Sunday, September 28, 2014
I was watching my son Oren walk around trying to decide what to play. "Why don't you play this one?" (pointing to bean bag target game) I asked. He looked at me and said "You can't win anything so what's the point?". The organizers have definitely simplified the organization of the fair but they completely missed the game mechanics. To keep humans motivated and in this case creating enjoyment the game has to have a point. The point can be a prize, points, a leaderboard or boasting rights but it has to have a point.
I think this is the point that people miss when we talk about how our understanding of games can inform education. It is not about making educational games. Instead it is about importing the idea of feedback and rewarding incremental progress. Education has always been very good about long term rewards- semester and course grades, GPA and even entry to college. We are considerably less adept at rewarding incremental progress and specific achievements. The only example that I can think of in recent years is the work in RtI (Response to Intervention) on reading fluency. In it students receive weekly probes and chart their progress. This has worked almost too well encouraging students (and teachers) to focus on rate too much. This however highlights the enormous promise in using feedback on incremental achievement progress. Badging anyone?
Sunday, September 21, 2014
In the course of discussion about the use of the devices I pointed out that some of the advantages of the laptop, stability and a keyboard, are also its limitations that truely limit mobility.
Justin then raised the idea of having a diversty of devices in the classroom. To be honest I have been so fixated on the idea of 1:1 with the same device that I have not really thought of the potential benefits of different devices that answer very differnt needs.
Don Leu repeatedly observed that the only constant in this area is that it keeps changing. As Kristin Javorsky and I presented recently in a Reading Teacher article the key to teach students to deal with the ever changing environment is to teach cognitive flexibility. Then why not do that with choice of device? The late Steve Jobs repeatedly made comparisons between vehicle and device diversity- fit the tool to the job. That can and probably should start in school, where else can you learn to be flexible, experiment and learn to match the tool to the task?
Education is about differentiation we can do that with devices as well.