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The Minecraft Experience Panel Presentation Games for Change NYC April 24th 2014
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?
- project wiki to prod, poke, stimulate and support crowd sourced content and dialog
- live youth speakers on the panel
- social media and wiki activity in lead-up using selected #minecraftproject
- video inclusions of educators, parents, kids/youth arguments, evidence and questions
- promotion of youth media pieces from existing YouTube etc to support and stimulate various provocative dialogs
- livestream of the panel to global contributors with live feedback and questions.
Who could benefit from joining this project and attending the G4C 2014 panel session?
- Educators seeking to understand Minecraft’s value to learning
- Programs seeking to adapt Minecraft as part of a program of impact or change.
- Game designers seeking to build in its wake
- Anyone wanting to consider issues of fidelity, adaptation, constructionism, popular culture, and impact in gaming.
http://www.stevehargadon.com/2014/04/learning-revolution-conference-schedule.html
http://www.connectsafely.org/teacher-teaching-minecraft-looks-like/
http://www.pearltrees.com/#/N-f=1_10785583&N-fa=3358517&N-p=105030132&N-play=0&N-s=1_10785583&N-u=1_372724
http://gamesandimpact.org/members/bronst/activity/friends/
Please consider our other Twitter-related blog entries:
https://blog.stcloudstate.edu/ims/2014/03/29/11-things-you-didnt-know-you-were-doing-wrong-on-twitter/
twitter resources for its use in education
Is the @ symbol hurting Twitter? The social networks tries to do without
Twitter grammar
A Quick Start Guide to Participating in Twitter Chats
10 TWITTER TIPS FOR TEACHERS
Why Twitter Lists Should Be Your #1 Resource for Social Selling
http://blogs.salesforce.com/company/2014/04/twitter-lists-social-selling-resource-gp.html
As a social salesman, you should understand the overwhelming majority of Twitter users are narcissistic at the end of the day and are looking for people to acknowledge their written feelings. Best of all, there’s an unwritten rule with public Twitter engagements that essentially require the recipient of a tweet to respond. Unlike LinkedIn and email, a non-response is almost sacrilegious on Twitter.
http://www.pcpro.co.uk/news/386134/free-skype-group-video-calls-for-a-year
Even with the release of a GROUP video call now for free (versus only between two parties), Google Hangout still might be the way to go:
http://searchunifiedcommunications.techtarget.com/feature/Google-Hangouts-vs-Skype-A-comparative-look
In addition to Google Hangout, please have more alternatives for video and desktopsharing (mostly free):
9 Ways Students Can Host Peer Tutoring Sessions Online
http://www.freetech4teachers.com/2012/11/9-ways-students-can-host-peer-tutoring.html#.U1J6ZPldWSo
here are links to the tools:
http://www.creativebloq.com/infographic/tools-2131971, http://uplifted.net/marketing/top-3-free-generator-tools-to-create-an-infographic-online/, http://www.edudemic.com/diy-infographics/
http://piktochart.com/
http://infogr.am/
http://create.visual.ly/
Caitlin Bagley’s Slideshare presentation:
http://www.slideshare.net/ALATechSource/bagley-31849582
Establishing Credibility
The primary focus of using infographics is not to teach them how to create, but rather to
interpret dataTeach students not to fear numbers, and how to read it.Before we create, make sure we know how to read critically infographics
What are Infographics? Definition:
- they’re the merging of art and information on charts to highlight specific bits of information.
- Portmanteau of Information + Graphic
Data Sources: where do you get your data from?
From the library dbases:
http://stcloud.lib.mnscu.edu/subjects/guide.php?subject=REF&_ga=1.193545069.1129885410.1422389529
From the Internet:
US CensusStatistical Ready Reference (Data Planet)
Simmons OneView
S&P NetAdvantage
Tools: Piktochart, Infogr.am, Easel.ly
What do you want to achieve?
1.Learn about statistics resources at the library
2.Be aware of the ramifications of bad data.
Q:
Hi all,
Please excuse duplication but I’m trying to get this to as many people as possible.
There are two courses in the M1/M2 years in our medical college that are extraordinarily large. In many schools it’s called the “Doctoring” course. Our university uses Blackboard as our LMS, but as there is no real search mechanism in Blackboard, the content is hard to organize and locate. I’ve been trying to think of good options for this type of course and have come up with iTunesU and Moodle with search installed and turned on.
Do any of you have other options you might recommend?
Thanks,
Max~~~~~~~~~~~~~~~~~~~~~~
Max Anderson, MLIS
Instructional Designer, Undergraduate Medical Education
UIC College of Medicine
150 College of Medicine West
1819 W. Polk St. (M/C 785)
Chicago, IL 60612-7332
Phone: 312-996-5898
Fax: 312-413-3410
UGME Website: http://chicago.medicine.uic.edu/ugme
A:
On Wed, Mar 26, 2014 at 10:57 PM, matinga ragatz <matingaragatz@gmail.com> wrote:
@Max
Google Course Builder is free but you do need a bit of html/coding knowledge to get things looking right.
Post an update when you find your solution!
Cheers!!
==============================
Docebo? It is really daunting for online teaching, got me frustrated, but very good for your needs. Or you could Just put them on GDrive in folders and link them to any website (or LMS) that has an embedded discussion forum (G Groups, any LMS Discussion forum).
———–
Ammar Merhbi
Edtech and TESOL, M.A.
Educational Technology Specialist and Head of English Department
Google Apps and Moodle Administrator (http://www.learn.djis.edu.sa )
PD Specialist
How did you figure out the Millennials? I found the following book
Howe, N., & Strauss, W. (2000). Millennials rising : the next great generation /by Neil Howe and Bill Strauss ; cartoons by R.J. Matson. New York : Vintage Books, 2000. http://smallbiztrends.com/2009/09/33-useful-presentation-tools.html#!
very helpful. Here is more about their “generational theory”
http://en.wikipedia.org/wiki/Strauss%E2%80%93Howe_generational_theory
The Millennials are gradually graduating and a new generation is entering our higher education.
If you are interested to learn about the 2017-2020 graduates at college and adjust your teaching practices to their habits, understandings etc., here is a helpful book:
Levine, A., Levine, A., & Dean, D. R. (2012). Generation on a Tightrope : A Portrait of Today’s College Student. San Francisco: Jossey-Bass.
We have it in electronic format
http://login.libproxy.stcloudstate.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=nlebk&AN=471133&ebv=EB&ppid=pp_C1
D2L Update
This update will include information on D2L Version 10.3 upgrade, testing for the upgrade, and D2L tools.
D2L will be upgraded to version 10.3 (includes version 10.2 as well) on May 30 beginning at 10 p.m. The upgrade will provide the following benefits:
· Quiz and Survey edit/create screens re-organized with new layout
· Discussion tool revamped with new navigation to improve flow
· Content tool will be the central/starting point of activity for teacher and learner
· Content navigation improvements for viewing progress
· A full listing of improvements can be viewed at community.desire2learn.com
You can review all of the planned changes in this upgrade by viewing D2L’s “Learning Environment 10.3 Features Guide” at available at the D2L Community Site. In order to do so, you need a user account to get access to D2L’s documentation. To login or create an account please visit: https://community.desire2learn.com/login/.
Select the Enrollment link to create a new account.
Once you are successfully logged into D2L’s Community Site, select the “Documentation” link on the top navigation bar to access the Desire2Learn 10.3 Resource Center. (snapshot desirable here)
You can also find the Version 10.2 Features Guide by selecting “Archives in LOR”, then Learning Suite 10.2. (snapshot desirable here)
There will be a D2L version 10.3 testing period available for faculty before the May 30th upgrade, which will start towards the end of April. Additional information will be send out regarding how to participate in this testing period.
Below are two documents on the current tools, features, or permissions available in D2L, or additional third party tools which can be integrated with D2L. Please review the two documents below.
Questions can be referred to D2L@stcloudstate.edu
SideVibe is a cloud-based tool similar to Evernote https://evernote.com and Diigo https://www.diigo.com, which successfully took over the bookmarking Delicious https://delicious.com/
Besides “anwhere/anytime” bookmarks, the new generation of Diigo, Evernote and SideVibe offer taking, of screen snapshot, notes, drawings etc., thus making them perfect for educational purposes
Here is a K12 teacher’s account on the use of SideVibe in class: http://datafiend.wordpress.com/2012/03/21/using-sidevibe-in-class/
Twitter, Rape and Privacy on Social Media – The Cut
http://nymag.com/thecut/2014/03/twitter-rape-and-privacy-on-social-media.html?mid=facebook_nymag
*****************
Three thoughtful and thought-provoking essays about teaching social media use:
“Why students should not be required to publicly participate online” online at http://prpost.wordpress.com/2010/04/25/why-students-should-not-be-required-to-publicly-participate-online/
“Notes on Student Privacy and Online Pedagogy” online at http://joshhonn.com/?p=65
“Why the Loon does not assign public social-media use” online at http://gavialib.com/2014/02/why-the-loon-does-not-assign-public-social-media-use/
I don’t necessarily advocate the point of view expressed in these posts, but I do think they merit both attention and discussion in a course focused on social media.
Keith Ewing
Professor, Library Systems & Digital Projects
What do you know about those?
How can you use them?
What for?
Ideas how they can improve teaching
Ideas how they can improve learning
Ideas how they can improve instructional design
Ideas how they can serve information technology
Ideas how they can serve elearning and mobile learning
Ideas how they can serve gamification.