Games and Gamification

Since the beginning of time, games have brought people together. In a world filled with these, coloured boxes, that zone us and our kids out to the world around us, I think, games are so important. They have a magic about them that takes technology and makes it a shared experience. 

Game designers are far better at engaging our kids than us teachers, we can't deny that. So it is time we took some hints from these engagement experts. 

A tip we can take from game designers is flow theory. When gamers enter a state of flow they lose track of time, and they keep playing for longer and longer. The game is not too challenging and not too easy (sounds a lot like Vygotsky's ZPD, in my opinion). 

Something that I'd love to try out, is gamifying a language experience (not technology based), using game mechanics. 

The technology based, game design tools I'd like to give a go is Game Froot, as it is created right here is Aotearoa. 

As we rethink the learning experiences we design for our kids we have to be aware of...

 'CHOCOLATE COVERED BROCCOLI', 

looks like a game, sounds like a game but when the kids start playing they realise its just math practice. 

And just for the pure joy of playing a game, to bring us and our kids together... Google 

Cat On Yer Head... a game for crowds!

Design Thinking with year 5/6!

Between getting ready for and celebrating Matariki plus a few additions from another class to add an already buzzing classroom we tackled a design thinking challenge linked into the class inquiry topic, Tourism! The challenge was to design a tourist attraction for an allocentric (risk taking and adventurous) or psychocentric (thoughtful and peaceful) tourist.

Next time I am going to introduce the ideating stage by sharing with the kids different strategies to come up with new ideas. As across all the classrooms this is the part the kids have found most challenging. 

For the reflecting stage, a hack I've discovered this week is getting the kids to write their "script" on post-it notes to make filming their digital learning objects a breeze - one take and they were done! 

Master P, J, S and S designed for an allocentric tourist. They picked up on the ideation process and loved they idea of mixing together two old ideas to make a new idea. 

They designed a tourist attraction where "risk taking" people who like to do graffiti can come and spray paint the wall without fear of getting caught by the police. They learnt lots about working together and communicating with each other about what needed to be achieved to get the job done!

Masters H, D, B and C designed for an allocentric tourist. They struggled at first to come up with a new ideas but quickly worked out they could make something that was "impossible" which pushed them to take bigger risks and be more creative! 

They designed a teleportation machine that would transport their tourist to any place in the universe instantly. 

I will leave you with a question which was shouted very loudly at me from across the room my Master J,  

"MRS KIRBY ARE WE ALLOWED TO USE OUR IMAGINATION?".... 

.... yes, always! 

Design Thinking with year 7/8!

Our year 7/8 class used design thinking alongside their inquiry topic for the term, tourism. The kids had been learning about different types of tourists with their classroom teacher. So we used design thinking to design tourist attractions for either allocentric or psychocentric tourists.  

We used Lego and a box of "junk" for prototyping.

The challenge I came across was how much the kids struggled to ideate (it was so hard as the teacher to let them struggle and not jump in and give them some ideas). They are possibly just not used to ideating, or expressing their ideas by sketching. 

At the reflecting stage of the design thinking process the kids made short (one take) videos to share with others their designs. The kids had to write a script and practising saying it before they were allowed to film. I was surprised how they really struggled to communicate their ideas.

Here is an example for one of the videos the kids made to share their design thinking prototype. It is definitely not perfect but a good first go, I think! 

Here are few of the most innovate designs. First up is a hot air balloon ride designed for a psychocentric tourist. What a innovate way to use a balloon! 

Miss S, designed a baggage trolley system for her adventurous allocentric tourist. She commented on how she liked learning by making things. She spent  a long time making her ideas better and better and BETTER! 

There is lots of room for improvement. BUT loving this design thinking journey! 

Bringing our inquiry topic to life using augmented reality!

In room 3 (a year 2/3 class), we learnt that we live in a country called New Zealand, a city called Auckland and a suburb called Glen Innes! 

I used digital technology to engage the students by using Google Earth and the augmented reality app, Quiver. We looked at Google Earth as a class, found New Zealand, then Auckland and then Glen Innes. 

Next, we designed our planes (remembering not to colour in the backgrounds so that the camera could easily see our designs and make them into real aeroplanes). 

The kids worked out the easiest way to use the app was to put your plane design on the floor and relax on a chair! 

The kids first flew their plane to Auckland and then began exploring the rest of the country. At each destination the kids could look at photographs of iconic places. For example, in Auckland we found pictures of the harbour bridge, sky tower and the water front. 

The quote of they day from one of the kids was,

"Um Mrs Kirby, I think it is time to stop playing and start learning now!"

Learning the places of New Zealand using augmented reality!

This week at The Mind Lab we we learnt about augmented reality. Augmented reality adds information to a view of the real world, think Pokemon Go! Unlike virtual reality headsets which block out the real world, augmented reality mixes the real world and the virtual world together. 

At The Mind Lab we experimented with the app 'Quiver' in our face to face session. A very limited number of resources are available on this app (both free and paid) but I was excited to see one that fitted with the learning of my kids this week. 

This term our school wide topic is Tourism.  In Room 2 (a year 1 class) I used the app Quiver to design our own aeroplanes and take a tour of New Zealand - with a focus on flying our planes to Auckland!

Here is a short video of one of the 'experts' teaching her group...

First the kids had to colour in their aeroplanes, before using the iPad to bring them to life. 

The kids were amazed to see their 2D drawings come to life in 3D - exactly has they had designed them! 

Very quickly some of the kids became experts at using Quiver, and taught their friends how to make it work and fly their planes to Auckland! 

The limitations I discovered were only having access to one iPad and not being about to zoom out on the map of New Zealand (on Quiver) - although the colouring sheet did have a full map of NZ (so we used this to help us locate different places). 

I'm keen to explore using augmented reality again in the classroom - as the kids found it so engaging! Many chose to spend their "golden time" flying their aeroplanes around New Zealand. 

Algorithms: Computers are good - and fast at following instructions!

In Room 10, a year 4 and 5 class, we learnt that computers are good - and fast at following instructions but they can't think for themselves. We learnt that the instructions a computer follows is called an algorithm. The kids discussed that they have imaginations, creatively and problem solving skills! 

We read the story "Hello Ruby" by Linda Liukas. The kids definitely related to the way Ruby is a bit cheeky when following her dads instructions. He asks her to get dressed, so she does... but doesn't take her pyjamas off first because he didn't ask her too. Or when she is asked to pick up her toys, she picks up all the toys but leaves the pencils on the ground because they are not really toys! 

We worked collaboratively to be "computer" following an algorithm. Each child had to think of their algorithm - some drew circles, lines, hearts, the first letter of their name. BUT whatever they chose they had to do the same thing, over and over again. 

After wards we discussed how long it might take for a computer to generate a similar piece of artwork, given the exact same instructions? The kids reckoned...not very long - that a computer could make millions of pictures in the same time they could make one. 

We ended the session with a play on Scratch, most kids hadn't come across Scratch before, and those who had rose to the challenge of being "coding experts". The kids created an algorithm to make the Sprite draw a line on the stage. Some went above and beyond... creating codes to make the Sprite draw circles and triangles! And of course the annoying "MEOW!!" sound effect! 

Next time, I'd like  the kids to create their 'algorithm pictures' with larger pieces of paper and I'd encourage the kids to connect their algorithms... for example three kids following these three different instructions... draw a circle, draw star in the middle of every circle, draw a line to connect all the circles....

Research Informed Teaching

Week #4 at The Mind Lab was all about research informed teaching (and leadership). 

Being a research informed teacher (and leader) means being able to lead in your practice by having the knowledge and skills to use evidence and critical thinking to support innovation and lead others to change.

We created "memes" to share our understanding...here a a few of my favourites!

Collaboration, constructivism and constructionism.

 We had a play with the coding programme 'Scratch' and a 'Makey Makey' to create a magical music machine at The Mind Lab this week. After completing this task we were asked to reflect on what constructivism, constructionism and collaborative learning looked like in this task. 

Constructivism

Constructivism is learning by doing a task. The knowledge doesn’t come from the teacher, but knowledge is constructed as the task is worked on (Cashman et al, 2005). Constructivism fits with the theory of Vygotsky, he brought us "ZPD" (the zone of proximal development). He believed that a more knowledgeable other could support us in our learning. In the 21st century learning this 'more knowledgeable other' could be technology. 

We learnt by ourselves how to make a drum kit using Scratch and a Makey Makey.

We only got a simple brief of what we needed to achieve “A magical music machine”. 

None of us were experts in using Scratch or a Makey Makey but as we worked out through trial and error we shared our learning with each other as we went along. 

Constructionism

Papert & Harel (1991) state that constructionism is the idea of learning-by-making and that these activities display qualities of "learning-richness": 

During this activity we “constructed” a drum kit.

The drum kit was the product of the hands-on learning that we did around the Scratch coding program. 

Through having the goal of creating a “musical machine” we were able to figure out the different steps we, as a group, needed to take to create our drum kit. 

Collaboration and Cooperation

Dillenbourg (1999) identifies the difference between collaboration and cooperation as defined by a degree in the division of labour. In cooperation, partners split the work, solve sub-tasks individually and then assemble the partial results into the final output. In collaboration, partners do the work 'together' (Dillenbourg, 1999). 

During the task, we utilised both styles - although we ‘worked together’ in collaboration, we also ‘divided the labour’ during the process. 

For instance, one member of the group completed the coding task via Scratch, whilst the other two created the physical ‘Drum Kit’. 

These features were then combined at the end to create the finished product.

These educational theories will feed into my digital assignment #1. 

Cashman et al. (2005). Teachers Discovering Computers: Integrating Technology and Digital Media in the Classroom (4th Ed.) Cambridge: Course Technology.

Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.). Collaborative-learning: Cognitive and Computational Approaches. Oxford: Elsevier

Papert, S. & Harel, I. (1991). Constructionism. Alex Publishing