RSA 4: Game-Based Learning

Game-Based Learning

Game-Based Learning (GBL) is a mode of learning that incorporates competition and play to teach a specific concept or further develop skills.  Students are given the opportunity to play a game that incorporates the learning objective and engages the students in the learning process by using competition.  In this format, teachers are there to support students through the learning process and guide them as they develop problem-solving skills throughout the game (Teed, 2014).

The benefits to GBL are that it engages students quickly and it teaches skills that are applicable in everyday life.  According to Kevin Corbett (2012), “They learn to recognize patterns, plan ahead, predict, make decisions, act, and most importantly, learn from experience.”  Using educational games teaches students how to make quick decisions, develop their visual literacy and how to work well on a team (Klopfer, Osterweil, Groff & Haas, 2009).

Comparison

While GBL can draw in a student and provide a way for students to learn while developing problem-solving skills, there are some disadvantages to GBL.  According to Justin Marquis, digital game-based learning can promote isolation and shorten attention spans (2013).  To counteract this, teachers can incorporate games that facilitate socialization and teamwork.  While it may have these negatives tied to GBL, incorporating games into the classroom can play off of students’ natural interest in games and digital competition (Marquis, 2013).

While these disadvantages exist, when executed well, GBL can provide many more positive additions to the learning environment.  GBL allows students to explore real-world scenarios and problem-solve without real-world risks.  It allows students to make mistakes and learn from them.  These skills can then be transferred to real life, where students have more skills to navigate issues in the future (Trybus, 2014).

Classroom Relevance

This type of learning can be incorporated into counseling lessons fairly easily.  As counselors, we work to develop a student’s academic skills, social/emotional knowledge and college/career readiness.  All of these can be taught through GBL because it allows students to “practice” real-life scenarios.  An example of this is through the Career Explorer Game provided by the University of Nebraska (2011).  This game allows students to walk through real-life scenarios and decisions.  It asks students to choose their level of schooling and future career, while adding in relevant roadblocks and problems for students to solve.  This game is a great way for students to make risk-free decisions and learn from them.

References

Corbett, K. (2012). Non-digital game based learning. Retrieved from http://kevincorbett.com/non-digital-game-based-learning/

Klopfer, E., Osterweil, S., Groff, J. & Haas, J. (2009). Using the technology of today, in the classroom of today. The Education Arcade: Massachusetts Institute of Technology. Retrieved from http://blackboard.cuchicago.edu/bbcswebdav/pid-1495153-dt-content-rid-4929408_2/courses/5352-5356.201520/Week6-reading-Klopher-edt6030-v14.pdf

Marquis, J. (2013). Debates about gamification and game-based learning (#GBL) in education. Classroom Aid. Retrieved from http://classroom-aid.com/2013/04/07/debates-about-gamification-and-game-based-learninggbl-in-education/

Teed, R. (2014). Game-based learning. Starting point teaching entry-level geoscience. Retrieved from http://serc.carleton.edu/introgeo/games/index.html

Trybus, J. (2014). Game-based learning: what it is, why it works, and where it’s going. New Media Institute. Retrieved from http://www.newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html

University of Nebraska-Lincoln (2011). Career Explorer. Retrieved from https://itunes.apple.com/us/app/career-explorer-4-h/id457621702?mt=8

RSA 3: Resource-Based Learning

Resource-Based Learning

Since we create our lives and careers based off of life experiences, we should allow for our students to learn based off of experiences as well.  In order to gain the interest of students and allow them to learn the way they learn best.  One of the ways to alter the way our students learn is to allow for resource-based learning.  With this type of learning, students can customize the way they learn and what they learn.  This teaches students to be independent, problem-solve and holds their interest and motivation (Robinson, 2011).

Resource-based learning encourages students to access a variety of resources (print, video, sound, etc) to answer questions and further explore educational topics.  With resource-based learning, students are catering their learning to their particular interests, pace and learning styles.  When they are able to control what they learn about that subject, they are much more likely to be engaged.  Also, this process teachers students how to gather information and problem solve independently, which is a skill that will be very useful as adults (Building Information Literacy, 1999).

According to Greenhow, Dexter and Riedel (2006), “online, resource-based learning environments hold tremendous potential for learning in both traditional and nontraditional settings” (p. 26).  In counseling curriculum, this type of resource-based learning can be extremely useful since counselors do not have set class time to work with students on a regular basis.  Therefore, a compilation of various online resources can be made available for students to access whenever they feel the need. This can be particularly useful when it comes to the college search and application process.  Not only can students access the information whenever they need to, but they can also pick and choose relevant information to access as well.  This can help cater the exploration to the student’s individual needs.

Additional Reading

According to So & Kong (2008), there are four aspects to resource-based learning environments.  The first is a wide variety of resources and types of resources.   Also, students should have access to real or virtual “contexts or settings that can be externally directed, learner generated, or negotiated” (p. 156).  This allows students to further their understanding and to manipulate the learning environment.  The third piece is access to tools that allow students to understand the importance or relevance of the topic and the resources they choose to explore.  The fourth piece to this type of learning environment is supports that can be pulled back slowly to allow for students to gain independence as they explore (So & Kong, 2008).

Comparison

When determining appropriate resources, it is important to remember that there needs to be accountability with students accessing the information.  According to Courtad (2012), when students in her study were given a website as a resource, they admitted that they did not access the site throughout the project.   While online resources can offer benefits, it is important to include other types of resources so that students can access all kinds of information.

While Greenhow, Dexter and Riedel feel that online resource-based learning environments can be beneficial, they also acknowledge that these resources need to pass strict scrutiny before they can be successful with the students.  It is important to look at how students will use it, how long they will look at it, and how they can access it before a teacher can assume it will be a positive addition to the resources they provide (2006).

Resources

Building Information Literacy. (1999, January 1). Retrieved from http://www.edu.pe.ca/bil/bil.asp?ch1.s2.gdtx

Courtad, C. A. (2012). Educators: Are Web-Based Resources an Effective Means for Increasing Knowledge in Higher Education?. Assistive Technology Outcomes And Benefits, 8(1), 15-31.

Greenhow, C., Dexter, S., & Riedel, E. (2006). Methods for Evaluating Online, Resource-Based Learning Environments for Teachers. Journal Of Computing In Teacher Education, 23(1), 21-28.

Robinson, K. (2011, November 9). Sir Ken Robinson: Bring on the learning revolution! Retrieved from https://www.youtube.com/watch?v=iMjf9a8rOkU&feature=youtu.be

So, W.M.W. and Kong, S.C. (2008). Interaction of students’ academic background and support levels in a resource-based learning environment on Earth’s movement. Interactive Learning Environments, v18 n2 p153-176 Jun 2010.

RSA 2: Project Based Learning

Project-Based Learning

Project-based learning (PBL) is a way for students to gain an understanding of the course objectives, while learning transferable skills such as problem solving, collaboration, critical thinking and organization (Project Based Learning, 2010). When facilitating PBL, teachers are there for support as the students navigate their way through a real-world problem (Dauphin, 2013).  Teachers need to be able to ask appropriate questions and guide students along instead of providing direct instructions. 

Additional Reading

When implementing PBL, it is important for a teacher to plan their unit.  According to Block (2014), there are five questions that can help teachers in their instructional design:

1.     In what ways can issues be introduced and defined?

2.     What knowledge will be helpful for the whole class to share? What research should students pursue individually?

3.     What will the students produce? How will they produce it?

4.     What will happen with the projects?

5.     In what different ways can we support students who struggle?

These questions can help teachers as they develop their units.  It is important for teachers to make sure they have specific expectations so the students do not get confused, frustrated, or give up (Block, 2014). 

According to K-12 Project Based Learning Resources, the Buck Institute for Education agrees with this model (2015).  They also explain that it is important that the teacher set up the lesson so that students can see success.  They explain that you should determine the end result, create scaffolding and break down the tasks and activities.  Then the teacher should determine the state standards and develop a plan to implement the project.  After that, teachers should collect any necessary resources that may help the students.  Finally, teachers should create a storyboard that outlines the entire project.  This way, students are able to move at their own pace and in their own direction, but still have clear expectations (K-12 Project Based Learning Resources, 2015).

Comparison

The additional readings and assigned readings both are in agreement with each other.  All sources explain that the key is for the teacher to be a facilitator instead of direct instructor.  It is also crucial to plan ahead and to provide opportunities for scaffolding supports so that students remain motivated when completing their project.  This real-world based learning is a way for students to develop skills that will set them apart from others when they enter the workforce. 

As a school counselor, I would like to use this information to provide more opportunities for PBL.  I think that I could join one or more subject teachers in creating and facilitating a PBL lesson.  They key would be to bring this information to those teachers so that they not only understand the benefits of PBL but also to also help encourage them to develop the lesson in a way that will make students successful.

Resources

Block, J. (2014, October 3). Avoiding the Flop: 5 Questions to Guide Projects and Inquiry. Retrieved from http://www.edutopia.org/blog/avoiding-flop-guide-project-inquiry-joshua-block

Dauphin, S. (2013, July 6). 12 Timeless Project-Based Learning Resources. Retrieved from http://www.teachthought.com/learning/project-based-learning/13-timeless-project-based-learning-resources/

K-12 Project Based Learning Resources. (2015, January 1). Retrieved from http://www.shsu.edu/centers/project-based-learning/k-12.html

Project Based Learning: Explained. (2010, December 9). Retrieved from https://www.youtube.com/watch?v=LMCZvGesRz8&feature=youtu.be

RSA1: Augmented Reality in the Classroom

RSA1: Augmented Reality in the Classroom

Module Sources

http://www.edutopia.org/blog/augmented-reality-new-dimensions-learning-drew-minock

http://shows.howstuffworks.com/fwthinking-show/fwthinking-ep1-internet-of-things-video.htm

http://www.inquirybasedlearning.org/?page=What_is_IBL

Additional Sources

http://web.a.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?sid=2aa4e0ee-65cc-4679-9f80-b42c7aafb691%40sessionmgr4002&vid=3&hid=4206

http://files.eric.ed.gov/fulltext/EJ980168.pdf

http://www.kleinspiration.com/2013/05/using-augmented-reality-via-aurasma-in.html

https://www.youtube.com/watch?v=uHIxYpBW7sc

Module Overview

Augmented reality (AR) is a technology that allows a mobile device user to view technologically enhanced or altered images layered on top of the real-time image.  This technology can be used on a Smartphone or tablet.  The concept of AR is headed in a direction where technology that surrounds us will be able to sense how we are feeling and our typical body actions and then react to adjust accordingly.  Smartphones and other devices will be able to detect changes and make alterations according to our preferences.   For example, based upon the time that we come home and our body temperature and heart rate, a refrigerator may be able to determine the best meal to boost our energy and mood, all by using the ingredients currently in the refrigerator (Strickland, 2015).  AR can be implemented in the classroom through Inquiry-Based Learning.  This method of teaching allows the students to lead and control the way they come to the solution to a presented problem (What is IBL?, n.d.).   AR can allow this by providing multiple ways for a student to access additional information.

Overview of Additional Sources

According to Lee (2012), “AR promises to attract and inspire learners with the exploration and control of materials from diverse perspectives that have not been taken into consideration in real life” (p. 32).  AR can be used in the classroom to build learning experiences that otherwise may not be possible.  It also can allow students to guide their own learning experience.  According to Dunleavy (2014), there are three different instructional design principles that can be used when incorporating AR into classroom lessons: enable and then challenge, drive by gamified story, and see the unseen.

Instructional Design to Implement AR in the Classroom

For enable and then challenge, teachers design their lesson to allow students the means to get the information. Then, the teacher challenges them with a problem or question that they need to solve before moving on to the next piece.  Another design principle is to drive by gamified story.  In this principle, teachers create a point system to have students learn concepts through playing the game.  The third design principle is to allow students to see the unseen.  AR allows students to access information such as how buildings or people used to look or act, and to dig deeper into a context by looking into or through an object.  For example, when pointing a device at a picture of a human body, an image or video could pop up that shows the organs or bones in the body.

An application that allows teachers to create their own AR lessons is called Aurasma.  This application takes a still image, such as a textbook cover or a spelling word and links it to a video.  This way, students can access the information at their own pace and as frequently as needed (Klein, 2015).  There are many different ways to incorporate this technology in the classroom and the video below explains various ways AR instructional design principles can be used. 

 video source

Comparison of Module Readings and Additional Sources

Both the module readings and additional sources agree that while AR can be successfully used in the classroom, it is important to remember that there needs to be variety in method of instruction.  The different instructional principles listed above are effective in teaching certain concepts, but cannot be used to teach everything.  According to Dunleavy (2014), “it is not a tool well-aligned with all forms of effective instruction (e.g., repetition of a key skill set)” (p. 33).  Also, it is important that teachers determine the learning outcomes before implementing a plan for use of technology.  According to Mincock (2013), “Most people who interact with AR for the first time have a mind-blowing experience but fail to consider classroom applications.”  If a teacher does not consider classroom applications and appropriate learning outcomes, AR will only be an attention-grabbing form of technology, as opposed to a way to promote inquiry-based learning.

References

Cooper, C. Teaching with Aurasma (Video file). Retrieved from https://www.youtube.com/watch?v=uHIxYpBW7sc

Dunleavy, M. (2014). Design Principles for Augmented Reality Learning. Techtrends: Linking Research & Practice To Improve Learning, 58(1), 28-34. doi:10.1007/s11528-013-0717-2

Klein, E. (2013, May 26). How to use augmented reality in your classroom. (Web log comment). Retrieved from http://www.kleinspiration.com/2013/05/using-augmented-reality-

via-aurasma-in.html

Lee, K. (2012). The Future of Learning and Training in Augmented Reality. Insight: A Journal Of Scholarly Teaching, 731-42. Retrieved from http://eric.ed.gov/?id=EJ980168

Mincock, D. (2013, November 4). Augmented Reality Brings New Dimensions to Learning. Retrieved from http://www.edutopia.org/blog/augmented-reality-new-dimensions-learning-drew-minock

Strickland, J. (2015, January 1). Fw:Thinking: The Internet of Things : HowStuffWorks. Retrieved from http://shows.howstuffworks.com/fwthinking-show/fwthinking-ep1-internet-of-things-video.htm

What is IBL? - The Academy of Inquiry Based Learning. (n.d.). Retrieved from http://www.inquirybasedlearning.org/?page=What_is_IBL