{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} 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} 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.

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.

Failure IS an option

I am not a person that believes failure is not an option. I've learned to accept that failure is a part of life, a part of learning. It may not be fun or good on the ego, but I fail. As human beings, we fail on a fairly regular basis.

Talking the other day with some cadre mates, I made the comment "Started playing Halo 4. I die. A lot. And often." You see, over the weekend my brother dropped off his X-Box (really, I am doing him a favor. The kid is in Med School and shouldn't be wasting his time on such frivolity) and I started to play Halo. Here's the thing, I am truly terrible. And, playing Halo makes me want to punch someone. I want it to slow down I hate that my hands and brain can't catch up with what is actually happening on the screen. It is safe to say that I am a failure at Halo.

I am okay with being a failure at Halo. Let's be honest, it really doesn't matter. Maybe I wasn't a complete failure. I did actually get better with each resurrected turn. But ultimately I was frustrated, frustrated that I couldn't seem to get past a level. What's the point of dying over and over again?
Somewhere in the midst of my perpetual cycle of death, I began to think about the kids in my classroom. How often have they felt this way in school; feeling like they are stuck in a cycle of educational death? After all, gaming is a way of learning.

I just don't get it.
Why isn't this working?
I hate (fill in the blank with the subject or concept of your choice).
But I studied. 
I practiced.
But I can't fail!
I HAVE to do well on this!

I hear it every year. Kids who feel frustrated. Some of them give up. Some do not.

I am thinking of giving up on Halo. It's not my favorite and as I stated earlier, who cares if I stop playing. It doesn't matter in the grand scheme of life. But am I done with gaming? Nope. There are a lot of games I actually like. I can move on to the next one. Find something I do enjoy.

What about the kids in my classroom? Classrooms everywhere for that matter?

For many of them failure is not an option. Failure is earth shattering.
For many others, the constant failure is the death of learning. It is a constant source of frustration. They do not have the option of simply stopping and playing another game. There are certain things that they have to know. They need to know how to read, write, multiply. Options. There need to be options. Just as I can find another game to enjoy, I am still gaming. As a teacher, I want to provide options to my students. I want to help them work through the frustration and feeling of failure. I want them to understand that failure is an option and it will all be okay. They will learn, get better. And if they need it, we will find another option. Another game. Another way to figure it out.

For the record, I did enjoy creating my avatar.