalleled
access to world-class research”
–Margaret Spellings, US Secretary of Education, 2008
“. . . developing a student’s ability to think critically is ‘very important’ or
‘essential.’
99% of college faculty, 2009
Quotations taken from Academically Adrift, by Richard Arum & Josipa Roksa, 2011, University of Chicago, p. 35.
3. “With a large sample of more than 2,300 students, we observe no
statistically significant gains in critical thinking, complex reasoning, and writing
skills for at least 45 percent of the student in our study.”
–Arum & Roksa, 2011
“. . . analyzing data for more than three thousand students from nineteen
institutions, this study found that students have made no measurable
improvement in critical thinking skills during their first year in college.”
–Wabash National Study of Liberal Arts Education, 2007
The United States Ranks 29th of 40 in Percentage of Students at Each Level
of Problem Solving. Only 40% are at or above level 2.
–Problem Solving for Tomorrow, PISA 2003
Quotations taken from Academically Adrift, by Richard Arum & Josipa Roksa, 2011, University of Chicago, p. 36.
4. Why Is This Happening?
• Arum & Roksa
Access for All
• Lack of rigor and preparation in high school
ALSO a matter of experience in earlier grades
5. Typical School Day in the US
• Pianta et al., March 30, 2007 (Science,
315)
Learning in grades 1, 3, and 5
• 1,000 students recruited at birth
• 10 cities
2,500 classrooms
• 1,000 elementary schools
400 districts
6. Typical School Day in the US
• Content
Basic skills vs. problem solving
• 5:1 for fifth; 10:1 for first & third
• 7% math PS; 11% science
Technology: 2%
• Richness of methods
• Single method
• 91% whole-group/independent
7. The Problem With Problem Solving
• What do we MEAN by problem solving?
Do we know how to DO it?
• Will our schools SUPPORT it?
8. Complex Problems & Systems
Is global warming caused by humans?
Are we past the tipping point?
How do we stop or reverse the trend?
9. ...or This:
If Train A leaves Boston traveling at 60kph,
and
Boston Train B leaves Chicago at the same time,
traveling at 72kph, then Chicago
at what point along their 1628 kilometer
journey will they meet?
Anyone know the answer?
11. What IS a Good Problem?
• Two critical attributes of any problem (Jonassen, 2002)
The unknown (goal requires generation of new knowledge)
• A value to learner in solving the problem
• We’re only half-right
No value in the problems we have students solve
• Games can tell us a lot about creating value
13. Problem-Based Learning
• Goal of game is a problem to be solved
Zoo wolves (police) or werewolves (townspeople)
• Observe & gather information
• Explore environment to gather evidence
Farm: Fur, paw print
• Zoo: Fur, data on animals
• Formulate hypotheses
Wolves easiest to test
• Disprove wolves = evidence for werewolves
• Test hypotheses
DNA of fur, analysis of paw print disproves wolves, BUT...
• ...does not PROVE Werewolves
• Revise hypotheses
• How to prove or disprove werewolves?
14. Evidence for Games and Problem
Solving
• Games are as predictive of academic success as homework is
ETR&D Article, in press
• Review of Education Longitudinal Study of 2002
• 15,400 grade 10 students across 750 high schools in 2002 & 2004
Evidence for promotion of problem-solving
• (e.g., Chen & O’Neil, 2008 ; Fery & Ponserre, 2001; Lee Plass, & Homer, 2006;
Van Eck & Dempsey, 2002)
Why do they work?
15. Games & Problem Solving
• Games have an unknown and a value to the learner (Jonassen)
Requires short- and long-term goal setting
• Positive correlation with learning
Improves self-efficacy, which is also correlated with learning (Bandura, 1997)
16. Situated Cognition & Learning
Length
Width
Area of a Rectangle: Length x Width
Perimeter of a Rectangle:
(Length x 2) + (Width x 2)
• Games situate all learning within meaningful, authentic contexts
(Situated Cognition, Brown, Collins, & Duguid, 1989)
Goal (unknown) drives everything
• Everything learned is relevant and applied
18. Problem Solving
• Games Promote Question Asking
Improves learning (e.g., Graesser & Person, 1994; Otero & Graesser, 2001;
Graesser et al., 1999)
• Games Generate Cognitive Disequilibrium (Piaget)
19. Engagement
Too Hard
ZPD
Too Easy
• Games Promote Perseverance Through Engagement
• Situated problem solving within ZPD
20. So What?
• So if we want to promote problem solving and critical thinking, we have
to understand:
What problems are
• How to design them
• How to situate them in meaningful contexts
How to promote question asking, cognitive disequilibrium
• How to manage challenge
• How to promote perseverance
• Games are a good strategy and a good model
21. What’s The Problem?
• Games and problems are not created equal
• World of Warcraft ≠ Tetris
• Trains A & B ≠ Global Warming
• Have to know what is going on during gameplay that helps or hinders learning
• Have to map problem typology to game typology
22. Problem Dimensions
• If games are problems, will share key problem characteristics
• Problems vary along three dimensions
• Problem Structuredness
• Cognitive Composition/Reasoning Type (logical, analytical, strategic, analogical, systems, metacognitive)
• Required Domain Knowledge
• Games should vary along the same dimensions
• Different types of gameplay should support different types of problems
23. Grids of Interactivity (iGrids)
• How to capture different types of gameplay?
• “The smallest unit of interactivity is the choice” (Mark Wolf, 2006)
Hung, W., & Van Eck, R. (2010). Aligning problem solving and gameplay: A model for future research and design, In Richard Van
Eck (Ed) Interdisciplinary models and tools for serious games: Emerging concepts and future directions, Hershey, PA: IGI Global.
24. Action Games
• iGrids are archetypes
• Plato
• The ideal
• Does not imply lack of variation
• FPS & Sports Games
• Call of Duty and Madden 10?
• Superficial “story” is irrelevant
• Share key characteristics of gameplay
(iGrids), cognitive, structural, and domain
requirements
25. Simulation Games
• Apperley (2006): puts SimCity and sports
games together
• Sports better characterized as Action
• Frasca (2003): any game that simulates
real-world activities
• Makes SimCity and Flight Sim the same game
• Flight simulator: Simulation Game (a test of coordination
of perception, cognition, and muscular control)
• SimCity: Strategy Game (a test of ability to optimize
system by strategically balancing factors)
27. Problem Typology
• 11 different problem types (Jonassen, 2000)
• Logical problem
• Algorithm problem
• Story problem
• Rule-use problem
• Decision-making problem
• Troubleshooting problem
• Diagnosis-solution problem
• Strategic performance problem
• Case analysis problem
• Design problem
• Dilemma problem
• Most-least structure; Least-most complexity
• Have to understand what KIND of problem solving we are interested in
28. Dimension 3
Dimension 2
Domain
Cognitive Composition
Knowledge
Least<===Structure===>Most
Dimension 1
Hung, W., & Van Eck, R. (2010). Aligning problem solving and gameplay: A model for future research
and design, In Richard Van Eck (Ed) Interdisciplinary models and tools for serious games: Emerging
concepts and future directions, Hershey, PA: IGI Global.
29. Problem-Solving Game
• Mythical town, secret group solving
ecological problems
• NSES
• Scientific Problem Solving
• Scientific method + Engineering
method
• Identify problems, propose solutions,
get buy-in, implement, evaluate
*Van Eck, R. Hung, W., Bowman, F., & Love, S. (2010). 21st Century Game Design: A Model and Prototype for Promoting
Scientific Problem Solving. Proceedings of the International Association of Science and Technology for Development’s annual
Computers and Advanced Technology in Education conference, November 22–24, 2009, US Virgin Islands, Calgary, Canada:
31. Situating Complex Problems
• Authentic problem solving takes time and crosses domains
• Commercial games and simulations are expensive
• Educational games and simulations are few and far between
• Are we ready for 4-hour cross-disciplinary blocks?
• Are we ready to invest in training and interactive models?
32. Engagement
• Not used to designing for engagement
• Unknown plus VALUE to the learner in solving
• Are we ready to design for value, relevance, and engagement?
33. Individualized Instruction
Too Hard
ZPD
Too Easy
• Lowest Common Denominator
• Optimizing challenge means working at different pace
• Are we ready for some to finish 3rd grade in 2 months, others in 2
34. Parting Thoughts
• No exaggeration
Problem solving comes with requirements
• No halfway measures
Must acknowledge the implications and design accordingly
Editor's Notes
In addition to not reaching current generations of students, we also face problems our educational system does not equip students to answer Problems like global warming require the ability to intuit and interact with systems, to use a variety of sophisticated technology (e.g., modeling software and simulations), using and understanding huge data sets and to interact with hundreds if not thousands of colleagues in doing so Where do we get the skills needed to deal with the problems of the 21st century? Not from sitting in seat listening to lecture or working in a workbook
In addition to not reaching current generations of students, we also face problems our educational system does not equip students to answer Problems like global warming require the ability to intuit and interact with systems, to use a variety of sophisticated technology (e.g., modeling software and simulations), using and understanding huge data sets and to interact with hundreds if not thousands of colleagues in doing so Where do we get the skills needed to deal with the problems of the 21st century? Not from sitting in seat listening to lecture or working in a workbook
Observation, exploration, data collection, hypothesis formulation, test and revise...
We’re used to lowest common denominator--Reducing confusion so everyone can get it But even so, we are leaving entire generations behind by assuming (falsely) that 30 kids same knowledge, same pace, same results... 22% dropout rate does not include those who are promoted without true mastery Games and associated strategies would change that, but at what cost? Won’t even make sense to think about grades, per se, but competencies Means some will finish third grade in 2 months, and others will take two years And the digital divide will get even larger and more visible On the other hand, individualized instruction IS the way to ensure that everyone learns what they need to, which is for the best in the long run
Problem solving actually has a lot to do with engagement One of the hallmarks of problem solving is this cycle of hypothesis formation, testing, and revision Part of that process results in cognitive disequilibrium--when your expectations are foiled Forces you back through the process Games trigger cognitive disequilibrium--constantly foil expectations (wouldn’t be fun to play, otherwise Of course, what is key to this is making sure the process is not so hard that you give up [CLICK]
And a game, like the best learning, does that by keeping us at our optimal level of challenge The do this through a concept called the ZPD first proposed by Russian psychologist Lev Vygotsky Describe zone.... Games keep us in ZPD by adjusting challenge up front, building on skills along the way to more complex
Not used to designing for engagement Unknown plus VALUE to the learner in solving But real 800 pound gorilla is that engagement (ZPD, CD, etc.) requires individualized instruction
We’re used to lowest common denominator--Reducing confusion so everyone can get it But even so, we are leaving entire generations behind by assuming (falsely) that 30 kids same knowledge, same pace, same results... 22% dropout rate does not include those who are promoted without true mastery Games and associated strategies would change that, but at what cost? Won’t even make sense to think about grades, per se, but competencies Means some will finish third grade in 2 months, and others will take two years And the digital divide will get even larger and more visible On the other hand, individualized instruction IS the way to ensure that everyone learns what they need to, which is for the best in the long run