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robertogreco : quest2learn   6

From Writing to Gaming to Writing | inpoints
"Tal is a 6th grader who likes to write and draw, and who socializes with a close-knit group of cousins about her same age. One of the cousins goes to the same school and is a sometimes-gamer. His current game of choice is a videogame called Minecraft. Tal’s cousin found out about the game from one of the adults that works at his school and quickly fell in love with it. The game is played on a computer and is primarily about creativity and building.

Tal started playing Minecraft at her cousin’s house. They decided to help form a Minecraft club at school, and soon many more students had joined. Lunchtime was spent sharing building tips, playing each other’s levels, and talking about what they were going to do in the game when they got home. The adult who had originally told them about the game set up a school Minecraft server that the club could access, and the community of players continued to grow and diversify to include younger and older siblings, friends from other schools, parents, and even some teachers.

Tal got the idea to write scripts for her and her friends to film as animated plays in the game from a post on a Minecraft online forum. She got support for doing so from her social studies teacher, who had noticed Tal’s interest in creative writing. While the teacher wasn’t a Minecraft player herself, she did recognize that the game created a socially rich and creatively driven context for nurturing Tal’s writing interests. Tal was allowed to share her Minecraft-inspired stories during class and was interviewed by other students as part of an online newspaper club. The status and recognition she gained from these outlets fed her confidence and supported her burgeoning identity as a creative writer.

Tal started writing more frequently and found that the practice paid off in her writing for class assignments, mostly because her teacher challenged her to develop her own voice, no matter what the topic. She still went to the Minecraft club at school, but usually spent the sessions working on her scripts and getting ideas for new stories from the levels created by other players on the server. By the end of the school year, Tal was writing every day and sharing her work with teachers, family, and peers in the community that had developed around the school’s Minecraft server. She also became interested in enrolling in a summer program for writers so that she could continue to write with support over break.

The case of Tal illustrates the ways in which a school can provide the key scaffolds to connect a gaming interest to academic achievement. By providing an afterschool space for exploration of an interest with peers, and drawing this activity into a classroom context, teachers at Quest to Learn provided the connections for Tal to make her Minecraft play a pathway to developing creative writing interests and skills."
mimiito  2016  minecraft  gaming  videogames  writing  learning  education  quest2learn  creativewriting 
march 2016 by robertogreco
Educ-ação | Uma jornada em busca de inspiração
[Book (in Portuguese) is here: http://educ-acao.com/o-livro/ ]
[See also: http://educ-acao.com/

"Este projeto nasceu de uma motivação coletiva pela busca de modelos inspiradores de educação. Todos fomos e somos impactados profundamente por modelos educacionais desde cedo. Nosso aprendizado formal é um dos grandes responsáveis pelo que “vamos ser”. Quando crianças, nossa vida gira em torno das escolas. Quando jovens, nos deparamos com escolhas de disciplinas que vão delinear nosso futuro. Quando adultos, temos que tomar as mesmas decisões para nossos filhos. Movidos por inquietações ligadas à forma como entendemos educação hoje, um pequeno grupo se uniu em busca de reflexões e aprendizados em torno do assunto.

Foi assim, com estes desafios em mente, que um grupo de provocadores sonhou junto e desenhou um propósito em comum. Foi com um olhar não acadêmico em busca de inspiração que encontramos escolas, espaços de aprendizado, cursos formais e não formais que estão propondo novos formatos. Foi assim que chegamos a diversos modelos mundo afora: na India, na Suécia, na Indonesia, na Espanha, na Inglaterra, nos Estados Unidos… e no Brasil. Por acreditarmos na importância de escutar as experiências de quem está vivendo estes novos modelos, decidimos fazer uma jornada presencial por 13 destes espaços, em diferentes países e continentes. Vamos visitar estes locais, conversar com pessoas que compõem as histórias que dão vida e cor a estas iniciativas de educação.

Se quiser nos apoiar de alguma forma, por favor entre em contato: contato@educ-acao.com

//

This project was born out of a collective motivation to search for inspirational educational models. We are all profoundly impacted by educational models from an early age. Our formal training is largely responsible for the individual we’ll become when “we grow up”. When we are kids, our life revolves around school. When we are young adults, the disciplines we choose will help determine our future. As adults, we have to make these same decisions for our kids. Motivated by questionings related to the way we understand education today, a small group united in search for insights and learnings related to the subject. With this challenges in mind, a group of provocateurs came together, dreamt and designed a common goal.

It was with a non-academic viewpoint that we set out in search for inspiration, and we found schools, learning spaces, formal and informal courses that are proposing new formats. This is how we found diverse new models around the world: in India, Sweden, Indonesia, Spain, England, the US… and in Brazil. Some of these initiatives are still being selected in other countries. Because we believe in the importance of listening to whom is actually experiencing these new models, we decided to personally visit 13 of these spaces, in different countries and continents. We will visit them, talk to the people that are creating these stories and giving life and color to these new educational initiatives.

We believe this journey must be shared with the world, so the book will have a version for free download and will also share its contents through Creative Commons."
books  education  unschooling  alternative  deschooling  schools  northstar  quest2learn  argentina  brasil  brazil  spain  españa  cpcd  amorimlima  politeia  cieja  teamacademy  escuelasexperimentales  schumachercollege  yip  sweden  riversideschool  india  indonesia  greenschool  southafrica  sustainabilityinstitute  international  johnholt  paulofreire  rudolfsteiner  autonomy  openstudioproject  tcsnmy  lcproject 
january 2014 by robertogreco
AIGA | Video: Katie Salen
"Designers of all kinds are key players in the game of change that so typifies the opening decades of the 21st century. Called on to imagine, build, guide, demystify, explain, provoke, enable and inspire, we deal daily in the currency of transformation—of places, practices and perspectives. For this designer, play has become a key strategy in developing a design practice that is agile enough to entertain a constant need for transformative thinking but substantive enough to throw its strategic weight around when needed. This talk will delve into the power of game design and play to challenge expectations, retool one’s practice, and amplify design’s potential as drivers of innovation and change in some rather unusual places."
katiesalen  towatch  2011  aiga  aigapivot  design  instituteofplay  q2l  quest2learn  teaching  education  gaming  play  gamebasedlearning  learning  schools  lcproject  designthinking 
december 2011 by robertogreco
Getting Serious About Reimagining Learning in the Digital Age | DMLcentral
"As things stand right now, unless participatory media takes a deliberate step into classrooms & into testing data, long-term sustainable funding & adoption seem unlikely."

"As someone who regularly works with kids outside of schools in after-school & summer programs as well as spending the majority of my days waking up early & scrawling on a whiteboard, there is a significant mode of participation to which young people have become unnecessarily acculturated. With literally tens of thousands of hours spent being conditioned to facing forward & remaining in seats, we have created factory-minded young people who need to be gently provoked. This work takes time & trust; once those two things are present, a classroom of enthused minds is limited only by imagination.

Years after its implementation, I still get messages from former students about how the seven weeks they spent learning through and playing the Black Cloud game made an impact on their day-to-day lives."
education  dml  digitalmedia  digital  media  internet  learning  change  unschooling  deschooling  tcsnmy  assessment  henryjenkins  anterogarcia  2011  schools  afterschoolprograms  participatory  participatoryculture  digitaldivide  participationgap  schooliness  industrialschooling  gamechanging  funding  k12  publicschools  quest2learn  cv  innovation  collaboration  socialemotionallearning  trust  engagement  socialemotional 
april 2011 by robertogreco
Video Games Win a Beachhead in the Classroom - NYTimes.com
"Doyle was, at 54, a veteran teacher and had logged 32 years in schools all over Manhattan, where he primarily taught art and computer graphics. In the school, which was called Quest to Learn, he was teaching a class, Sports for the Mind, which every student attended three times a week. It was described in a jargony flourish on the school’s Web site as “a primary space of practice attuned to new media literacies, which are multimodal and multicultural, operating as they do within specific contexts for specific purposes.” What it was, really, was a class in technology and game design."
games  gaming  videogames  quest2learn  schools  education  tcsnmy  assessment  gamedesign  play  learning  lcproject 
september 2010 by robertogreco

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