Overall, this workshop has been a great experience. I've enjoyed learning about Virtuoso, but even more the opportunity to collaborate with other educators about the potential for gaming in education.
-Lucas
Friday, June 29, 2007
Day 5 Afternoon
"Who supports and who benefits from your participation in this project?"
My participation in this project stems largely from my association with Dr. Annetta through the EMS594 course. He and the Hi Fives team seem to be a great support team. Initially, I am the primary benefactor of this project because it allows me to see another avenue for technology integration into instruction in a way that's fun and exciting. Ultimately, I hope my students will benefit as well.
-Lucas
My participation in this project stems largely from my association with Dr. Annetta through the EMS594 course. He and the Hi Fives team seem to be a great support team. Initially, I am the primary benefactor of this project because it allows me to see another avenue for technology integration into instruction in a way that's fun and exciting. Ultimately, I hope my students will benefit as well.
-Lucas
Day 5 Morning
"How do you see this game as a tool for connecting with your students?"
I see these virtual teaching environments as a means of providing students with not only an innovative science experience but a technology one as well. I think at the very least, the novelty of the experience will be a point of connection.
-Lucas
I see these virtual teaching environments as a means of providing students with not only an innovative science experience but a technology one as well. I think at the very least, the novelty of the experience will be a point of connection.
-Lucas
Thursday, June 28, 2007
Day 4 - Shut Down and Power Off
Inspiration
Today has been much more productive for me in Virtuoso. I chose a map and began exloring it and adding natural and man-made objects to it. After I had successfully begun construction of a coral reef near the shore I began to think of what a player might do in "my world." If I approach the game creation from a problem-based learning approach, I can begin to think of a number of scenarios that students might experience. As I placed my beached boat, I imagined that it might have an associated oil spill. Perhaps that spill was affecting the local fish populations of the nearby reef. The world-building process can be quite inspirational. Let's see where this goes.
-Lucas
Today has been much more productive for me in Virtuoso. I chose a map and began exloring it and adding natural and man-made objects to it. After I had successfully begun construction of a coral reef near the shore I began to think of what a player might do in "my world." If I approach the game creation from a problem-based learning approach, I can begin to think of a number of scenarios that students might experience. As I placed my beached boat, I imagined that it might have an associated oil spill. Perhaps that spill was affecting the local fish populations of the nearby reef. The world-building process can be quite inspirational. Let's see where this goes.
-Lucas
Day 4 - Afternoon
"What interested you in video games as a form of teaching?"
As I mentioned in an earlier post, I'm an avid gamer myself. I also love teaching, so anything that blends the two would be ideal. As part of my graduate program in Instructional Technology, we've studied multimedia theories described by Richard Mayer. Whether intentionally, accidentally, or as a result of a sort of common sense, the best games are designed to maximize on the brain's cognitive load without overloading it. You always learn while playing a video game. No, the knowledge may not be practical, but learning does occur. In World of Warcraft, for example, even the most novice of gamers can easily begin playing, questing, and working collaboratively with other players.
How do game designers achieve this? How do they trick us into learning? I'm continually amazed at how much information I and my students who play World of Warcraft know about a world that doesn't exist. This includes knowledge of landmarks and regions, political factions, items and statistics, even history and lore. So as I play, I begin to analyze what the designers have done with the world they've created. How do they structure it? How does the player interface with the world? What makes it intuitive?
The ultimate question, however, is: "What lessons can I learn from what they've done and how can I apply it to an educational game?"
-Lucas
As I mentioned in an earlier post, I'm an avid gamer myself. I also love teaching, so anything that blends the two would be ideal. As part of my graduate program in Instructional Technology, we've studied multimedia theories described by Richard Mayer. Whether intentionally, accidentally, or as a result of a sort of common sense, the best games are designed to maximize on the brain's cognitive load without overloading it. You always learn while playing a video game. No, the knowledge may not be practical, but learning does occur. In World of Warcraft, for example, even the most novice of gamers can easily begin playing, questing, and working collaboratively with other players.
How do game designers achieve this? How do they trick us into learning? I'm continually amazed at how much information I and my students who play World of Warcraft know about a world that doesn't exist. This includes knowledge of landmarks and regions, political factions, items and statistics, even history and lore. So as I play, I begin to analyze what the designers have done with the world they've created. How do they structure it? How does the player interface with the world? What makes it intuitive?
The ultimate question, however, is: "What lessons can I learn from what they've done and how can I apply it to an educational game?"
-Lucas
Day 4 - Morning
"What do you do well when connecting with your students?"
I'm open and honest with my students. I strive to hold all of my students to a high standard and one that I, myself am willing to uphold. My animamted style and sense of humor allow me connect with many students. Additionally, to a large degree my interest in technology and gaming gives me common ground upon which to build rapport.
-Lucas
I'm open and honest with my students. I strive to hold all of my students to a high standard and one that I, myself am willing to uphold. My animamted style and sense of humor allow me connect with many students. Additionally, to a large degree my interest in technology and gaming gives me common ground upon which to build rapport.
-Lucas
Wednesday, June 27, 2007
Day 3 Shutdown and Power Off
End of the Day Reflections
Well, today was my first day, in person, at the workshop. What a blast! I'm really excited about the potential of Virtuoso and simply need more time to begin working in the environment to realize what I could do with it and what my questions are.
-Lucas
Well, today was my first day, in person, at the workshop. What a blast! I'm really excited about the potential of Virtuoso and simply need more time to begin working in the environment to realize what I could do with it and what my questions are.
-Lucas
Day 3 Afternoon
"Describe how your students learn best."
The answer to this lies in the individual student. My students' learning styles are highly varied. I tend to think that the more styles I can hit on in a class period the more likely they all are to benefit from the instruction.
-Lucas
The answer to this lies in the individual student. My students' learning styles are highly varied. I tend to think that the more styles I can hit on in a class period the more likely they all are to benefit from the instruction.
-Lucas
Day 3 Morning
"Describe Your Teaching"
I would describe myself as a very animated and "goofy" teacher. Whenver possible, I interject humor into my instruction because I find that it helps to keep my students engaged. I integrate technology whenever it benefits or enhances my instruction. My students would describe me as a "geek" or "nerd", terms which I've wholeheartedly embraced.
-Lucas
I would describe myself as a very animated and "goofy" teacher. Whenver possible, I interject humor into my instruction because I find that it helps to keep my students engaged. I integrate technology whenever it benefits or enhances my instruction. My students would describe me as a "geek" or "nerd", terms which I've wholeheartedly embraced.
-Lucas
Tuesday, June 26, 2007
Day 2 Afternoon
"How does the technology you currently use enhance your students' learning and your teaching? How do you know?"
Again, the technology is just a tool. If used properly, they can enhance learning, if not, they could potentially hinder it. I'll use my Qwizdom Classroom Response System as an example. This technology enhances my instruction in the following ways:
-Lucas
Again, the technology is just a tool. If used properly, they can enhance learning, if not, they could potentially hinder it. I'll use my Qwizdom Classroom Response System as an example. This technology enhances my instruction in the following ways:
- It allows for random selection of students. Thus, no student gets by or "slips through the cracks." Any student could be selected at any time.
- It allows the students to have immediate feedback as well as allowing me to immediately see how well they grasp the concepts being taught.
- It provides a high level of interactivity for the students during review, even providing a competitive environment that motivates them to do well during Qwizdom games.
-Lucas
Day 2 Morning
"How do you currently use technology in the classroom?"
Being the geek and gadget freak that I am, I'm always seeking new ways to integrate technology into my instruction. Currently I do the following:
-Lucas
Being the geek and gadget freak that I am, I'm always seeking new ways to integrate technology into my instruction. Currently I do the following:
- My classroom website is: http://www.nerdscience.com
- I use media-rich PowerPoint prentations with each section in Biology.
- The most exciting technology I use is the Qwizdom Classroom Response System. This is an interactive system where each student is given a remote that they use to respond to questions that I pose either orally or on-screen. Their remotes interact with my classroom computer and both I and they get immediate feedback on their responses. It's great for quizzes and even better for test/exam reviews! It's a wonderful assessment tool and the students beg me to use it.
- I use a variety of interactive websites and encourage my students to use emerging "Web 2.0" technologies.
- I play music for my students streamed through my classroom stereo system via my Zune or stream it via Pandora.com.
- I use my Dell Axim occasionally for typical PDA functions.
- I host a "Games Club" meeting in my classroom where students bring in their Playstations, X-Box, etc. and play games after school.
-Lucas
Monday, June 25, 2007
Day 1 Shutdown and Power Off
"End of The Day Reflections"
It's been an interesting experience participating at a distance via Skype. I think the potential for a graphically-rich environment as afforded by the Steam engine and the Virtuoso mod. is amazing. Students will, almost by default, be more interested in these virtual world experiences simply because that's the form much of their digital entertainment takes. I think, also, that we must not abandon good instructional design concepts as we drool over the technology. Ultimately, it's still just a tool... just like a chalkboard, overhead, or calculator. Used properly, however, it can be a great tool.
-Lucas
It's been an interesting experience participating at a distance via Skype. I think the potential for a graphically-rich environment as afforded by the Steam engine and the Virtuoso mod. is amazing. Students will, almost by default, be more interested in these virtual world experiences simply because that's the form much of their digital entertainment takes. I think, also, that we must not abandon good instructional design concepts as we drool over the technology. Ultimately, it's still just a tool... just like a chalkboard, overhead, or calculator. Used properly, however, it can be a great tool.
-Lucas
Day 1 Afternoon
"What brings you here?"
Well, at this point, I'm technically not "here." I'm participating as best I can via the Internet (Skype). My interest lies in the potential for gaming in education. This stems from both my interest in gaming and education.
"What are you excited about?"
I'm excited about collaborative virtual worlds and their use in education.
"What are you concerned about?"
I'm concerned that technology can create false realities and could result in a loss of the "human touch" that is a part of a face-to-face classroom setting at least as it applies to K-12 education.
-Lucas
Well, at this point, I'm technically not "here." I'm participating as best I can via the Internet (Skype). My interest lies in the potential for gaming in education. This stems from both my interest in gaming and education.
"What are you excited about?"
I'm excited about collaborative virtual worlds and their use in education.
"What are you concerned about?"
I'm concerned that technology can create false realities and could result in a loss of the "human touch" that is a part of a face-to-face classroom setting at least as it applies to K-12 education.
-Lucas
Day 1 Morning
"What are feelings about video games in general?"
I'm an avid gamer myself. I think video games are an excellent, interactive, and engaging passtime. I think the gaming industry is set for major growth as people crave more interactive entertainment options.
"What are your feelings about video games as learning tools?"
I first realized the educational potential of video games as an undergraduate at UNCW. I was ahead of my classmates in Western Civ. largely due to my time spent playing Sid Meier's Civilization series. That game allowed me to understand many of the fundamental technologies, developments, and key points in history while enjoying a fun and challenging strategy game.
As I began my graduate studies in Instructional Technology, the educational value of gaming was re-affirmed. I realized that the best video games and the ones with the most educational potential were those that made learning seamless and almost subconscious. For example, in the online game, World of Warcraft, the interface allows fluid access to pertinent game-related knowledge, just-in-time, and in a format that integrates smoothly with the game itself. So, I began to wonder, "What is it that the game designers know, that we, as instructional designers could learn from? How can I design instruction that models what I experience in the game world?" Thus, begins my "quest" for understanding!
"Why is it that I and my students can navigate an expansive, online virtual world that doesn't exist? How is that we understand the political interactions of fictitious factions? How can we understand the mathematics of our character's combat abilities and the complex formulas affecting our performance? ...all without spending time in a traditional classroom?"
No, an understanding of how much my damage output will increase by the addition of one point of agility to my statistics isn't practical knowledge in the real world, however, I understand it and thus, learning has occurred. How can I teach science like this?
-Lucas
I'm an avid gamer myself. I think video games are an excellent, interactive, and engaging passtime. I think the gaming industry is set for major growth as people crave more interactive entertainment options.
"What are your feelings about video games as learning tools?"
I first realized the educational potential of video games as an undergraduate at UNCW. I was ahead of my classmates in Western Civ. largely due to my time spent playing Sid Meier's Civilization series. That game allowed me to understand many of the fundamental technologies, developments, and key points in history while enjoying a fun and challenging strategy game.
As I began my graduate studies in Instructional Technology, the educational value of gaming was re-affirmed. I realized that the best video games and the ones with the most educational potential were those that made learning seamless and almost subconscious. For example, in the online game, World of Warcraft, the interface allows fluid access to pertinent game-related knowledge, just-in-time, and in a format that integrates smoothly with the game itself. So, I began to wonder, "What is it that the game designers know, that we, as instructional designers could learn from? How can I design instruction that models what I experience in the game world?" Thus, begins my "quest" for understanding!
"Why is it that I and my students can navigate an expansive, online virtual world that doesn't exist? How is that we understand the political interactions of fictitious factions? How can we understand the mathematics of our character's combat abilities and the complex formulas affecting our performance? ...all without spending time in a traditional classroom?"
No, an understanding of how much my damage output will increase by the addition of one point of agility to my statistics isn't practical knowledge in the real world, however, I understand it and thus, learning has occurred. How can I teach science like this?
-Lucas
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