RSA #4: Game-Based Learning: Using Minecraft in the Classroom

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Game-Based Learning can be defined as, "...a type of game play that has defined learning outcomes. Generally, game based learning is designed to balance the subject matter with gameplay and the ability of the player to retain and apply said subject matter to the real world." (Editorial Team, 2013). One of the major benefits of Game-Based Learning is that it is highly engaging and students absolutely love participating in games. At times, students aren't even aware of the fact that they are learning, even though Game-Based Learning provides copious amounts of learning opportunities. An overlooked benefit of Game-Based Learning is that it also provides an opportunity for students to learn in a collaborative setting. Games often involve teams or scenarios where a problem has to be solved. Game-Based Learning is not only enjoyable, it also gives students authentic experiences in working with one another.

Walking around any school building in America will probably give you hints as to what the popular game of the day is. Nowadays, you may see T-shirts with "creepers" or students talking about getting together online after school to create any number of designs on an online platform. These students are talking about the game Minecraft.

Minecraft is an online computer game and is also available for the XBOX and iPad. The object of the game is to use various materials to build creations in different online worlds. Users have the option of playing "survival mode" or "create mode". One amazing thing of Minecraft that can be applied to education is the collaborative aspect. “Some children are unsettled and struggle to get on with others...put them in MinecraftEdu, and they’re working together, cooperative and focused" (Edge Staff, 2012). The more research one does about Minecraft in education, the more one can see all the potential benefits of implementing it into some type of Game-Based learning in the classroom.

Some teachers may be reluctant to implement Minecraft into their classrooms because of their unfamiliarity with the gaming platform. Despite this apprehension, it is crucial that teachers see the benefits of using Minecraft in a variety of ways in school. "There’s a science teacher in Australia who builds Minecraft models of cells and gets the kids to roleplay as messenger RNA inside them. A language teacher in Denmark asks his students to build and chat in English, and told me that it’s been the most effective way to teach high-level mastery of the language he’s ever seen" (Edge Staff, 2012). Exploring more about Minecraft and MinecraftEDU can only be beneficial for educators, as it will provide engaging, collaborative learning opportunities for all students. 

Below is an informational, albeit a bit lengthy, webinar focused on an introduction to Minecraft and its uses in the educational setting.

References

CLTV. (2013) Introduction to minecraft in education. Retrieved from http://www.youtube.com/watch?v=dNQIZs5RbHU

Edge Staff. (2012) Minecraft in the classroom. Retrieved from http://www.edge-           online.com/features/minecraft-in-the-classroom/

Editorial Team. (2013) What is GBL (Game-Based Learning)? Retrieved from http://edtechreview.in/dictionary/298-what-is-game-based-learning

RSA #3: Resource-Based Learning

http://www.edutopia.org/article/open-educational-resources-oer-resource-roundup

Week 5's module focused on Resource-Based Learning. Resource-Based Learning is student-driven and relies upon copious amounts of resources for students to explore and peruse. There are many benefits to resource-based learning, including the ability to provide materials geared toward different learning styles, highly-engaging learning activities, and student interest is high during Resource-Based Learning activities.

One aspect of Resource-Based Learning that is imperative to take advantage of as an educator is Open Educational Resources. Open Educational Resources (OER) are shared teaching, learning, and research resources available under legally recognized open licenses - free for people to reuse, revise, remix, and redistribute (Edutopia, 2013). The shared resource in this blog post, Open Educational Resources (OER):Resource Roundup, includes information on Open Educational Resources, informational videos, blogs, lesson plans, and open textbooks. It is essentially a plethora of resources for Open Educational Resources to use with Resource-Based Learning. It is a great starting point for any beginner who may be wanting to begin implementing Resource-Based Learning in his or her classroom.

Teacherspayteachers.com is an excellent website to find resources to plan for Resource-Based Learning lessons. It is possible to browse thousands of teacher-created items that range from center activities to whole-group lesson plans (Teacherspayteachers, 2014). Some items are free and some have a price tag, but undoubtedly it is an excellent bank of resources for any teachers. It is similar to the Open Educational Resources: Resource Roundup website in the sense that it provides resources for teachers. One main difference is that Teacherspayteachers is not completely free while the other resource site is.

Open Educational Resources make up just one part of what Resource-Based Learning has to offer. The aforementioned article fits perfectly when considering Resource-Based Learning, as it provides a multitude of resources and information regarding OER. Resource-Based Learning can engage students and motivate them in their own learning.

In my own practice, both of the aforementioned resources can be used toward creating lessons in resource-based learning. The fact that many OER and sites like Teacherspayteachers are sprouting up is very positive for educators. For example, I have already found OER on Open Educational Resources: Resource Roundup and I have also downloaded materials from Teacherspayteachers. I am looking forward to reading other blog posts from my classmates regarding the resources they found.

Edutopia (2013). Open educational resources (OER): Resource roundup. Retreived from http://www.edutopia.org/article/open-educational-resources-oer-resource-roundup

Teacherspayteachers. (2014) Retreived from www.teacherspayteachers.com

RSA #2 Inquiry-Based Learning

        This past week in my graduate course, Using Technology to Build Learning Communities, we focused on the pedagogy of inquiry-based learning. Inquiry-based learning focuses on the use of questioning and allowing students to wrestle with those questions to drive their learning. "The power of an inquiry-based approach to teaching and learning is its potential to increase intellectual engagement and foster deep understanding through the development of a hands-on, minds-on and ‘research-based disposition’ towards teaching and learning (Stephenson, n.d.). Inquiry-based learning allows us as educators to move away from rote memory and teaching information only to be learned for a test. With inquiry-based learning, educators can focus on developing questions to promote critical thinking and deeper understanding.

        While attempting to implement inquiry-based learning in any classroom, it may come with some frustrations or growing pains. Katrina Schwartz's article, Math and Inquiry: The Importance of Letting Students Stumble, lays out the difficulties associated with teaching using inquiry-based learning. "Class time, class size, assessments, resources, student buy-in, administrative pressures, and students' learned helplessness are just a few of the reasons why it can be challenging to create learning experiences that are deep, authentic, and driven by inquiry" (Schwartz, 2014). Schwartz goes on to explain that despite the difficulties associated with inquiry-based learning, the student growth that occurs is remarkable. The entire article provides valuable insight for any teacher who is discouraged or apprehensive to implement inquiry-based learning in their classroom.

        Below is a video that shows a great example of how inquiry-based learning can be used in Social Studies or History. Neil Stephenson developed an activity that was influenced by Canadian cigar boxes. "Inspired by an online exhibit from a national Canadian Museum, students collected and re-mixed primary source images into new cigar labels, which both represented their historical understanding as well as allowing them to experience the disciplines of graphic design and historical analysis" (Stephenson, n.d.). Students were able to engage in the inquiry process and the final product that was created ended up being extremely impressive and solid proof that critical thinking and deeper learning occurred.

Stephenson, N (n.d.). Introduction to inquiry-based learning. Retrieved from           www.teachinquiry.com/index/introduction.html

Schwartz, K (2014). Math and inquiry: the importance of letting students stumble. Retrieved from http://blogs.kqed.org/mindshift/2014/02/math-and-inquiry-the-importance-of-letting-students-stumble/

Stephenson, N (2011). 'What is inquiry-based learning'?. Retrieved from http://www.thinkinginmind.com/2011/08/what-is-inquiry-based-learning/

RSA #1: Online and Blended Learning

        Our most recent learning module in EDT 3060 was about online learning communities. Of course I had heard of and am currently participating in an online learning community, but I never gave much thought as to how students in grades K-12 might be using online or blended learning. After doing a case-based analysis of two online schools in both Florida and Utah, it has become apparent that online education is a viable option for students. Blended learning, which is defined as "combining classroom instruction with online learning" (Wong, 2014), is also being implemented in classrooms across the country.

        Online and blended learning are on the rise and Wylie Wong does an excellent job articulating how technology has made blended learning possible. Through his article we can also see some of the many positives of blended learning. According to Wong, "The move toward blended learning also has changed students' perceptions of computing devices. 'Before, they saw them as something for word processing or web surfing at home, Now, they see them as learning tools' " (Wong, 2014). Teachers who implement blended learning are also looking to push student learning to new heights. "The goal is to take learning to a different level that expands beyond the four walls of the classroom" (Wong, 2014).

        Another valuable resource related to blended learning comes from the founder of KHAN Academy. Below Sal Khan explains how blended learning can eventually allow for more creativity within the classroom. By entering into a blended learning setting, students can move from away from rote memory and focus more on creating and hands-on experiences (Khan, 2012).

        Both resources of Wong and Khan provide us with excellent insight as to how a blended learning setting could be beneficial for student learning. Although some may be apprehensive to embrace online or blended learning, we can clearly see that students will realize the benefits that technology can bring to their learning. If blended learning can provide learning opportunities that were previously non-existent, then it certainly is worth learning more about.

References

Khan, S. (2012). Sal Khan maps out blended learning. Retrieved         ________from http://www.edutopia.org/khanacademy-discovery-lab-blended-learning-video

Wong, W. (2014). How technology enables blended learning. Retrieved from                         ________http://www.edtechmagazine.com/k12/article/2014/04/how-technology-enables-blended-________learning