There has been some updated work on the program, and details can be found at the Historical Williamsburg Living Narrative blog. You’ll be able to download a version of the program to compare navigation functionality with the map of locations. You’re invited to perform quality assurance testing!
Author Archives: digitalhap
Are you an educator using or possibly interested in using Interactive Fiction in the classroom? Take a look here: http://goo.gl/dtu5ix
PBS has produced a mini-documentary titled, “The Creativity of Indie Video Games.” This seven-and-a-half minute exploration into the phenomenon of the independently-produced video game raises some interesting questions regarding the potential development of games specifically as education content tied directly to learning outcomes. While the mini-documentary itself does not address the education issue, watching the piece while keeping in mind education needs will trigger some pretty interesting “What if?” ideas. I invite you to have a look and post any thoughts you might have.
Our family dog, a White German Shepherd, loves to play. That isn’t surprising. But what does fascinate me is that clearly our dog has very specific rules to the games he plays with us, and that different “games” have different rules. There is acceptable and unacceptable physical contact. There are “safe zones” when chasing or being chased. There are appropriate ways to call time out. All of these are rules that our dog worked out on his own, and he expects that we will follow them faithfully when we play. Play is serious business, after all.
After playing with Bolt (yes, I know, a White German Shepherd named Bolt just like the movie) over the years, I considered the concept of animals playing and having rules to their games just like people. Clearly, the evolutionary mechanism for play among dogs (and other animals) is to work on actual survival skills used in activities like hunting, protecting food, and fighting. I realized that the very same mechanism is a component of human play; that is, before we as a civilization began to formalize learning, we developed our survival skills through play competitions (the competitions of running and throwing things really speak to the skills we use in the hunt). It seems obvious that play developed to a large degree as a means of facilitating learning.
Then we humans formalized learning and sucked the fun of play right out of it.
The idea of gamification addresses the issue of play elements in the modern learning experience. Though more and more educators are becoming aware of the potential benefits, the majority of people in the teaching and learning community have not really made up their minds as to its value. The following articles on gamification are worth reading. If you do take a look, leave a comment here and let me and your fellow readers know what you think about the topic.
No, education is not like a pizza (nor is it like a box of chocolates), a commodity to be delivered–even if there is a transaction involved. However, many people do equate the process of educating with the task of information delivery, where students’ minds are vessels to be filled by the wisdom of some source. While that might be a component of the very complex and textured process of learning, it isn’t everything of course. One of the challenges to understanding the process is in identifying what all the components are, and after decades of “research,” it appears to me there are still major gaps in our understanding.
The article “Is Khan Academy a real ‘education solution’?” written by Valerie Strauss for The Washington Post is a more critical look at the approach the Khan Academy takes by “flipping” the classroom. I like the points that Strauss makes in her piece, especially regarding the issue of learning efficiency, and how we might come to know the efficiency of the process. While Strauss asks the question, I want to point out that we truly do not measure what is going on in the brain in terms of learning and cognition–not in a way that would give us a very clear and accurate picture of the effectiveness of various teaching practices. Last year I wrote a blog entry on that subject, “Practicing 18th Century Education in the 21st Century Classroom.” Also, it is worth mentioning that while there are common themes that may be effective for large groups of learners, the most efficient education processes are going to depend on customization to the learner. There will be no one-size-fits-all solutions. To a large degree, the Khan Academy videos fall in this bucket, but there are avenues for customization through the integration of interactive elements that “direct” the video clips–though this will add greatly to the complexity and cost of production.
Ultimately, though, if we are to know with certainty what education processes work for individual learners, we need to be able to take a look at what’s going on in learners’ minds. Outside of the occasional NASA experiment, we’re really not doing a whole lot of kind of research.