Young Black Males, Learning, and Video Games — from by Whitney Burke


How to design an educational game, part 1 — from by Christina Yu

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Lessons on mLearning

Also see:

    From Daniel Christian: Fasten your seatbelts! An accelerated ride through some ed-tech landscapes.

    From DSC:
    Immediately below is a presentation that I did for the Title II Conference at Calvin College back on August 11, 2011
    It is aimed at K-12 audiences.


    Daniel S. Christian presentation -- Fasten your seatbelts! An accelerated ride through some ed-tech landscapes (for a K-12 audience)


    From DSC:
    Immediately below is a presentation that I did today for the Calvin College Fall 2011 Conference.
    It is aimed at higher education audiences.


     Daniel S. Christian presentation -- Fasten your seatbelts! An accelerated ride through some ed-tech landscapes (for a higher ed audience)


    Note from DSC:

    There is a great deal of overlap here, as many of the same technologies are (or will be) hitting the K-12 and higher ed spaces at the same time. However, there are some differences in the two presentations and what I stressed depended upon my audience.

    Pending time, I may put some audio to accompany these presentations so that folks can hear a bit more about what I was trying to relay within these two presentations.

    Tagged with:  

    A very interesting concept — game-like reading on tablet devices — from Walrus Epub:
    Walrus Epub Demo#3 – Kadath— my thanks to Mr. Steven Chevalia for this resource

    Very interesting concept -- game-like reading!


    • The new video demo made by the Walrus studio, involving ePub3 with a huge use of HTML5, CSS3 and Javascript.

    From DSC:
    A good example of how books are moving to ebooks which are then moving to applications.


    MIT launches Center for Mobile Learning with support from Google — from by Jon Mitchell


    The Massachusetts Institute of Technology has announced the creation of a new Center for Mobile Learning. The center will be housed at the MIT Media Lab. Google supported the creation of the center with a grant from Google University Relations. The center’s first project will be the adoption and further development of App Inventor for Android, a do-it-yourself tool for building apps for Google’s Android mobile OS with no programming skills required.

    From the announcement

    The Center, housed at the Media Lab, will focus on the design and study of new mobile technologies and applications, enabling people to learn anywhere anytime with anyone. Research projects will explore location-aware learning applications, mobile sensing and data collection, augmented reality gaming, and other educational uses of mobile technologies.

    10 gaming trends that are transforming higher ed —


    Video games don’t always enjoy the greatest of reputations, though their ubiquity and decade-spanning permanence keeps garnering them more and more mainstream acceptance as years tick past — to the point where many academics and institutes of higher education open their arms to their learning potential. While these digital technologies only trickle slowly into college and university classrooms, it seems as if they won’t be exiting anytime soon. Whether trendy, soon-to-be-trendy or a possible future trend, some of the amazing ways education professionals use video games definitely deserve consideration.


    Above resource from:


    Addendums later on 7/19:


    Apple’s new video regarding their iOS 5 operating system


    Apple's video regarding their new iOS5


    Apple's video regarding their new iOS5


    From DSC:
    I have it that these technologies will be used for educationally-related purposes/materials as well; including digital storytelling, transmedia storytelling, transmedia-based interactive/participative educational materials and more.


    Study: 30% of all US households already have TV connected to Internet

    New consumer research from Leichtman Research Group, Inc. (LRG) finds that 30% of all households have at least one television set connected to the Internet via a video game system, a Blu-ray player, and/or the TV set itself — up from 24% a year ago. Overall, 10% of all adults watch video from the Internet via one of these devices at least weekly, compared to 5% last year. This increased usage is heavily driven by Netflix subscribers, with 30% of Netflix subscribers watching video from the Internet via one of these connected devices weekly, compared to 3% weekly use among all non-Netflix subscribers.


    Also see:



    From DSC:
    Why post this? Because:

    1. These postings demonstrate a continued convergence, a continued trend that is impacting the distribution of content. If it hasn’t already (in some shape or form), online-based learning — with social networking capabilities/functionality baked in — will be entering your living room. Given the budgetary pressures out there, such change may happen sooner rather than later.
    2. The Forthcoming Walmart of Education is definitely involved here.



    From DSC:
    The incredible potential of location-aware educational materials, which could greatly enable a student to pursue their passions.

    The other day, I was talking to my son after he had just finished playing a Wii-based football game. As we were talking, the situation made me reflect upon the power* that could come into play when a game/resource knows your (general) location. For example, in this NFL-based game, the system might ask if my son wants the Detroit Lions involved in the game. If he said yes, then the system might ask if my son were interested in knowing more about the Detroit Lines upcoming schedule. Again, if he answers in the affirmative, the system could provide a link to instantly take him to that information.

    Now…take that same concept into the world of education, as a student attempts to pursue her passions, interests, and gifts. If she’s using a device that is teaching her how to draw, the “game” might present a list of art shows and exhibits in her area, along with information on how to get tickets to such events. In this manner, she could feed her passion. Such applications could open up a network of opportunities — in real-time — and present to a student what’s currently happening around them that could further involve them in the very thing that they are working with at that time (be it music, art, math, physics, or whatever discipline that’s involved). This is especially powerful if one were traveling or on a field trip.

    Museums and educational institutions could tag their events so that such software goes out looking for such information and would bring such information back to the “game”.

    It seems to me that if such technologies uncover chances to further one’s passion, the student will develop more of a love for learning. If a student develops a love for learning, the chances are better that that person will become a lifelong learner.

    My bet? Some pretty cool teaching and learning times are ahead…


    * I realize there are reflections going on in my mind — and others’ minds as well — that such power needs to be taken seriously, responsibly…and not abused from a commercial standpoint nor from a security standpoint. Software may even be needed to absolutely block such inquiries — but if we get to that point, we’ve let the bad apples out there control everything…again.

    Game levels and scaffolding–they’re related — from Kaplan EduNeering by Karl Kapp


    When textbooks and social media collide — by Bridget McCrea
    A professor at a Christian liberal arts college in Michigan puts textbooks together with social networking to get students jazzed about historical events.

    Right around the time that the term “social networking” was starting to roll off the tongues of school administrators and teachers, Christian Spielvogel was already deep in the throes of a project that would combine the next concept with traditional textbooks.

    The year was 2007, and Spielvogel, now an associate professor of communication at Hope College in Holland, MI, was experimenting with the idea of implementing gaming and computer simulations while on sabbatical at the University of Virginia. Having conducted intensive research into the public memory of the Civil War period, Spielvogel wanted to “un-romanticize” public perception of the conflict and create a more realistic, engaging, and even risky learning experience for high school and college students.

    Using the University of Virginia’s Valley of the Shadow digital archive as a guide–and funding from the National Endowment for the Humanities and Virginia Foundation for the Humanities for financial support–Spielvogel developed an online reenactment and multiplayer role-playing simulation that takes place during the American Civil War.

    Little did Spielvogel know at the time, but his creation would become an early example of how computer gaming can be successfully combined with education. “At the time, there had already been some efforts made to develop games and simulations with most of them based on single-player models,” said Spielvogel, “but the whole idea of a multiplayer experience that allowed a group to become involved in the game and interact online was still pretty new.”

    Models for the Future of Learning — from KnowledgeWorks by Katherine Prince, Jesse Moyer, Lisa Scheerer, and Jamie Feltner
    January 2011
    This report was prepared for, and with the support of, Yellow Springs School District as part of a series of engagements related to its Class of 2020 initiative.

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