ICT in Practice Issue 7

ISSN 2053-5104

ICT in Practice Transforming education through sharing knowledge and practice Created by educators from around the world ISSUE 7

P3 / CODE KINGDOMS Kids, let’s get coding with Code Kingdoms!

P14 / ICT CURRICULUM How to adapt your whole school ICT Curriculum

SPRING EDITION APR 2014

P19 / MINECRAFT Minecraft; An unlikely tool to develop life-long learners

P31 / E-LEARNING E-Learning in a Biology Classroom

www.ictinpractice.com

From the editor

Yes, it is spring! Even out here is Shanghai one can hear the birds celebrating, their warbling notes muffled by their tiny air filtration masks. I love spring. It is the season of hope, of looking ahead to next year, despite the challenges that still lie ahead before the end of term. More honestly, it is that stretch of the calendar when everyone realizes that the apparent lack of time before IB, AP, and all other summative assessments, is real.

Ahhhhhhhh!

Peace! There is yet summer, forever immortalized by that singing snowman, Olaf, from

Disneyʼs Frozen. You may prefer Idina Menzelʼs “Here I Stand”, or

have the honor to serve, with the best administrators, the most

perhaps you are mesmerized by

magnificent colleagues (both F2F

the impressive CG, but for me, those images of summer sustain

and online), all while teaching the most amazing kids. I refuse to

my soul. Of course, the reality seldom lives up the hype. If we are

miss a moment of it. And that is why you do it, too.

alike (I pity you that), then your

So bring on the tech conferences,

summer itinerary is already booked with tech conferences,

the seminars, sessions, unconferences, and more. I canʼt

ICT presentations, LMS seminars, and one weeklong vacation

wait to try those new apps, websites, and services. A new

wedged in between the others

LMS to roll out? Childʼs play! It is

(really, just to say that you took a break). Did I miss a wedding? Oh,

the most marvelous insanity. Who needs boredom? Here is to … wait

the stress of trying to relax is killing me!

for it … spring! (Ha! You thought I was going to say, “summer!” Didnʼt

Donʼt cry for me, ICTers. The truth

you?)

is I never tire of all these wild days, this mad existence (OK, Iʼll

Cheers to 2014-15!

stop here, before the Evita copyright people come after me).

Like you, I realize that my crazy schedule is of my own making. I know why I do it. I teach at the greatest school in which Iʼll ever

Christopher Carter Social Science Team Lead/ Tech Coach/Teacher Concordia International School Shanghai, China

Contents ‘Kids, lets get coding with the Codekingdoms ’ page 3-4

‘The princess is in another castle...Teaching?’

by Vivian Lu page 5-9

‘How to adapt your whole school ICT Curriculum’

by Taryn Hauritz page 10-12

‘Games Based Learning Making it Happen’

by Paul Ladley page 13-14

‘Minecraft; An unlikely tool to develop life-long learners’

by Elliott Plumb page 15-17

‘Apps for learning’

by Francisco J. Alfonso Domínguez page 18-24

‘Using Technology in Primary Science’

by Maggie Morrissey page 25-26

“E-Learning in a Biology Classroom”

by Mila Bulić and Daniela Novoselić page 27-28

Kids, let’s get coding with Code Kingdoms! www.codekingdoms.com

Meet Lacey, Ruffles and Paws, our

brother learn coding. He was obsessed

puzzle-­‐savvy heroes ba@ling through

with MinecraR at the Ime so I started

magic JavaScript planets in the Code

building a game in a similar style so he

Kingdoms.

could code in a creaIve environment he

They’re out to save friends from hordes

truly loved.”

of evil Glitches that have invaded, luring

The pair has been meIculous in

them into spike-­‐invested volcanoes,

producing a gender-­‐neutral design that

navigaIng perilous traps and coding

appeals to kids aged 6-­‐13. They code

their way to victory.

cute animals, pesky Glitches and other

But the fun doesn’t stop there -­‐ Kids use the coding skills learnt in the game to build their very own planets to challenge mates. Code unleashes creaIvity in a whole new way, allowing the Code Kingdoms universe to take on a whole life of its own. If your kids aren’t already playing you’re missing out!

I met with co-­‐founders Hugh and Ross who explained more.

“Before we met, Ross and I were teaching programming in our separate ways: Ross was in schools with Intel while I was helping my 8 year old

interacIve objects in levels to make exciIng challenges for their friends -­‐ all with an intuiIve drag-­‐and-­‐drop JavaScript interface that develops with the kids as they get more confident about coding.

In September 2014 coding is being made compulsory in primary schools across the UK -­‐ not only is Code Kingdoms free online and the app store but they also produce free curriculum materials for schools.

Ross and Hugh joined the startup incubator Entrepreneur First, a presIgious programme who last year produced the likes of AdBrain and Prizeo. They teach ‘The Lean Startup’, a

“We’re now looking to expand in to homes and schools internaIonally.

Coding is something that every kid should know; it’s the most empowering skill in the 21st Century.”

methodology for producing tech

They’ve captured the imaginaIon of

companies by solving a problem with a

kids, parents and teachers across the

product.

country.

The problem Code Kingdoms is solving

“I feel we will be stuck with this game

is the lack of fun and creaIve coding

for quite some Ime” Lee, parent of 2

resources for kids.

“When Ross and I met he took one look at the prototype and jumped into acIon. He knew this was exactly what children wanted from his Ime teaching coding. Within a couple weeks we were working together and back in schools tesIng the first prototype with kids.

Rose and Hugh

The Princess is in Another Castle … Teaching?

by Vivian Lu, Student at Concordia Interna5onal School Shanghai

As a child, I have been nagged 5me and 5me

obsolete nature of our species. Now games are

again from both parents and teachers alike

going to be contaminated with forced aKempts

claiming that games were a waste of 5me,

at educa5on? Laaaame! The words “Fun” and

money, and effort. My mother would oAen bat

“Learning” seemed incompa5ble and did not

a controller from my hands and say I was

fit in the same sentence.

“going to get addicted, go clean your room instead, why didn’t you do the dishes, you

Recently, however, I have come to the

never do anything for me,” etc. Gaming horror

conclusion that gaming can be used for

stories were common and silly; some parents

educa5on, and very effec5vely so. However, it

would gossip that gaming could turn a child

must firstly be a good, enjoyable game. Some

into a hobo-­‐parasite, forced into living in their

educa5onal games have been quite successful

basement. Personally, gaming was a loved

because they are a joy to play and experience.

pas5me for my brother and me, and

However, placing a game into a classroom

fortunately, a new trend of acceptance has

seWng can instantly change its connota5on. It

arisen, which has ushered in the era of gaming

is therefore important that games are

as a medium for educa5on. The concept of

introduced and presented in a classroom in a

“Educa5onal games” has goKen more and

careful and sensi5ve manner.

more popular, as parents and gamers have now finally found a way to resolve the long-­‐

What makes a truly successful game?

las5ng conflict between the gaming

While some of the mul5player/compe55ve

community and the “responsible ones”.

games could be enjoyable to play, in my opinion as a gamer, a truly “successful” game

I was ini5ally against the idea of using games in

should have a polished plot, a relatable or

educa5on. How could “educa5on” be

likeable protagonist, and an effec5ve method

“played”? Growing up in an Asian family, I have

to engage further playing. Some of my

constantly been under the stress of “doing well

favorites are The Legend of Zelda and Portal.

in school”. Playing games was my only escape

The Legend of Zelda has a remarkable plot and

from the day-­‐long stresses of existence and the

an admirable protagonist named “Link”.

Link has been canonically depicted as a young

remaining challenging, but do-­‐able, while

child, a teenager, and an adult in different

schools oAen operate at the lowest common

games, so he is relatable to players of most

denominator. Since games are oAen

ages. The plot is generally the same, with

challenging, but do-­‐able, they are oAen also

varia5ons in each game. Link goes on a quest,

pleasantly frustra5ng, which is a very

encountering thousands of enemies and

mo5va5ng state for human beings” (Gee 2).

bosses, exploring several temples, and

The sa5sfac5on of comple5ng a difficult level,

discovering new places and people, to defeat

in addi5on to the incredibly amusing

Ganondorf, gaining glory and upgrades along

interac5ons between GLaDOS and the player,

the way. The gameplay and plot is so

keeps the player playing and looking for a way

enjoyable, and many players are fond of the

to defeat GLaDOS and escape the laboratories.

series from their childhood days, which

In summary, good games u5lize a relatable

provides ample mo5va5on for finishing the

protagonist, who can feasibly “win” or achieve

game.

a goal, an engaging plot, and a mo5va5on for con5nued play. They also mo5vate the player

Portal is essen5ally a problem solving game,

by seWng the games at the “challenging but

blurring the line between educa5on and logic

do-­‐able” level. This gamifica5on strategy

training. Here, the player’s character is Chel,

should work well in classrooms. Through

who is a research subject for the abandoned

games, players can learn a variety of new

Aperture Science labs He has been trapped

skills, such as cri5cal thinking, strategic

there by the robot GLaDOS, who s5ll runs it.

thinking, and crea5vity. Almost every

GLaDOS forces Chel to undergo a series of

successful staple of game playing helps to

poten5ally fatal tests using technologies

craA a beKer player in some way, be it cri5cal

d e v e l o p e d b y A p e r t u r e , w h i c h u s e s

thinking, reflexes, rhythm, health, etc. In fact,

increasingly difficult puzzles that must be

Portal has been used in the classroom to teach

solved before the player can move on to the

spa5al reasoning. The level creator mode is a

next level. Ever-­‐increasing levels further the

good way for students to enrich their

journeying experience, as explained by James

understanding by crea5ng puzzles themselves,

Paul Gee, “Good games operate at the outer

rather than merely solving them.

and growing edge of a player’s competence,

What makes a good educaIonal game?

levels, the ‘Captain’ would promote the player

“Games and interac.ve so1ware can help

with a higher rank, and the player could then

pupils acquire complicated skills and rigorous

tackle more challenges to capture all of

knowledge in an engaging and enjoyable way

Carmen Sandiego’s goons. I played this several

… Britain has an incredibly strong games

5mes, and this game taught brief glimpses of

industry, with vast poten.al to engage with

world history that have remained relevant all

educa.on both in this country and all over the

the way up to high school AP World History.

w o r l d . W e ’ r e a l r e a d y s e e i n g t h e s e

As one can see, this game retained an

technologies being used in imagina.ve

interes5ng plot, protagonist, and a mo5va5on

ways” (Ladley).

factor typical of most likable games, at the same 5me being educa5onal.

If normal games can already teach students important life skills, they should be able to

There are many successful educa5onal games,

teach kids academic things as well. Contrary to

but some games, while educa5onal, do not

earlier opinions held by teachers and parents

engage children at all. For example, Brain Age,

that gaming is addic5ve, a waste of 5me and

while it received a lot of aKen5on, was rather

money, and an unnecessary distrac5on for

ineffec5ve because it required an already

their children, a new perspec5ve has taken

exis5ng mo5va5on for improving the brain,

hold: that gaming can be used effec5vely for

and not many kids who bought it (or rather

“formal” educa5on. There have been many

whose parents bought it) enjoyed playing it.

aKempts to reconcile educa5on and “good

Brain Age did not have a protagonist, an

gaming experience”, some of which were

effec5ve mo5vator, or a plot to make the

disastrous, others incredibly enjoyable.

game interes5ng, making it not very fun to

One of my favorite games to play as a child

play. Rather, it relied on the player’s own

was Where in Time is Carmen Sandiego. This

consciousness of health and forced educa5on.

game involved a player working as a rising star

What a successful game has, aside from being

agent with various partners to capture a great

educa5onal, is that it is engaging and fun by

thief throughout 5me. It had an incredibly

itself, both plot-­‐wise and gameplay-­‐wise,

engaging plot with puzzles and characters that

subtly adding informa5on into the story so

made the game “fun”, with the added benefit

that it is both relevant and interes5ng. “If

of all this occurring during the Mongol reign of

Games Based Learning (GBL) is to succeed, it

China or the inven5on of the first prin5ng

needs to be more than a bit of fun that

press by Johann Gutenberg. AAer every two

mo5vates students. It should be underpinned with learning theory” (Ladley).

Forced educa5on in any way is irrita5ng and

such engagement in the classroom” (Sandford

bothersome, and this applies to games as well.

52). Based on my own experience, mo5va5on

Games are oAen made first, and then later

i s a ff e c t e d g r e a t l y b y e n f o r c e m e n t ,

repurposed for educa5on, such as the famous

connec5ons based on interest, and relevance.

MinecraA PC game. Building on what is

The enforcement and introduc5on of the

already a successful game or franchise has

game will help students solidify their first

helped many corpora5ons stay afloat, and

impressions of the ac5vity. Sufficient 5me

teachers have made excellent use of such

should be allowed for both teacher and

games in their lessons. Educa5on cannot

students to become familiar with the game.

detract from the game itself, and some

The introduc5on should be clear and explain

teachers follow these guidelines in the games

to how the game is related to what is being

they incorporate, such as using MinecraA in

learned. For example, it would be more

teaching construc5on and geometry (Levin).

effec5ve to students of my age group (age 15)

Essen5ally, games must first be concerned

to explore a game with the teacher during

with being fun, before being educa5onal.

class 5me, rather than it being assigned as homework. If I was not introduced to the

How should games be used for

game during class, I would be less recep5ve to

educaIonal purposes?

it as homework assignment.

Discovering how educa5onal games should be used in educa5on is one of the first steps toward modernized, interac5ve educa5on.

First, there are key “game metrics” to enforce, such as making sure there is an aKrac5ve beginning and maintains the mo5va5on for con5nued use of the game as a resource.

“Mo5va5on is the most important factor that drives learning. When mo5va5on dies, learning dies and playing stops.” (Gee 3).

Simply supplying a game is not going to keep students mo5vated for very long. We need to move “toward a more nuanced understanding of exactly what in game play is mo5va5ng in order to best understand how to engender

Another way to maintain interest is to connect students’ lives with the content of one’s classes through games, by rela5ng the topic to something already familiar to them.

Personally, if what I’m learning does not interest me, then I will pay less aKen5on to it.

Connec5ons from outside the gaming universe and the classroom help to reinforce what is being learned and, especially in the more eager youth, make them more enthusias5c and open to learning. For example, the difference between depic5ons of mythology in popular media, such as Marvel Superheroes, and the actual stories in myths can be an interest factor.

Popular culture and common interests have

resource. This process of integra5ng

always been a good conversa5on starter, and

interac5ve entertainment in educa5on is

in the way interests connect people, it can

undoubtedly confusing and complex. In the

also connect learning and fun. If the content

simplest terms, it is impossible to predict the

of the game directly relates or is closely

wants of the human mind, and “success” is an

related to knowledge learned in class, it will

en5rely subjec5ve measurement for a subject

be help students by reinforcing their

that u5lizes so much guesswork. Regardless, it

knowledge and interest in class as well. The

is my hope that learning can be made into a

game should be related to the content of the

more crea5ve rather than standardized

unit, not just the content of an ac5vity in the

ac5vity, a more enjoyable pas5me rather than

unit. This not only ensures that students will

a chore, and more interac5ve rather than

pay aKen5on, but it also helps them

passive opera5on. I believe the applica5on of

understand the course beKer if they are given

educa5onal games is the first step to fulfilling

mul5ple, yet differing, instances for learning a

that role, and it is certainly possible given the

par5cular event or subject. Encouraging

right amount of care.

reflec5on and review at the end of class will solidify what was learned from the game.

Works Cited:

Most of all, it is important to prac5ce

Gee, James Paul. What Video Games Have to Teach Us about Learning and Literacy. New York, NY [u.a.: Palgrave Macmillan, 2003.

Print.

understanding when challenges arise, be they technological or carbon-­‐based. If the class does not turn out well, it is important to figure out why it was unsuccessful, as well as test out the technological side of things before incorpora5ng it into class. Prac5ce makes perfect.

To have a high quality educa5onal game, it must be a high quality game by itself, and the learning must be a part of the fun, instead of no5ceable and forced, with a meaningful and mo5va5onal plot and characters. To use educa5onal games in the classroom, one must give a posi5ve first impression and mo5va5on for students to con5nue using the game as a

Ladley, Paul. "Games Based Learning Theory and Prac5ce." ICT in Prac5ce 1 Oct. 2013: n. pag. Print. hKp://www.ic5nprac5ce.com/ 2013/games-­‐based-­‐learning-­‐theory-­‐and-­‐ prac5ce-­‐by-­‐paul-­‐ladley/ Sandford, Richard, Mary Ulicsak, Keri Facer, and Tim Rudd. "Teaching with Games Using Commercial Off-­‐the-­‐Shelf Computer Games in Formal Educa5on." Diss. N.d. Future Lab (n.d.): 1-­‐62. Teaching With Games. EA, Future Labs. Web. 04 Jan. 2014.

Levin, Joel. "How my MinecraA Classes Work."

MinecraA Teacher. MinecraA Edu, 24 Mar 2 0 1 2 . W e b . 9 F e b . 2 0 1 4 . < h K p : / / minecraAteacher.tumblr.com/post/ 4057926292/how-­‐my-­‐minecraA-­‐classes-­‐ work>.

HOW TO ADAPT YOUR WHOLE SCHOOL ICT CURRICULUM

by Taryn Hauritz

The new compu5ng programme of study states that “A high-­‐quality compu5ng educa5on equips pupils to use computa5onal thinking and crea5vity to understand and change the world”.

Wow! This is preKy exci5ng stuff. But, if you’re anything like me and don’t have a background in computer science, where on earth do you begin?

Taryn is an Australian born Primary School

Earlier this year I started to write a new

teacher who has had a passion for using

compu5ng curriculum for a family of prep schools

learning technologies in the classroom since

in London. Having taught ICT there for ten years, I

she started teaching in 1998. In 2002 she

thought that this would be a fairly straight

w r o t e " T e a c h i n g w i t h L e a r n i n g

forward process and I was excited about the

Technologies: A Handbook for Primary

possibili5es.

School Teachers", then moved to the UK to

researching and studying, I found myself going

take up a post as Head of ICT at Thomas's

round in circles. It was almost like there was too

C l a p h a m i n L o n d o n . A A e r

much informa5on, but somehow not exactly what

teaching Recep5on to Year 8 ICT for ten

I was looking for.

But, aAer several weeks of

years she then stepped out of the classroom to become the Director of

AAer aKending the BETT show in January, I

Learning Technologies for Thomas's London

realised that I wasn’t on my own. There was

Day Schools. She is currently working on

support out there and I just needed to be

developing a new compu5ng curriculum for

proac5ve about it. So, aAer several years of

the family of four preparatory schools and

resistance I finally decided to join twiKer. I

will be moving into freelance consultancy at

started to build a network of experts and teachers

the end of September later this year.

from primary educa5on in the UK and beyond and I was blown away with how many amazing

Taryn Hauritz @tarynhauritz www.tarynhauritz.com

resources and ideas were being shared there.

I finally I felt as though I had my finger on the pulse

though, because so many of them will s5ll be

and was slightly embarrassed that it had taken me

suitable. They will just need some “tweaking”.

that long to join. If you’re new to twiKer and are grappling with the new compu5ng curriculum, I can

So that you can adapt your current ICT curriculum

highly recommend following

for September I have created the following

these people as a star5ng point:

algorithm (see what I’ve done there?) to get you started:

@ m b e r r y @ C o m p A t S c h

STEP 1:

Read “Compu5ng in the na5onal

@ d e p u t y m i t c h e l l

curriculum: A guide for primary teachers” This

@ d i g i t a l m a v e r i c k

guide is priceless. It explains everything you need

@compu5ngchamps @DrChips_

to know to get started.

@dughall @englandraider @esafetyadviser @ianaddison @lordlangley73 @MissPhilbin

hKp://www.compu5ngatschool.org.uk/data/

@naace @terryfreedman @yallsop @5mbuckteeth

uploads/CASPrimaryCompu5ng.pd{Kp://

@bobharrisonset @TimRylands @ZoeRoss19

www.compu5ngatschool.org.uk/data/uploads/

@mwclarkson @suesentance @CodeBoom

CASPrimaryCompu5ng.pdf

@andrewtuson @ICTEvangelist @dan_bowen @eyebeams @pegleggen @DrTomCrick @syded06

STEP 2: Download the “Compu5ng Progression

@ukedchat @tonyparkin @tarynhauritz

Pathways”. Familiarise yourself with each of the six strands. It’s important to note that primary

Alterna5vely, you could follow my “Compu5ng” list

children are expected to reach the end of the blue

@tarynhauritz where I have them all saved. There

strand.

are plenty of guides for new twiKer users online,

hKp://community.compu5ngatschool.org.uk/

but the best thing to do is to jump in and start

resources/1692

playing. You’ll soon figure it out. Just don’t give up too soon.

Alterna5vely, you could download the Progression Pathways divided into three strands: Computer

AAer some extensive networking on twiKer, I then

Science, Informa5on Technology and Digital

aKended a number of conferences and Compu5ng

Literacy:

At School events. I have learnt an awful lot about

hKp://community.compu5ngatschool.org.uk/

the compu5ng curriculum over the last couple of

resources/1946

months and I have to say it’s all preKy exci5ng.

There’s no need to throw out your ICT plans

STEP 3: Get out your current ICT curriculum and use the strands above to iden5fy any areas of weakness in your current scheme of work. I actually found it easiest to download the child-­‐friendly version (see step 7) and s5ck the descriptors on my yearly overview.

STEP 4: Join Compu5ng At School and use the website to find resources (including CPD) to help you plan any new units of work to “fill in the gaps”. If you need more 5me to do this properly, plan to teach these units next summer. www.compu5ngatschool.org.uk STEP 5: Adapt the units of work you’d like to keep for the new curriculum by upda5ng your medium term plans with the new Programme of Study and the progression pathways indicators in step 2.

Usually it’s just about adap5ng the vocabulary and finding the relevant new PoS statements.

STEP 6: Add Computer Science Unplugged ac5vi5es to as many of your units of work as possible. They really help encourage computa5onal thinking across the curriculum and are great for kinaesthe5c learners. hKp://csunplugged.org/ STEP 7: Download the child-­‐friendly compu5ng progression pathway statements from the CAS website and use them for pupils’ self and peer assessment. I would also use them for an interac5ve display so that you and your pupils can reference them regularly. hKp://community.compu5ngatschool.org.uk/resources/1744 STEP 8: Design some compu5ng badges for your children to earn for each of the six strands. An even beKer idea would be to get your children to design them in class. hKp://www.makebadg.es/badge.html My final advice to you is to “Reach Out”. Keep networking and discussing ideas with as many colleagues as possible -­‐ a problem shared is a problem halved and together, we really can change the world!

Taryn Hauritz and colleagues working on the new compu5ng curriculum

Games Based Learning - Making it Happen

by Paul Ladley How can teachers ensure that their investment in games based learning (GBL) delivers desired learning outcomes? This ar5cle looks at five aspects of GBL that ought to be considered when introducing GBL into the classroom. These five aspects are: design, delivery (usage), technology & support, outcomes and cost.

Paul is an innovative learning professional, games based learning & gamification expert, project manager and instructional designer with over 20 yearsʼ commercial experience acquired on corporate, public sector and education projects. He is MD of pixelfountain which designs, develops and delivers

Design considera5ons (GBL needs to be fit for purpose): Is the game fit for purpose offering a relevant context and ac5vi5es?

Is the game pitched right in terms of complexity and age level?

Does the game support mul5ple learning styles?

Delivery considera5ons (GBL needs to work in typical educa5onal seSng): Is the game focused on learning suppor5ng collabora5on, conversa5ons and teacher-­‐led interven5ons and scaffolding?

Does the game provide a challenge that generates learning flow?

Can the game fit into a standard lesson, but also be used for events /

workshop-based learning simulations (serious games). pixelfountainʼs games-ED (http:// www.games-ed.co.uk)

term topics?

brand provides games based learning for schools, colleges and universities.

He also blogs at http:// www.games-based-

Is support provided in the game and via communi5es / guides /

learning.com

Technology and support considera5ons (GBL need to u5lise typical kit and offer support): Will the game work on classroom computers? resources?

Outcome considera5ons (GBL need to reach the parts tradi5onal teaching doesn’t): Will the game engage the pupils, including reluctant learners?

Will the game solve problems that tradi5onal learning finds difficult?

Is the game linked to the curriculum and does it support assessment?

Will the game improve generic and employability skills?

Cost considera5ons: Is there enough money in the budget, not forgeWng hidden costs such as consoles and mul5ple licences?

Does the game offer value for money?

Any particular games based learning product or

•And finally a debt is owed to Jan Herrington

lesson does not need to answer all of the above

and Ron Oliver, who have wriKen on situated

questions and it is important to realise that the

learning and mul5media, and have inspired

aspects are not mutually exclusive; for instance,

games and simula5on designs.

a well-designed game is more likely to deliver better outcomes. Therefore, scoring reasonably

The Games Based Learning Analysis and

well across the board is more important than

Planning Tool has been developed by games-­‐

excelling in one area.

A Games Based Learning Analysis and Planning Tool (which expands on and makes use of the five aspects outlined above) can be found at hKp://www.games-­‐ed.co.uk/resources-­‐ contact.html. The tool has been developed by pixelfountain / games-­‐ED who’s experience has been built up over a decade of designing and delivering serious games / games based learning in both the adult and educa5on sectors. The tool also takes, some inspira5on has come from: •Becta report (2010) on games based learning; •The RETAIN Model -­‐ Gunter; Kenny and Vick (2007);

ED to help educators select and u5lise games based learning. It can be used to: •Create buy-­‐in for games based learning; •Help when choosing a par5cular supplier / product; •Plan the use of games learning; •And, if we can be so bold, to help developers design games based learning.

Conclusion Like all aspects of educa5on, GBL needs careful planning. This tool will hopefully bring some rigour to that planning and so ensure the GBL can deliver on its promises.

Minecraft; An unlikely tool to develop life-long learners

by Elliott Plumb

Introduc5on

where any teacher afraid to take on such a

As a newly qualified teacher, it is usually a

task could develop a pupil-­‐led project that

case of survival to reach the end of the year.

would allow the teacher to learn-­‐as-­‐they-­‐go.

Jump four months into the year and I, the NQT, am at the tail end of an extremely

Even so, what became clear was that

exci5ng and successful compu5ng project.

although there was some strong prior

The project was to be a blend of my

knowledge, some children had no experience

Compu5ng Co-­‐ordinator’s knowledge of

using the game. The ini5al lesson, where I

gaming and my knowledge of local history.

allowed the children to explore the MinecraA

‘Forty Hall’, a local landmark, was ripe for the

program gave me the opportunity to assess

picking when deciding on a building to

those who were confident and those who

develop on the MinecraA program. Having

needed scaffolding. I then grouped the

just opened as an educa5onal centre, the

children according to experience and

Hall welcomed us with open arms.

knowledge of the program. Each group had a confident learning leader who could lead and

At the beginning I was unsure of the benefits

keep their group focused. This helped to

but this project has come to reveal the

keep the learning as pupil-­‐led as possible.

extensive range of learning opportuni5es that MinecraA has to offer to children in schools today.

The Children’s Prior Knowledge The children’s passion for the MinecraA project was nothing short of overwhelming. If the children did not play it at home already, they had heard their classmates talking or reading about it. Interes5ngly, there was a huge amount of prior knowledge amongst my class when it came to MinecraA. This is

The Learning Journey

point. Closing all the gaps in the children’s

Part 1: The History curriculum in England

learning and addressing misconcep5ons was

demands that children study a local landmark.

We visited Forty Hall to engage closely with the history and the structure of the house. I divided

aided significantly by using a three-­‐part lesson structure.

the children into four differen5ated groups.

The lesson Structure

These groups gathered resources that would

The lessons were taught in three parts. A

enable them to build on MinecraA later on. The

refocus at the beginning of each lesson

children were able to sketch, use measuring

encouraged the children to collaborate and

instruments and take photographs to build up a

verbalise their task for that lesson. Children

bank of evidence and tools that they could use

would then spend up to an hour building and

when it came building on MinecraA. By

collabora5ng with their group, making sure

collec5ng their own resources, children could

they u5lised the chat func5on to talk to and

take ownership of their learning. Higher ability

guide each other. Learning leaders would

children were required to calculate ra5os and

assess situa5ons that would arise and problem

make links with their mathema5cs skills. This is

solve accordingly. As the teacher, I could assess

one of many ways in which the project was

all children in the game from a computer and

cross-­‐curricular.

offer encouragement and advice if they desperately needed it. Fundamentally, as it was

Part 2: AAer visi5ng the hall, the children had a strong knowledge of Forty Hall and had access to a host of tools and resources that they had collected themselves. In the second phase of the project, children were able to collaborate in their groups to decide which resources they would keep to help assist them when it came to build all the par5cular details. The learning leaders then had to organise which task each child would take during the project. The groups then mind-­‐mapped a plan and this saw each child take ownership of a sec5on of the build.

The children were then ready to begin!

Part 3: This sec5on of the learning saw the most progress with the majority of the successes of the project becoming clear at this

a pupil-­‐led project, I would be looking for great collabora5on and effec5ve problem solving from the learning leaders and the class members. Having a ‘revisit, review and improve’ session aAer each compu5ng lesson gave the children some 5me to discuss the successes in that lesson but it also gave them the opportunity to draw up where they were going next in their project. This was wriKen up on a poster and kept to be put on display in the next lesson. Children were constantly reminded that they had to refer to this to move forward with the project.

Learning and Progress AAer just two months engagement with the project, the children have had the opportunity to develop, prac5ce and apply significant learning and skills that stretch beyond Compu5ng. In the beginning, the learning leaders were the trouble-­‐shooters, the strong self-­‐reflectors and would guide the project to the next stages. AAer approximately six to eight lessons, I was beginning to see more children take on the responsibility of problem solving for

Eliot Plumb is a Year 5 teacher at Wilbury

other members of the class. In addi5on,

School in Edmonton. He graduated in

encouraging children to use the chat func5on

Educa5on from the University of Cambridge in

on MinecraA would be a target in the ini5al

2013 and enjoys inspiring children through

lessons. As the project matured, the children

teaching Compu5ng, Dance and History.

naturally collaborated through the chat and would offer each other advice, problem solve issues and revise their construc5on work together to make sure they were achieving an accurate replica of Forty Hall.

As a result of MinecraA, the children have had the chance to prac5ce and develop their ability to become suppor5ve and helpful collaborators, successful problem solvers. At the same 5me, they have been given the opportunity to take responsibility for their own learning. The MincecraA project has given the children a chance to develop skills which, with con5nual prac5ce, will allow them to become life-­‐long learners. Fundamentally, the children can apply these skills in not only Compu5ng but within all subjects across the curriculum.

“iPad is changing the learning experience, making it more engaging, interac.ve and completely mobile. With features you won't find on any other educa.onal device, iPad inspires crea.vity and hands-­‐on learning. Powerful apps let students engage with content in interac.ve ways, find informa.on in an instant, and access an en.re library wherever they go. iBooks textbooks involve students in a dynamic, Mul.-­‐Touch experience full of interac.ve diagrams, anima.ons, photos and video all designed specifically for iPad.” www.apple.com

I think for an app developer one of the best ways of developing apps appropriate for educa5on is to establish strong links with schools and educators so that they can provide feedback to develop their product further. Luckily online communi5es provide us with such links. This is how I met Francisco J. Alfonso Domínguez from www.e-­‐imaxina.com . Over the next pages I will be sharing some of the apps that they have created. This is not an adver5sement or product marke5ng, it is merely sharing some interes5ng apps that you may find useful for teaching and learning. What is marvellous about Francisco is, he wanted to hear the sugges5ons, as he wanted to keep making his designs beKer and more appropriate for learners.

Chispas is an interactive story that will delight your children whilst teaching them the importance of respect for animals and emotional intelligence as a foundation for the understanding of oneself and others.

Roberto Maquieira GarcĂ­a is the author of this magnificent story. As an experienced educator and school counsellor, Roberto uses short stories in order for children to learn about the importance of certain values and emotional resources to help them understand the small things that bring joy to peoplesâ&#x20AC;&#x2122; lives.

www.e-imaxina.com

An educational application about the vital role of the relationship of man.

Through the nervous systemâ&#x20AC;&#x2122;s response to external stimuli, we relate to other living beings and to our surroundings. Our senses receive stimuli; the nervous system processes the information and responds in the most appropriate manner; then, the musculoskeletal system implements the action.

Available in English and in Spanish, the development of this application was supervised by educational and medical professionals to explain the workings of THE SENSES, the NERVOUS SYSTEM, and the MUSCULOSKELETAL SYSTEM in an enjoyable and entertaining way.

A complete educational application, focused on the human body´s cycle of life.

Available in both English and Spanish, its creation has been supervised by professionals in the fields of education and medicine. In a fun and entertaining manner, it explains the secrets of fertilization, gestation, and human growth.

THE RACE OF LIFE The application is rounded out by a fun educational game: You must help a tiny sperm navigate through the female reproductive system. Your mission: fertilize the egg. To do this, you must complete five exciting phases, loading up on energy and speed to overcome all of the difficulties you will find along the way.

A complete educational application about the vital role of human nutrition.

We get the energy necessary to live, the materials necessary for tissue construction and regeneration, and the substances which regulate the body´s internal reactions through the role of nutrition. These functions are carried out in the digestive, respiratory and circulatory systems.

Available in English and Spanish, the development of this application has been supervised by educational and medical professionals to explain the functions of the DIGESTIVE SYSTEM, the RESPIRATORY SYSTEM, and the CIRCULATORY SYSTEM in an enjoyable and entertaining way.

Using Technology in Primary Science

by Maggie Morrissey h`p://www.technologytoteach.co.uk/ Throughout my teaching career I have enjoyed using technology in educa5on, especially in science lessons. As an ICT coordinator I introduced teachers, teaching assistants and

the development of other science skills such as argumenta5on. Furthermore, what about dyslexic children who struggle with wri5ng?

Will the wri5ng process truly reflect what

children to a variety of digital resources such as: data loggers, digital microscopes and simula5ons to help support the teaching of science.

these children know? Finally, remember our younger scien5sts, whose recording skills will be hampered by their age.

As an independent primary consultant I now provide training for primary teachers on how to develop their teaching of science. During each course I ask teachers to outline the posi5ves or nega5ves of teaching this subject.

There are oAen many posi5ve comments about science especially on how it engages young children. The nega5ves prove very interes5ng. Other than worries about subject knowledge and finding resources, teachers oAen say how much they and the children dislike the recording or wri5ng up of their work. Here are two typical comments: ‘The poor way in which experiments and results are recorded, kills enthusiasm’ ‘Marking books and having to give wriPen feedback takes too long but it’s our OFSTED target’ I believe this over reliance on wri5ng hinders not just the enjoyment of the subject but also

Talk in Science Talk for wri5ng is becoming increasingly popular in schools so what about talk for science? Teachers are oAen encouraged to illicit children’s ideas at the start of a science topic to find out what misconcep5ons or understanding they have, but what happens to this talk? As Robin Alexander points out: ‘Talk is temporary and unless par3cularly interes3ng, it soon fades with par3cipants o:en forge;ng what has been said.'

In a busy classroom with lots of ideas and thoughts being produced, how can the teacher and even the children reflect on the discussion? During this process, do we as teachers really know what each child understands? In addi5on, what impact is our ques5oning having on the children’s ideas? As part of my MA I am researching how technology can help. Here are some ini5al ideas.

Video Recording

their recordings after editing. Needless to say they

This can be used both at the start of a topic and as

real audience for their work would make that writing

the topic develops. Placing the video camera so

process far more interesting and relevant.

would still have to write and plan for this. Having a

that it can pick up the whole class; the starter question and initial ideas can be recorded. This

Whether you decide to go for some of these

recording could be used for the teacher to truly

options or incorporate all of them I do not think you

reflect on what the children truly know and identify

will be disappointed. Not only will your children

any misconceptions they may have. It can also be

become more enthusiastic about their science work

returned to during the work so that the children can

but you as a teacher will have a greater

reflect on how their ideas and knowledge have

understanding of what your children know, making

changed. This is also a valuable opportunity for a

your assessment more reliable. This is going to be

teacher to reflect on their own questioning skills.

extremely relevant when the new curriculum commences in 2014.

Recording devices There are now a variety of mp3 audio recorders

Links and references

available to be used in classrooms. These are

Audacity - http://audacity.sourceforge.net/

excellent for recording discussions in small groups.

Audioboo - http://audioboo.fm/

They are fairly simple to use and some can record

Soundcloud - https://soundcloud.com/

up to four hours of sound. The recordings can be

Lgfl: http://podcast.lgfl.org.uk/

played back and stored on your computer. The

Robin Alexander â&#x20AC;&#x201C; Towards Dialogic teaching

main problem is the files can build up quickly so a good system for naming and filing these is essential. Children can go on and edit their work using free software such as audacity and post their discussions into other digital applications.

Podcasting Podcasts are digital media files mainly audio but can include video. I currently use Audioboo but an alternative is Soundcloud. Subscription to both is free. They give the children the chance for their science work to reach a wider audience. They can post directly to the site or upload their work from

E-Learning in a Biology Classroom

by Mila Bulić and Daniela Novoselić

A modern man of the 21st century should, in

lessons: Structure and func5on of sexual organs,

addi5on to tradi5onal language skills, possess a

Concep5on and development before birth, Life

wealth of knowledge, environmental, health,

periods of human life and Responsible sexual

economic, social and computer skills in order to

behavior. Through Moodle the teacher

lead a high-­‐quality lifestyle. As our students are

monitored each of the students’ logins, his or

a part of a digital society with access to a wide

her work on the given lesson, forum and

range of informa5on provided using informa5on

discussions ac5vity and quiz results.

and communica5on technology (ICT), it is

important to include ICT in the educa5onal

Twenty-­‐four students par5cipated in the e-­‐

process as well. In order to make this possible,

learning project. They were all eighth-­‐graders

schools should not only have the necessary

aKending the Pujanka Elementary School in

infrastructure and adequate space, but also

Split, Croa5a. The project was conducted at the

computer literate teachers who are able to

beginning of the spring semester, in the school

create diverse teaching scenarios and use ICT in

year 2012 – 2013. The 24 selected students

the classroom. In Croa5a there are few

made up the experimental group which learnt

individual examples of good prac5ce in using e-­‐

using the digital materials on Moodle on

learning in teaching science, therefore teachers

computers in the school’s IT lab. At the same

should be made aware of the possibility of using

5me, the biology teacher taught the same unit

modern technology in class, as well as being

to another group of 24 eighth-­‐graders aKending

addi5onally educated through professional

the same school (A control group), using the

training.

tradi5onal teaching approaches and various knowledge sources, as well as various teaching

Moodle and Biology The e-­‐learning project using the Moodle system (a free web applica5on for on-­‐line learning) began with the development of the digital

methods.

The digital teaching materials on Moodle were arranged in a way to ensure a simple and user friendly interface for the students (Figure 1).

materials necessary for teaching the Body composi5on, reproduc5on and development unit for the 8th grade of elementary school biology classes. Various addi5onal prac5ce materials as well as quizzes designed to test the students’ acquired knowledge were developed to be used aAer finishing each of the four

Figure 1. User interface on the Moodle index

Before the e-­‐learning project began, the students had been introduced to the Moodle interface and an e-­‐mail address had been given to them by the biology teacher in case any of the students needed addi5onal help resolving problems or ambigui5es. Students also had the opportunity to ask ques5ons on the News Forum available to all users. It was interes5ng to no5ce that the students preferred to ask for help individually via e-­‐mail rather than using the forum, which confirms their unwillingness to publicly share their own thoughts, ques5ons and problems.

To ensure that the student’s were independent and given thorough e-­‐learning, the materials were divided into smaller units listed in the Lesson menu, located on the leA side of the user interface. The students accessed these units by simply selec5ng the desired topic. Also, various audiovisual and visual sources, pictures, illustra5ons, graphs, 3D models, videos and anima5ons were added to the textual materials (Figure 2).

tradi5onal teaching, at the end of the Body composi5on, reproduc5on and development unit the acquired knowledge was tested both in the control group, taught in a tradi5onal classroom, as well as in the experimental group, taught through e-­‐learning. The results of the test were compared and all students were surveyed about the learning methods they used.

The survey shows that students are sa5sfied and have posi5ve feelings toward e-­‐learning, as the mean value of 80% of the answers given to statements are above 4,5 showing complete student sa5sfac5on with using e-­‐learning in a biology class. The students pointed out that the textual and visual descrip5ons were highly helpful during the learning process, but they were also aware of the addi5onal effort needed for successful e-­‐learning. Namely the experimental group’s quiz results were not significantly beKer than the control groups’ results. However, students’ sa5sfac5on with the learning process itself should certainly be a source of mo5va5on for teachers.

Figure 2. A Moodle page containing educa5onal materials and a video

Figure 3. The Moodle quiz page designed to test acquired knowledge

Various prac5ce materials were available at the end of each lesson. At the end of the unit the students took a quiz that included different types of tasks (Figure 3) such as matching short answers, true/false ques5ons, matching pairs, mul5ple choice, embedded answers, short answers and calcula5on tasks.

These already designed and implemented e-­‐ learning projects should be a mo5va5on for teachers to con5nue crea5ng digital teaching materials and various digital ac5vi5es which will ensure that students develop skills allowing them to recognize and solve real life problems concerning health and sustainability.

As the objec5ve of this project was to determine the efficiency of e-­‐learning compared to

EDITORIAL TEAM

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Yasemin Allsop

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