Video Games: A New Perspective on Learning Content and Skills

• July 22, 2010 by Sherrelle Walker, M.A.

Being in the business of e-learning, I am fascinated by video games. No, I’m not a big player myself, but they amaze me for what they can do in terms of teaching and learning. While their primary goal may be to entertain, the core of what they do is perform a continuous process of teaching, simulated practice and assessment, all while engaging learners in learning from worlds rich with content and experience.

As teachers, we’ve always looked to various types of non-interactive content to engage and instruct students. Prior to the 20th century, we depended upon print. In the 1970’s, I remember cassette tapes and film strips coming into the classroom. In the 1980’s, it was video cassettes. Now, we show DVD’s and online video.

Today our digital native students are looking for the kind of interactivity that they experience in their lives outside of school—and that includes the video games that they play. But what skills and experiences can students gain through interactive gaming environments?

• Learning to try. According to James Gee of Arizona State University, the essence of gaming is that, by its nature, it integrates learning with embedded assessment. With textbooks and lectures, a learner gains knowledge by reading and hearing about subjects. In simulated environments, learners experience situations and content first-hand. They attempt solutions, experience failures and learn from mistakes to proceed to higher levels. They are rewarded for pushing the envelope.
• Thinking about the big picture. In A Whole New Mind, Daniel Pink discusses six different senses essential for success in our age, one of which is "symphonic thinking," or the ability to see the big picture of situations, manipulate multiple variables and add invention to solve problems. In today’s rich and detailed game environments, players must successfully learn to do exactly that to achieve the goals of the simulation.
• Collaborating and cooperating. With the introduction of online video games, successful achievement of objectives requires communication and collaboration amongst multiple players. In today’s world, these are clearly skills that one needs to achieve success.

While the so-called edutainment market is small, educators and entrepreneurs alike are in the process of bringing the true educational value of computer games into the classroom.

Is the shift going to be rocky? Absolutely. As an example, look at the debate around a "historical action" game called Six Days in Fallujah and the mainstream discussion that has taken place on NPR and in Newsweek. Will this genre of game become a new form of documentary? If contextualized appropriately by a teacher, can this breed of games represent a serious way for students to experience the civics, political science or world history first-hand? After considering that, check out Games for Change, an example of a new breed of online games for teaching and learning a wide variety of topics with significant human impact. This is a challenging and productive debate, one that will take the marriage between computer games and the instruction of content and skills to the next level.

Edutopia recommends many resources for further exploration of the value of computer games in education, including:

• Let the Games Begin offers a wonderful perspective on the educational value of games.
• Schools Use Gaming for Learning and Assessment (video) presents an overview of the benefits of computer gaming simulations.
• In Big Thinkers, Professor James Gee (mentioned above) discusses the opportunities and advantages that gaming provides for learning and assessment.

What role do you think video games should play in education?  Share your perspective on our Scientific Learning Facebook page!

Categories: Education Trends, Family Focus, Reading & Learning

Tags: assessments, decision making, digital natives, innovation, learning environment, learning through play, motivating students, novelty, play, social studies, technology in education

Fun Science Experiments for Classroom or Home

• June 18, 2010 by Norene Wiesen

Yesterday’s blog post from Sherrelle Walker about making science fun really inspired me—so much so that I gathered up a few interesting experiments that will delight kids in the classroom or at home any time of year:

Bending Light
With just a strong flashlight and an empty soda can, you can make a beam of light follow a stream of water wherever it flows.

Screaming Cup
All you need is a large plastic cup, a piece of string, and some water (violin rosin optional) to create this eerie sound-effect and learn about the "stick and slide" effect that can amplify sound.

Dancing Raisins
Round up a can of colorless soda (e.g., 7-Up or Sprite), a tall clear glass or plastic cup, and some raisins, and find out why the raisins dance to the top of the cup and back to the bottom—again and again! 

Build a Film Canister Rocket
If you can find some white plastic film canisters, an Alka-Seltzer tablet, and safety goggles, you can launch a rocket from your school playground just by adding water.  (This experiment has a lot of "cautions"—for your safety, please follow them!)

A few months ago I did a version of the dancing raisins experiment with my three-year-old.  He loved it, not only because it was intriguing and fun to watch, but because he got to eat the extras!  I sat at the kitchen table with him, and as we ate raisins together we lingered over the experiment, delighting in the human element of togetherness—sharing food and wondering aloud in communal awe at the mechanisms of the world we inhabit. 

Over the next few weeks, my son asked to do the experiment again and again, kindling my hope that his future experiences in school and life will similarly nurture his curiosity and create an interest in science that will last a lifetime.

Is there a science experiment or science experience that has made a difference for you or your students?  Please share it with us!

Categories: Reading & Learning

Tags: academic success, learning through play, motivating students, novelty, play, science, teacher impact

Using the Human Element to Make Science Fun and Approachable

• June 17, 2010 by Sherrelle Walker, M.A.

In recent years, our nation has been spending a great deal of time, energy and dollars to ensure that our students receive a solid educational foundation in reading, writing and mathematics. Today, much of the nation is also increasing its focus on the sciences.

In a recent article, "Science is gaining momentum in American schools," EducationNews.org noted: "It has taken prodding by industry, business, and government leaders — alarms going off, even — but science education is getting an upgrade in many classrooms..." Why the heightened awareness? Given the changes in the global economy, parents, educators and policy makers alike are demanding that we provide students with more opportunities to develop the knowledge and skills that will serve to springboard them into fields like energy technology, health care and engineering.

So how can we cultivate our students’ passion for science and discovery? It comes down to the two parts of a single idea: "WE can spend more TIME."

Regarding TIME: If we simply spent more TIME teaching science, as it turns out, more students would be likely to end up pursuing science-related careers. At Springside School in Philadelphia, they have put a great emphasis on science, and in recent years, about half of their graduates have expressed an interest in pursuing such paths. (Read more at the Springside School site.)

But what if WE put more of OURSELVES into our classrooms? I propose that in bringing in the PEOPLE element, we can bring back the fun and the wonder. With our students, we can hatch more butterflies, build more baking soda and vinegar volcanoes, spend more nights stargazing, and maybe even make more electric pickles. Such experiences offer great ways to spur both discussion and show students that it’s wonderful and HUMAN to have a passion for scientific discovery.

Overall, I think we can simply do a better job of showing students that science is about people, and that it’s the people who make it exciting. We can bring in parents with science-related careers as guests to help with experiments and discussions. We also have a lot to learn from great "science celebs" like Bill Nye the "Science Guy" and Steve Spangler; they offer all sorts of resources and ideas that we can use to light that fire for discovery in our students.

Categories: Reading & Learning

Tags: academic success, learning through play, motivating students, novelty, play, science, teacher impact

The Brain Gets Better at What it Does: Dr. Martha Burns on Brain Plasticity

• May 21, 2010 by Norene Wiesen

In March, Dr. Martha Burns visited Australia to present the latest findings on how the brain learns.  Dr. Burns is an extremely knowledgeable and highly sought after speaker, so I'm pleased to let you know that an interview she gave on brain plasticity while there is now available online at nouspod.com.

The recording is presented in two parts, totaling about 20 minutes listening time.  If you don't have time to listen to both parts of the interview at once, either part works well alone.  But remember to come back later and listen to the other part of the interview--because the whole thing is too good to be missed! 

These are the points addressed in each part:

Dr. Martha Burns Explains Neuroplasticity 1:

• What is neuroplasticity, in simple terms?
• What are the differences in brain plasticity between younger and older people?
• What are neurotransmitters and what role do they play in neuroplasticity?
• What are neuromodulators and how do they influence learning?
• How do rewards and novelty influence learning?
• How does Ritalin affect the brain?
• What are the unique brain benefits of exercise?
• What is the role of brain plasticity in anxiety and depression?

Dr. Martha Burns Explains Neuroplasticity 2:

• Can brain plasticity influence intelligence?
• How important are grades vs. effort?
• What behaviors should teachers reward in their students?
• What role should technology play in schools?
• How can educators invite students to participate in class more?

These recordings are also a great source of brain information to share with your students in the classroom!

Categories: Brain Fitness, Brain Research, Reading & Learning

Tags: academic success, brain plasticity, effort, emotions in learning, health and well being, how adults learn, how children learn, intelligence, learning environment, learning through play, motivating students, novelty, teacher impact, technology in education

In a Rut? Give Your Brain a Workout

• May 20, 2010 by Sherrelle Walker, M.A.

When was the last time you got stuck—I mean really STUCK—on a problem? Instead of being able to bring your mental muscles to bear on the challenge, did your mind feel tired or fatigued or just plain empty?

As it turns out, our brains function more like muscles than we realize. Consider a well-trained athlete: she might be able to trot six or eight miles in a stint and feel absolutely fabulous. But take that same athlete and have her run those same six miles backwards. The next day, everything will be sore from that buildup of lactic acid in those muscle groups that rarely get such activity.

The brain works in much the same way. While it is most certainly not a muscle, it behaves like one in that the more we work it and the more varied the challenges we can bring it, the more it will function at optimal levels when we most need it.

We regularly get our brains to perform repeat tasks through establishing patterns. Everything from speech to doing mathematics to driving a car to enjoying music is based on learning and using patterns. Problems that don’t fit our established patterns of thinking represent the greatest challenges. They also demand our greatest creative thinking.

So, how can we train our brains to more effectively and creatively address the unexpected? Try looking at some of your established patterns and changing them to work your brain:

• Brush your teeth, write the grocery list or dial the phone with the OTHER hand.
• Look up a new word and use it in conversation at least once each day.
• Listen to a new piece of music—really listen to it—from beginning to end without interruption.
• Do a puzzle; crossword, Sudoku and the good old Rubik’s Cube® are like brain pushups—the more, the better.
• Select a poem and memorize it. For more of a mental marathon, try a Shakespearean soliloquy.

For a more long-term commitment to brain fitness, try an activity that represents learning a whole new set of patterns for your brain, such as taking up a martial art or yoga. If you’re not that physical, you might give photography or cooking a try. Aside from the benefits of adding new experience and dimension to life, activities and hobbies like these, in time, result in better brain function.

Here are a few references for further reading:

• This article on Ehow offers five simple steps on how to strengthen your brain.
• If you are an educator, Dr. Kathie Nunley helps make connections between the latest research and classroom practice at www.brains.org.

Posit Science offers a complete Brain Fitness Program including software and games developed by Dr. Michael Merzenich.

Categories: Brain Fitness

Tags: brain plasticity, creativity, how adults learn, how children learn, novelty