all good things must come to an end

As the culminating reflection of my time in MALT I will admit quite honestly that I am struggling with, what are the next steps? It always seems to me that at the end of a significant undertaking or journey I find that I feel that there is so much more I need and want to learn. And, that feeling of “What now?” or “I don’t know where to go from here?” permeates my every thought. I find myself currently in a state of continual reflection and thought. Forgive the answers below that lack detail. It seems I am in process.

Part 1: Reflection

How has your view of yourself as a professional changed in the last year?

• Realizing the myriad of options beyond the classroom or even within the world of traditional education and that there are other avenues in which my skills can be used and/or other possible career trajectories
• Perhaps most of all is the realization that I am qualified to grasp and accept opportunities that until now I believed to be out of reach.

What is one positive thing that you have learned about yourself in the last year?

• Many opportunities to solve disputes, calm chaos, and personally determine outcomes were presented to me while working as  lead teacher and vice-principal this past year. I found I am a problem solver and I really enjoy it.

What is one negative thing that the last year has shown you about yourself?

• As a follow-up to the previous question, I found I little tolerance for ineffective people placed in leadership. Or, more bluntly stated, I seem unable to understand perceived/actual incompetence in a leader which results in everyone under that individual to have no clear direction.

What is your biggest strength as a professional?

• A strength of mine for which peers and others have often commended me is that I have a fairly broad knowledge base and am able to identify what I need to use from that knowledge base in a given circumstance.  I now see that in myself.
• I suppose another way of saying it is that I am able to see the big picture and what needs to take place in order to get from point A to point B. Being a fairly pragmatic person, there is an element of perception or discernment in knowing what to focus on and what not to focus on;  when to open my mouth and when to not.

What is your biggest weakness as a professional?

• Acknowledging that I don’t have tolerance for people who are not competent or who do not accept responsibility by making excuses and or feeling sorry for him/herself which can be perceived as uncaring.

Imagine you are in the perfect job for you, doing exactly what you want to be doing at a very high level.  You go to a professional conference as the keynote speaker.  What does the person introducing you say?

• That person would be encouraged  to focus on what I want to accomplish rather than what I’ve accomplished. And, that I am doing my part to change the system of education as we currently know it, or to be more succinct, be upheavaling.

What external obstacles  are standing in the way of you becoming that person?

• Knowing what the next steps are. I feel like I have this idea or interest and I am uncertain in how to move forward.

What internal obstacles are standing in the way of you becoming that person?

• Honestly, it is the same as the external ones...Perhaps my observed biases should be included but not really having a grasp on knowing the direction of the next steps is somewhat inhibiting. I feel like I have this idea or interest and I am uncertain in how to move forward.

What attitudes and beliefs are holding you back?

• A lack of confidence believing there are many more competencies still needing to be met   before I am qualified succeed.

Part 2: Planning

What 3 things do you need to learn to achieve your goal?

• Do others recognize or believer there a void to fill or a need for change...in other words, am I the only who sees the need?
• Is it sustainable? Is it ongoing?
• Is it financially prudent?

Describe 3 people that you need to connect with in order to move closer to your goal.

• Credible people in the field
• A mentor who sees what I see and has ideas and direction.

Who are the gatekeepers on the path to your goal?

• Education
• Money
• Probably myself...dangit

Who are your biggest supporters?  How can you use their support to help you?

• Administration
• Ancillary support services/people I work with
• Family and faith

It is up to me to inform them of my goals/desires and needs. From there…

• Using their encouragement to help support me and keep me going
• Editing papers and assignments to make sure I am not writing or creating jibberish
• Watch my dog.

What groups should you be a part of?  How do you join them?

• I think this is still an unknown. I don’t even know what groups are out there.

How should you market yourself as a professional for maximum impact, and who should you market yourself to?

• LinkedIn
• Administration or in the teaching of teachers
• Do I need to look more into the private or corporate sectors

Part 3: Action

In two years, I want to have accomplished the following:

• Clear Admin credential
• Depending on one year goals, have made arrangements in the direction that I have chosen.

In one year, I want to have accomplished the following:

• A decision of whether not to pursue my doctorate
• Administration in the running of the school or into the education of teachers or classroom or…? Do I want to stay in 8th grade or move to high school? College? Private? Public? Do I want to focus on a specific aspect of education or topic? Do I want to work more around the topic of Design Thinking as a tool in education?

In six months, I want to have accomplished the following:

• Complete classes for my administrative credential
• Set up a stronger online website and profile
• Create a Professional Learning Network to help me further identify my area of focus/goals

By August 1, I want to have accomplished the following:

• register a domain
• Identify and search for organization or groups and join them

Before July 7, when this assignment is due, I have completed the following steps:

• Honestly the biggest thing for me has been reflecting and regrouping. After this last school year, I needed to re-evaluate and give myself some room to breathe. So I am doing just that.

What can you do to help yourself complete these steps?

• I think setting aside time to seek out opportunities and connections and then take advantage of those opportunities and connections is going to be the most important thing for me.

{KS} Cog Tools: "Why" Journal Reflection

I work at a school. The “why” should be fairly clear but that is not always the case at a school site. It is, however, at my site. The “why” is the kids. NES is all about creating and fostering learning in students. The “why” is (as cheesy as it sounds) tapping the potential and interest in each individual student so that each of those students has the tools, skills and ability, should they choose, to accomplish whatever goal or dream they have and to ultimately be successful in life. It is not just about students passing tests either. The “why” that drives my organization is the person that student will become. We look at the kid as a whole person, one that will one day have a larger role in society and we want to make sure that the student is equipped to handle challenges, is kind and sees beyond just herself/himself.

Our “why” is central to the larger organizations (the District) activity as well. While it can be mired down by politics and funding, I work in a district that truly seeks to support and foster education.

Over the course of this year, my why has evolved. And, with the help of this program and some probing questions from a friend, my “why” is as follows:

Passionate about deepening educator and student knowledge and critical thinking I strive to expand their world and introduce them to the fundamental truth. Through the vehicles of Educational Leadership, Technological 21st Century Skills, Holocaust Education, Writing and Literature my desire is to awaken them to the individual story and their appreciation of their responsibility as an educator and global citizen.

This is what I want to do with my life. It is what makes me tick, what gets me up each morning, and what directs the choices I make.

Over the course of the last 2 months I have experienced quite a bit of change and that has in turn, heightened my need for personal reflection. A couple of weeks ago I spent some time on my computer writing. It was one of those soul searching, “what am I doing?”, “what is my purpose?” kind of moments. I would not say that I am the eternal optimist, but I love the quote “dwell in possibility” by Emily Dickinson. While my moment of intense reflection a couple weeks ago began out of frustration, fear and what felt like extremely overwhelming decisions, it came to an end with a sense of peace and purpose. Somewhere in my rant I was redirected to my “why” and the idea of dwelling in that possibility.

In many ways my “why” is a more specific and detailed version of my institutions “why”. We both exist to foster and deepen learning. And, while I am ready for some change in my daily work life, I am thankful to be a part of an organization and institution that aligns to and supports my own personal “why”.  As I stated earlier, there are times when policy, budget and state mandates, etc. can be frustrating or annoying. But, ultimately, I spend each day doing what I want to do. I get to support teachers and students. I get to learn, challenge and be challenged. It makes me good at my job, pushes me to improve and inspires me to find new opportunities.  It is a job that allows me to live most days in the “possible”.

{KS} Examining an Action Research Project

Action Research Review

Harmonic Integrations: Methods and Technologies for Conducting Educational Technology Implementations by Joel Lowsky

The problem Lowsky addressed in his AR was: the "underwhelming" educational technology integration into classrooms and curriculum. Specifically, his goal was to see technology used as tool to help teach and improve learning.

Lowsky begins his AR by first examining the problem, defining the role of the technology specialist and then describing the community where the technology integration will be taking place. His research is organized into three different cycles. 

Each cycle is divided into section:

• Introduction 
• Actions Taken
• Desired Outcomes
• Evidence and Analysis

Within each cycle, Lowsky's research and actions are dependent upon 

1. Communication and discussion with the teacher regarding the class session and learning topic.
2. Research to find out what would work best for that class session and learning topic
3. Implementation with the teacher of the research to integrate technology as a tool to improve teaching and learning.

Lowsky's questions guiding his research and subsequent actions were: 

• How can I leverage my continual self-improvement in educational technology integration to support teachers with technology-in-the-curriculum integration goals? 
• What methods can I develop to maximize educational technology integration?

Overall I found Lowsky's AR to be organized in a manner that was easy to follow and read. Much of that however, was due to the organization of his site rather than the material itself. Had I been attempting to extricate this information from his AR paper alone, I would have had more difficulty. Perhaps this could be rectified by further subheadings to further guide the reader.

In regards to his structure and categories, they not only make sense, but as a teacher I also understand the necessity of the steps within each cycle and appreciated the overall structure.

Lowsky's AR is important in the education arena though I felt that it was very specific to his own desired skill set, site and circumstances. That being said, it did address his research questions which made sense given his work environment and job.

Ultimately, I found Lowsky's AR to be an excellent source when looking into the problems surrounding technology integration and the role of the technical specialist. It was clearly well researched and organized well.

{KS} AR Framing

Framing my research problem...I am still struggling a bit with my AR questions but am beginning to feel better about the direction I am headed. As I tackle more of the Literature Review, I am finding more clarity.

Field of Action: Professional Development and Tech Integration at a K-8 Elementary School
Problem: Teachers are feeling frustrated, anxious and overwhelmed when faced with integrating technology into their curriculum and classroom as a learning tool.
Possible Solution: Provide professional development tailored to the individual needs of the staff using Design Thinking principles.
Library search terms: professional development, design thinking, technology integration, motivation to change, differentiation, professional training, engagement, professional learning communities, technology coordinator,
Outcome: A happier staff and classrooms wherein teachers and students are actively utilizing the technology because they are more comfortable and confident.
Research Questions: (a work in progress) Here are the questions I am attempting to answer as I navigate and explore this new world:

1) What questions arise out of my experience to which I would like to search for answers?

• how can I support teachers so that they feel more comfortable?
• how can PD be differentiated to meet the individual needs of the teacher and classroom or grade level?

2) What might be the answers to these questions?

• differentiation
• 1:1 support
• professional goals tied to technology integration
• 
  

3) What do I think might be the underlying causes of the situation for which I have these questions?

• lack of time
• lack of support
• money
• did I mention time?
• the need to do too much in a short period of time
• not applying what is known about how individuals learn to PD and adults
• 
  

4) What alternative answer might exist

• restructure PD
• restructure the classroom

5) Where do I fit into the situation as defined by the questions?

• Technology and Curriculum Coordinator and working with administration and staff to support integration into the classroom

6) What opposition will I encounter?

• time
• attitudes
• money
• support from all parties involved
• resources

7) Where are the sensitive issues?

• change. people are scared, intimidated, opposed, etc to change
• previous experiences have made it so that it is difficult for teachers to 'buy in"
• time constraints
• teachers already feel bogged down by their many and various responsibilities 

8) What are the constraints?

• time 
• money

9) Who needs to be involved?

• myself
• teachers
• administration
• IT?

10) Whose support do I enlist?

• teachers
• administration
• computer lab aide
• ???

{KS} More than ABC & 123

Make a trailer about your learning beliefs.

While I'm not sure if this ended up looking or feeling like a trailer, here are my thoughts.

What I Believe About Learning

On a reflective note, if I were to go about this process again, I would have been more thorough in checking for picture quality and size. My apologies for the blurry images.

{KS} An update to prove I'm still here

I'm behind. Try as I might, I am in the abyss of reading, projecting, working, grading, attempting sleep, and cannot seem to catch up. This is real life. And consequently, the life I agreed to when I signed up for MALT, a program that was clearly very different from the others. One that I am thankful and excited to be a part of everyday.

But I'm behind.

Dewey (who alone one could spend forever and a day processing and mulling over), Smith, action research review, and so on and so forth.

How am I responding?

Quite well actually.

Why?

Perspective. Joy in what I am doing (yes, even when reading Dewey).  And I have a fall break next week.

Worth it? Absolutely.

{KS} AR Logic Model-Staff Development and Design Thinking

{KS} Topic 4: Action Research Ideas

The world of education is overflowing with research. Research that tells us how individuals learn best. Research that speaks to the importance of differentiation, personalization, applied meaning and realistic goals.

The world of Staff Development (SD) or Professional Development (PD) is overflowing with resources. However the majority of it fails to recognize the above research.

Recently I read Change by Design, by Tim Brown and was struck by the applicability of Design Theory to education, specifically SD and PD.

This year, I am working part time in the classroom teaching 8th grade Language Arts and part time as the Technology Coach/Mentor for my school site and district.

Facilitating PD/SD for a staff that I have worked with for 10 years is something I am excited about but am also being very careful about. Historically our staff, like most school staffs out there, have sat through pretty terrible or seemingly meaningless training. I want to avoid that. I want to identify the needs of the staff and plan PD/SD around those needs. This is where Design Theory comes into play. My Action Research will be to apply Design Theory principals to PD/SD.

In turn, it is my hope that teachers will not only have learned something, but will find themselves excited and feel supported as the PD they experience throughout the course of the year will be differentiated, personalized, meaningful and tied to their attainable goals.

{KS} Topic 3: AR Force Field Analysis

While there are many factors that can be considered forces for change and forces against change, the following Force Field Analysis identifies the major forces on both sides in relation to my Action Research topic. The change desired or proposal is to facilitate teacher training with the outcome: Teachers effective and efficient use of technology in their lesson/curriculum and communication. It is important to recognize the factors on both sides in order to honestly identify what needs to take place in order to achieve the desired outcome.

{KS} Topic 1: The place I spend my days

I work at a K-8 elementary charter school in Northern California. It is a small family friendly school that attracts families from the surrounding communities. The school has been recognized as a California Distinguished School and has always scored well on state testing. The combination of the academic successes and family friendly atmosphere has made it a highly sought after placement. Typically, each grade level has a waiting list of 10+ students hoping for an opening at their grade level. There are two classes per grade level, Kindergarten through 8th grade as well as a Transitional Kindergarten class, totaling approximately 420 students. The staff is comprised of 21 Certificated teachers including Special Ed and P.E., 6 Instructional Aides, school secretary/ administrative assistant and Principal. The nurse, speech pathologist, ELL teacher and psychologist are all employed part time to serve the needs of the site.

The school offers an after school program for homework help and intervention 2 days a week for one hour. The computer lab is open daily before school for student use.
Teachers meet weekly to collaborate with their grade level partner to ensure consistency. PLC teams, grades K-3, 4-5, and 6-8 meet two times per month to collaborate and discuss needs, intervention and enrichment based on student data. This year, the staff will be meeting once a month for staff development focused on 21st Century Skills and technology integration.

As of the end of September 2014, each student, grades 3-8 will be issued an iPad for their use. An iPad cart of 30 iPads will be shared between each grade level, 2-K.  Additionally, there will be 2 Mac laptop labs available for checkout for larger projects that cannot be completed on the iPads. Teachers each have a laptop and are varied in their technology comfort levels. Depending on their level of comfort, some teachers are more game for trying new programs and experimenting with different technologies than others. All, however, are willing to learn and use the hardware and resources provided with training.

Curriculum is primarily all digital grades 6-8 and is becoming more so in the lower grades as well. The school is a project based environment and therefore the technology has been essential for research and creation.  The computer lab and library are utilized 1-2 times a week per classroom teacher for whatever project or lesson they are working on.

For the most part, it is clear that teachers love their job and it spills over into their classrooms, apparent to students, fellow teachers, and parents.

{KS} Topic 2: Ethical Issues and Human Research Participants

I've been certified.

By the NIH.

In light of the summer MALT classes and readings, I found myself paying attention not only to the content but also the format of the tutorial. It was effective and designed fairly well.  With each new assignment and class, I find myself more and more excited to be a part of this program and look forward to learning.

Let the research begin!

{KS} Core Values-AR Introduction

Who am I? 

What defines me? 

What are my core values? 

These are the questions we ask of ourselves and of others so that we may better understand ourselves and the world around us. The answers often determine the what and why as we live out our lives. 

I have always had a fairly strong sense of who I am and I find that with each passing year, that sense becomes more refined and clear.

So, what is it that makes me tick, that defines who I am, what I do and why I do it?

1. Learning...I love to learn- I have been known to say that "learning is my crack."  While it is not the most refined of statements, it is the best way I know to describe how much I truly enjoy learning something new, being challenged and growing.  I love that in learning I am consistently humbled and aware of how much I don't know. Simple or complex, learning about people, art, history, ideas, practical or not, learning is truly my drug of choice.

2. Community- It's not about me. I am a part of a community, of many communities. Within that framework, I seek to live out a life of honestly, authenticity and genuineness in such a way that serves the community in which I am a part. I try to be aware of those around me, their feelings and motives and put others at ease. We are all living out the human story and it is as much a communal or shared journey as it is an individual. 

3. Faith- Faith in something greater than myself. Faith in a grace that knows no ends and is plentiful. Faith that gives me meaning to this life.  I believe that we all reflect the God image in us and that in the truest way, hope and love are my purpose. I can't control everything and the freedom that comes from knowing that truth allows me to focus on that which is directly in front of me. 

When it is all boiled down, these 3 values are the core of who I am. Everything I am and do relates back to these things.  My worldview, sense of purpose and desires all circle back learning, community and faith.

And at the end of each day, it is what I find myself reflecting upon. 

{KS} Games and Learning and ... you guessed it... Peggle

{KS} Is reality "broken" ?

I've been reading (or rather listening to) Reality is Broken, by Jane McGonigal and pondering her thesis that reality is broken and therefore individuals are desperate for "better engagement." Early on, McGonigal writes:

"The real world just doesn't offer up as easily the carefully designed pleasures, the thrilling challenges and the powerful social bonding afforded by virtual environments. Reality doesn't motivate us as effectively. Reality isn't engineered to maximize our potential. Reality wasn't designed form the bottom up to make us happy."

The question I keep asking myself is ... but is it supposed to? 

She later explains her thoughts:

"The truth is this: in today's society, computer and video games are fulfilling genuine human needs that the real world is currently unable to satisfy. Games are providing rewards that reality is not. They are teaching and inspiring and engaging us in ways that reality is not. They are bringing us together in ways that reality is not."  

I really do think she make a valid point here. But, that has not been my experience with computer and video games which leads me to wonder, am I not drawn to computer and video games because my reality is fulfilling?

The computer and video game component of the last 2 months has been a "fascinating" experience for me. Mostly because I don't love video games and I have probably been too vocal about that sentiment in my posts. But I have valued the experience and it has really caused me to rethink why people play video games. It has also challenged me to think about how games can be used to serve a larger meaningful purpose.

But, if reality is broken, are computer and video games a bandaid or a solution?

{KS} Games thus far...can I be done yet?

There is some pressure to play games when you are playing for a purpose and that purpose is your Master's degree in Learning Technologies.

I play "video" games in real life.
Solitare, Poker Pals (with my cousin Luke. We are going on 5 years now of phone poker),7 Words and Whirly Word when I can't sleep at night.
I even will play games when I'm watching my friends kids. I am after working to forever be the "cool aunt."

That is pretty much it.

Until I discovered Peggle. And, as I wrote about earlier, I became an addict and basically forgot about real life for a full 2 days.

Until Peggle comes out with another challenge, I should be in the clear.

For CogTools, I've played Halo 4, Monaco, ThirdEyeCrime, another one that I forget because I didn't like it much and deleted it from my phone.

I'd rather read. I'd rather watch a movie.

I know it sounds a little crazy, but I'm ready to be done with the game playing. I absolutely feel like I have learned from the game playing. And I am confident that it has and will make me a better teacher. I have enjoyed learning about game and learning theory but I'm ready to be done playing games.

I keep trying to analyze why this is but I am not quite sure.

Why don't I connect?

I can recognize why people love gaming and the various aspects of applying gaming to learning and education.

So I will take what I have and am learning and seek to apply to my classroom and teaching.

But, I'll probably come home and watch some TV instead of picking up the controller or opening my computer up to World of Warcraft.

{KS} Studying Trader Joe's...because it's my happy place

Design. It is everywhere. 

We design our life, homes, classrooms, schedules.

Stores, restaurants, parks are designed with purpose.

Here is a look at the design model of Trader Joe's.

Take some time and look around. 

What design models are you surrounded by.

Games and Kids

It's that time of year. Everything is starting back up and I am caught between being in "summer mode" and "real life."  My last 2 weeks have been consumed with helping the parental units pack their up their home and move (though they are in limbo until the new house closes which means my house is happily a partial storage unit), school has started and along with teaching 8th grade I am working in more of a leadership role to the staff than ever before, and... so much reading, blog to update, thinking to be done and so it goes...

Despite the craziness and a long to-do list, I spent an evening watching my friends kids so that they could take some time for themselves. I'm pretty nice that way. Call it procrastination, being a friend, or just stupid, I headed over to their house and the four boys (ages 4-10) had a delightful evening. To be honest it is the most relaxed and entertaining evening I've had in a while. Why, you might ask?

Mario Cart.

Enough said.

But for the sake of it being more than just a fun evening with some of my favorite little people, I thought I'd reflect on the experience in light of gaming and learning I am supposed to be doing.

Recently, I have been playing more video games than I ever have in my life. Some of them have been fun, others simply frustrating.  Most of my recent game playing experience has been conducted with a mindful, analytical approach. The night in question was not such an experience. I simply played. Because they wanted to play. The boys cheered and we all giggle. The youngest did not really play but was so engaged in our racing, it did not matter.

Why so much fun?

We were playing together. In person. Not together on a screen from different locales. We were all caught up in the moment.

4 brothers and me.
Giggling.
Competitive.
Relaxed.
Engaged.

Some of the most fun I've had in the last 2 weeks is thanks to Mario Cart.

I improved as the game went on. And the boys were eager to help.

In that moment I was not pondering the words of Gee, Burke or McGonigal. But, as I look back on the evening it is clear that there is truth to Burke's identification of "kindred spirits" and "support from friends".

The truth is that I am not going to come home and play Mario Cart after work. It's not something that appeals to me. But, if friends are playing, old or young. Count me in.

Progressive learning

*Note to reader... forgive the jumping around of ideas and thoughts...it might come together at the end...no promises*

It is a term that comes up multiple times in Gamify, by Brian Burke and one that should be applied in classrooms on a daily basis. It should be applied in all learning environments. The idea of learning in incremental steps is centric to gaming, small steps first, building on those skills over time. I've referred to this concept in previous posts and have been pondering it as I explore various video games. It doesn't seem to matter which game I play. This incremental or progressive learning approach applies to all. Some games have little challenge and therefore the increments are limited, but others are quite complex and therefore the incremental/progressive learning is necessary and layered.

The truth remains that I am not one to sit down and play games on my computer for hours upon hours. It's not that I necessarily do not spend hours in front of my computer or TV. It's just that, for the most part, games don't interest me. There are the few that are the exception or that suck me in (Peggle, Tiny Wings and 7 Words have entertained me plenty). But I rarely come back. It's more of a binge mentality. Until I am sitting in the dentist office waiting for my cleaning appointment. But even then, I'll open up a book app and read, before playing one of the few games on my phone.

Why is this?

In Gamify, Burke states that "gamification does not just mean make a game." It refers to the incremental, progressive game mechanics of gaming. As I stated above, this is an idea that should be present in every learning environment. Burke also goes on to explore when and why gamification is successful. Turns out, it is not always successful, be it poor implementation, lack of buy in, failure to provide "meaningful" and "engaging" experiences.

That got me thinking, if one were to gamify professional development at my school, would I buy in? I looked into this concept of professional development gamification and sure enough there are examples all over the World Wide Web.

I think I'd be there person in the corner, trying to get work that "really matters" done. I'd be that pain in the butt adult.

On the other hand, I can see how the mechanics of gaming are applicable to professional development. Clearly, it has been somewhat successful.

I still don't think I'd respond well.

The only way I think I would buy in is if it was collaborative. Even then...I'm not sure.

I'm still pondering.

Started playing Peggle...so long life.

It is not a joke. I started playing Peggle. 2 days later I stopped. Because I had finished the entire game. Then I thought I had better play Peggle Night. After all, I was suffering from withdrawals. I could have more will power this time around. So I started playing Peggle Night. 2 days later I stopped. Because I had finished the entire game. (For the record, I am a teacher on summer vacation and clearly, I used my time wisely)

I dream Peggle. When I close my eyes I am plotting points and angles to shoot the ball in order to hit the orange pegs. Peggle took over my life for a time. I am not proud of it but I enjoyed every fun and frustrating moment and felt a strong satisfaction when this happened.

The question as to why I was obsessed entertained with Peggle and therefore addicted willing to spending so much time playing a game on my phone. Let me explain how it works.

*     *     *     *    *

Peggle is the perfect balance between challenge and fun. They start you out with a small challenge. Shoot the ball and hit the orange pegs. Once you do that, you win. And so you channel the days of Frogger and Pinball and you blast the pegs. Satisfaction.

Next level, you do more of the same. Only this time, there are obstacles in the way. This process continues and with each level, a new character with a special power is introduced. Their special power enables you to overcome the obstacles. But each level also brings a new obstacle or challenge to overcome. This one harder than last. You may not succeed the first time. But you go back. You will win this time. Sometimes you do. Sometimes it means 8 attempts. Either way, you WILL win. Finally you make it to the ultimate challenge. And you get to choose the strange character with their magical power that you believe will help you win this great contest. You may not succeed the first time. But you go back. You will win this time. Sometimes you do. Sometimes it means 8, 9, 10, 15 attempts. Either way, you WILL win.

Breaks are taken. After all, you are an adult with responsibilities and the dog needs to go outside to take care of business.

But Peggle calls you back. You're sooooooo close. You'll get it. 5 more minutes. Maybe 5 more. Dang. I almost had it. One more time.

And so it goes.

Somehow, you have become so wrapped up in a game that you downloaded earlier that morning just to "check it out" because a Cadremate happened to have mentioned it at the last Hangout. Something that you once had no investment in, you are committed and determined to beat. Well done Peggle. Well done.

Landon and Jon...I blame you.

Oh Peggle (insert smiley face, heart eyes emoticon here).

Who needs a manual...?

Have you ever seriously thought about the way video games are set up? How they manage to walk the gamer step by step without needing a users manual? How they build on prior knowledge? How video games seem to teach without the gamer really realizing that they are being taught?

Me neither.

Until recently. 

As part of this MALT process (yep, that word again), I have been given the following assignment:

• Choose a minimum of one game from each category (Single Player, Multi Player, Potty Game), and play it as a way of observing the learning methods and theories that the game uses to teach you how to play.  Each game should be one that is new to you.
• As you play the game, keep a journal of the reflections and experiences you have.  Publish a written journal of your observations...

Playing Halo provided me with plenty of opportunities to be frustrated and entertained. After all, who doesn't love a good shoot out? However, as I am in the midst of the process, I observed. I thought about those learning methods and theories. I reached into the recesses of my brain, back to my education and credentialing classes. I tried to step back from just being a player and think about what I was actually doing. How I was learning to play a game that was completely new to me. How did I know how to shoot, how to break the necks of weird alien creatures, and where to go?

Keep in mind that while I play plenty of "potty games" on my iPhone, I can't remember the last time I sat down in front of a game console to play a video game. I have had some fairly spectacular moments with friends playing Rock Band and Wii Tennis, but I am fairly certain the original Nintendo system is the last console I sat in front of, on my own, controller in hand.

My observations in the first 2 levels of the game?

1. The narrative aspect of Halo, and I am assuming most games now, magically explains the game, who the players and characters are and what the objective is. No lecture involved. A story plays out before my eyes and I am sucked in, ready for my mission.
2. If not part of the story, directions appear on the screen in one sentence.
3. Prior knowledge is built upon at each level and skills demands are increased as the game progresses.

The learning is progressive. A video game is set up in the same way our lessons in the classroom should be. Building on skill and increasing challenge. In the book Gamify, by Brian Burke, points out that to gamify is to start with "small steps first and build those skills over time." Isn't this exactly what teachers need to be doing?

Why is this important? Because, as it turns out, gaming is an excellent example of learning and instruction.  Inquiry based, skill building, complex growth wherein the gamer is guided, helping the gamer find a path to success.

We can learn a lot as educators about learning and education.

No instruction manual needed.

Go play a game.