Interactive Education

Interactive Education

Cyndi Masters, CEO / Founder

Open Source=

No socioeconomicDifferences

Available to All – meets kids where they are

Social Media

Teacher + Facebook + Student

=Toxic

Pros and Cons

http://twitterfor teachers.wetpaint.com

http://www.pcmag.com/article2/0,2817,2385380,00.asp

?

Social Learning Management SystemEdmodo

Schoology

Edu20.org

Social Book Marking,

RSS and Blogging

Gamification

“Games aren’t about wasting time they Are about learning how to

Overcome obstacles and challenges, they areAbout mastery.”

- Forget Gamification: It’s Time for Mastery

“The use of game play mechanics for Non-game

Applications”

“Funware”

-Wikipedia

Student Gamification Resources

Go Animate 4 Schools

Museum Box

Story Jumper

Study Ladder

Student Educational Games

Horace Mann founded public education in 1937.

It hasn’t changed much!

+ Memorize + Test + Grade=

#OBSOLETE

Gamifyng Education = Mastery = Success

Grading Systempromotes de-motivation

A+

Start from 0And

Gain points with achievement

Class-wide Achievements

Gamification Promotes Agency

“The idea that we control our own destinyAnd our choices matter”

Agency:

- http://www.escapistmagazine.com/videos/view/extra-credits/3167-Gamifying-Education

Games teach that different choices produce different outcomes

EXTERNAL MOTIVATORSthru ARGs

ARGAlternateRealityGame

ARG’s use information as milestones and achievementsto unlock a greater goal or task

ARG’s promote:

•Engagement while continuing to learn

•Great mystery

•Make learning magical and mysterious

Alternate Reality Games• An interactive narrative that uses the real world as a platform,

often involving multiple media and game elements, to tell a story that may be affected by participants’ ideas or actions.

• Form is defined by intense player involvement with a story that takes place in real-time and evolves according to participants’ responses.

Example of an ARG – Implementation in the classroom

• 1,800 people combined imagination with insight to create World Without Oil (WWO), a realistic simulation of the first 32 weeks of a global oil shortage chronicled in 1,500 personal blog posts, videos, images and voicemails.

• Used as a tool to engage students with questions about energy use, sustainability, the role energy plays in our economy, culture, worldview, and history.

Case Study: World Without Oil

Lesson Format• Divided into 10 Lessons, each with the following structure:

– Set the Stage– Take Action– Lesson Activity– Reflect– Take it Further

Lesson 1: Oil Crisis Introduction

Part 1: Set the Stage• A global oil crisis has begun. Oil usage worldwide has

increased to where the oil supply can only meet 95% of it.

• Present one or two stories from WWO to give students the gist of the latest events in the oil crisis.

Part 2: Take Action• Promote critical thinking with group discussion questions.

– What are your initial reactions to a spike in fuel prices and the coming oil shortage?

– How might your life have to change? How serious are those changes? How ready are you to make them?

– Why did oil prices rise so fast? Why did the announcement “an oil shortage is coming” cause fuel prices to rise immediately?

Lesson 1: Oil Crisis Introduction

Part 3: Lesson Activity• Examine a specific topic that gives context to help students

gain a better understanding.

– Ex. What products besides fuel is petroleum necessary?

• Oil moved the tractor that grew your food• Oil moved the truck that brought iPods to your store• Oil mined the coal that generated the power that pumped water to your city• Oil moved the ambulance that took your Aunt Martha to the hospital so that

your cousin Samantha could be safely born

Lesson 1: Oil Crisis Introduction

Part 4: Reflection• Now that they have a better understanding of the current oil

crisis, it is time for them to reflect on the recent events.

– Ex. How are you personally connected to oil and what does this crisis mean to you? Your reflection should incorporate your new understanding of oil and the changes that you personally may have to make if the situation worsens.

• Have students record their reflections in a variety of media – Blog posts, videos, podcasts, photographs, drawings, etc.

Lesson 1: Oil Crisis Introduction

Lesson 1: Oil Crisis IntroductionPart 5: Take it Further• Don’t let the game stop once out of the classroom.

• Use additional materials and resources provided by World Without Oil to extend the critical thinking experience between sessions.

• The goal is for students to continue to apply its lens of inquiry to the world around them.

DRINK theKool-Aid !

Teacher’s Resources

Video