Digital Literacy for St. Cloud State University
http://www.edudemic.com/gamify-your-classroom/
http://www.minecraftexperience.net/G4C2014+Panel
Extended Description:
Last year at G4C Nick Fortugno threw some controversy into the conversation about Minecraft by suggesting Minecraft was not a game but a toy. The proposed panel extends that conversation by asking what is the Minecraft experience, can it be defined or categorised and what as game designers and exponents can we take from understanding its zeitgeist and the impact it has had on the serious gaming landscape?
In 2012/23 at both GLS and G4C many presenters made jokes about including the obligatory Minecraft slide and for very good reasons. Minecraft is arguably a game of immense impact. It has been embraced as part of learning programs focussing on seemingly disparate areas from digital citizenship, history, coding and the maker movement. It is probably the first game brought into the classroom by teachers to leverage the out of school groundswell of existing player excitement. It’s impact is multi generational and perhaps more global than any game before it. The fan base and user community/ies are strong and well supported and exemplar of the potential Jim Gee describes for Big G game. This panel proposes to leverage that Big G space in the lead up to Games for Change 2014 and to honor the voices of its players.
Minecraft has been variously described as a game, toy sandpit, learning space, creative environment, virtual world, and game-infused service. But what really are the affordances of this blocky 16 bit program and how can we even begin to define its value to learning? Enter the Minecraft Experience, a global crowdsourced program managed by Bron Stuckey of The Massively Minecraft Project. People engaging in Minecraft activities about the globe are being invited to describe Minecraft in all its contexts and adaptations. The categories for these experiences will emerge from the crowd sourced content as members contribute thoughts, media, resources and questions to build the __Minecraft Experience__ evidence base.
This panel of notable speakers has been drawn together to answer provocative questions about Minecraft’s success and define its relationship to and impact on learning. The panelists have been chosen to represent play in many contexts formal education, informal learning, self-organised learning, schools and non-school contexts. They include game designers, educators, researchers, learners and parents who have each had a personal and professional experience of this and many other games.
Panelists take a position on the Minecraft experience and use the resources provided by members of the project to inform, support and evidence their case.
How are players, educators and researchers invited to contribute?
Who could benefit from joining this project and attending the G4C 2014 panel session?
http://www.stevehargadon.com/2014/04/learning-revolution-conference-schedule.html
http://www.connectsafely.org/teacher-teaching-minecraft-looks-like/
https://www.brainfuse.com/home/peers.asp
http://www.magazine.utoronto.ca/life-on-campus/donny-ouyang-online-peer-tutoring/
https://peers.aristotlecircle.com/page/1-to-1-in-home-tutoring
http://study-guide-services-review.toptenreviews.com/what-is-peer-to-peer-tutoring.html
Peer reviewed (please consider LRS online dbase to retrieve):
Westera, W., De Bakker, G., & Wagemans, L. (2009). Self-arrangement of fleeting student pairs: a Web 2.0 approach for peer tutoring. Interactive Learning Environments, 17(4), 341-349. doi:10.1080/10494820903195249
http://ascilite.org.au/ajet/ajet26/mcloughlin.html
http://www.sciencedirect.com/science/article/pii/S036013150600090X
http://www.sciencedirect.com/science/article/pii/S0740818807000448
http://www.sciencedirect.com/science/article/pii/S8755461507000734
http://www.tandfonline.com/doi/abs/10.1080/02602930410001689144#.U1J_MvldWSo
Interesting conference proceedings:
Gaofeng, R., & Yeyu, L. (2007). An Online Peer Assisted Learning Community Model and its Application in ZJNU.Online Submission,
A model to consider, if you have a higher ed instution in the vicinity and replace freshman students with K12 ones. I like how the authors further classified the tutors into 3 categories:
De Smet, M., Van Keer, H., & Valcke, M. (2008). Blending asynchronous discussion groups and peer tutoring in higher education: An exploratory study of online peer tutoring behaviour. Computers & Education, 50207-223. doi:10.1016/j.compedu.2006.05.001
This is the foundation, which the startup companies from Sillicon Valley are using to make money:
Hsiao, Y. P., Brouns, F., Kester, L., & Sloep, P. (2013). Cognitive load and knowledge sharing in Learning Networks. Interactive Learning Environments, 21(1), 89-100. doi:10.1080/10494820.2010.548068
this is old, but you can take the concepts and apply them right toward your research of using CAI
Dewey, D. P., & Cannon, A. E. (2006). Supporting technology instruction through peer tutoring, discussion boards and electronic journals. IALLT Journal Of Language Learning Technologies, 38(2), 17.
this one goes towad
Mengping, T. (2014). Mathematics Synchronous Peer Tutoring System for Students with Learning Disabilities.Journal Of Educational Technology & Society, 17(1), 115-127.
Tsuei, M. (2012). Using Synchronous Peer Tutoring System to Promote Elementary Students’ Learning in Mathematics. Computers & Education, 58(4), 1171-1182.
High school policy is turning from banning mobile devices at school to acceptance of students’ mobile devices and integrating them into the learning process: BYOD (Bring Your Own Device)
How is higher ed addressing/integrating such evolution?
#m #techworkshop #BYOD in schools http://thejournal.com/articles/2014/04/08/a-third-of-secondary-students-use-school-issued-mobile-devices.aspx
Good day everyone,
The rising prominence of mobile devices in education and our private lives prompts us to revisit the “tablets” group of 2012/2013. Back then LRS and ITS faculty and staff, who were given iPads and Android tablets, met monthly to share ideas and experience.
With Dean Vargas’s support we plan to reconvene this group. We recognize that many more of us now have mobile devices, including tablets and smart phones, so we invite anyone who has a mobile device (not only a tablet and not only using iOS or Android, but any mobile device or operating system) to meet with us and:
a. share experience and knowledge,
b. seek answers to questions and/or
c. brainstorm and develop ideas as to how we can use these tools more effectively at work and in our private lives.
The group is initially christened as SMUG (smart mobile users’ group, not for our attitude, but for fun). We expect the group to create its own personality and name.
Please contact us if you’re interested. Please have the Doodle poll https://doodle.com/2uaytxbth728sa9b for the initial meeting.
Thanks,
Tom Hergert and Plamen Miltenoff
http://mashable.com/2011/05/26/social-media-games-education/
Social media and online games have the potential to convey 21st century skills that aren’t necessarily part of school curricula — things like time management, leadership, teamwork and creative problem solving that will prepare teens for success in college and beyond.
http://edtechtimes.com/2014/03/28/digital-badges-gain-traction-higher-education/
Universities are beginning to look into digital badges for their students to show the many varied skills students learn that cannot be shown on a diploma.
Badges use free software, which according to Mozilla, means “any organization can create, issue and verify digital badges, and any user can earn, manage and display these badges all across the web.”
Stephen Noonoo in his THE JOURNAL article:
Global Collaboration Projects that Go Way Beyond Skype
http://thejournal.com/Articles/2014/03/26/Global-Collaboration-Projects-that-Go-Way-Beyond-Skype.aspx?Page=1#QtGjrl5J4swVCRoI.99
describes the “flattening” of the high school classroom, where students use communication technologies well beyond Skype (Edmodo) to works with peers in real time around the world. The idea of flattening involves peer-to-peer mentoring (Vygotsky’s “zone”) besides high school students growing with the consciousness of growing in a global world.
Those will be the students, who in several years will be entering our (higher ed) environment. Are we ready for them?
Per our older blog entry:
https://blog.stcloudstate.edu/ims/2014/03/27/who-is-coming-to-college-after-the-millennials/
do we know and understand the students who are coming soon to our classroom?
http://edtechtimes.com/2014/03/12/technology-teaching-finding-balance/
The future of education lies in a healthy balance between teaching and technology. Digital literacy a the standard language of our world today, writes Andrew Marcinek. “As databases grow and information continues to evolve into paperless formats, it is essential to teach students how to question effectively and efficiently.” In addition, Marcinek advocates for educators to promote and encourage offline activities like socializing and traditional books alongside online learning.
In addition, Marcinek believes that educators should find applications that “promote and strengthen a variety of skill sets for students, not just one or two.” Learning goals and objective should still drive classroom engagement, not tools like devices and applications.
An administrator’s biggest mistake is to make technology seem like a mandated item.
For full story, see Edutopia.
MARCH 11, 2014
Andrew MarcinekDirector of Technology & EducatorU.org Co-founder, Boston, MA
http://www.edutopia.org/blog/technology-and-teaching-finding-balance-andrew-marcinek