Grow Your Own Horizon Report

The slides from the seminar that Wayne Brent and I conducted at the EDUCAUSE 2009 Conference are now online. Here’s the original session description:

Since 2004, the Horizon Report has provided an invaluable tool for identifying the emerging technologies and trends that will impact education. However, the report is much more than an annual printed booklet: it is also a process that you can use at your institution to create your own mini-Horizon for tactical and strategic planning and decision making.
In this workshop, we will share and model the report process with you. By the conclusion of the seminar, we will have developed a specialized and fully up-to-date product that reflects the emerging technologies and issues of most direct relevance to seminar participants. At the same time, we’ll also see how this approach can be supplemented by other tools like prediction markets. Come join the fun and be part of the process!

The slides can be downloaded as a PDF in either screen or print format. The “mini-Horizon” results can also be downloaded as a PDF, in either screen or print format.

Technology, Change, and Process

The slides from my presentation at the 2009 ACTEM Conference are now online, and can be downloaded here. This is the original description for this session:

As new technologies appear, how do users react, and why? We will merge Don Ihde’s work with TPCK/SAMR to answer this, and develop practical examples to address it.

Additional resources on TPCK/SAMR can be found on iTunes U at:

Connectivity 21 – October Kick-off Sessions

The slides from my Connectivity 21 presentations are now online, and can be downloaded by clicking on the links below:

Thursday Evening:

Friday Morning:

Friday Afternoon:

The podcasts referenced in the session discussions can be found on iTunes U at:

Game and Learn: An Introduction to Educational Gaming

Videogames are becoming a progressively more important component of teaching today: they can provide learners with rich worlds and complex narratives that both enhance and transform their educational experience in previously unexplored ways. Because of this, I’m pleased to announce that, as part of a joint research project between the MLTI and the Ewing Marion Kauffman Foundation, I have created a 14-part podcast series on videogames in education. This mini-course, available now in its entirety from iTunes U, provides educators with the knowledge needed to successfully use educational gaming in their classroom. I’ll be supplementing this podcast series with ongoing posts and discussions, and more materials will be announced in the coming months — stay tuned.

Game and Learn: An Introduction to Educational Gaming
Podcast Title Resources Slides
1. What Is A Game?

Some Definitions:
Salen, K. and E. Zimmerman. Rules of Play : Game Design Fundamentals. The MIT Press. (2003)
Vygotsky, L. Mind in Society: Development of Higher Psychological Processes. Harvard University Press. (1978)
Koerper, H.C. and N.A. Whitney-Desautels. “Astragalus Bones: Artifacts or Ecofacts?” Pacific Coast Archaeological Society Quarterly, 35(2&3). (1999)
Puentedura, R.R. “Playing Games in Education – or, Thank You Mario… But Our Princess Is In Another University!”. NMC Summer Conference. (2005)

Photos:
Young Chimps Play, by Jonny White

Game Videos:
PacMan
Ico

PDF
2. What Is A Good Game?

What Makes a Game Fun:
Koster, R. Theory of Fun for Game Design. Paraglyph. (2004)

PDF
3. A Menagerie of Genres

Narrative Games:
Zork I
realMYST
Legend of Zelda – Ocarina of Time
Final Fantasy X
World of Warcraft
World Without Oil

Action Games:
R-Type
Super Mario World
Half-Life 2
Street Fighter II
Winning Eleven 10
Gran Turismo 4
Dance Dance Revolution

Simulation Games:
SimCity 2000
StarCraft
Empire: Total War
Europa Universalis III

Other Games:
Bookworm
Rybka 3
Settlers of Catan

PDF
4. Games and Learning

Learning from Games:
Gee, J.P., What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan. (2003)
Prensky, M. “Escape from Planet Jar-Gon Or, What Video Games Have to Teach Academics About Teaching and Writing.” On The Horizon, Volume 11, No. 3 (2003)

Game Videos:
Europa Universalis III
realMYST
Fable II
Super Mario Galaxy
SimCity 2000
Legend of Zelda – Ocarina of Time
Civilization Revolution
World of Warcraft

PDF
5. Games and Education

Who Plays Games:
Entertainment Software Association — Industry Facts
Pew/Internet Report: Teens, Video Games, and Civics

The Educational Research:
Randel, J.M., B.A. Morris, C.D. Wetzel, and B.V. Whitehill. “The Effectiveness of Games for Educational Purposes: A Review of Recent Research.” Simulation & Gaming, Volume 23. (1992)
Fletcher, J.D. and S. Tobias. “Using Computer Games and Simulations for Instruction: A Research Review.” Proceedings of the Society for Advanced Learning Technology Meeting. (February 2006)
Mayo, M.J. “Video Games: A Route to Large-Scale STEM Education?” Science, Vol. 323, No. 5910 (2 January 2009)

The SAMR Model:
Puentedura, R.R. As We May Teach: Educational Technology, From Theory Into Practice. (2009)

Game Sources:
Dimenxian Evolver
River City

PDF
6. Critical Gaming

Critical Gaming:
R. Puentedura, “I Taught It, Bought It at the Game Store: Repurposing Commercial Games for Education”. NMC Summer Conference Proceedings. (2007)

Game Sources:
Portal: The Flash Version (video) —
Micropolis (video)

PDF
7. Games and Storytelling

The Characteristics of Game Stories:
Montfort, N. Twisty Little Passages : An Approach to Interactive Fiction. The MIT Press. (2003)
Jenkins, H. “Game Design as Narrative Architecture” – in Wardrip-Fruin, N. and P. Harrigan, First Person: New Media as Story, Performance, and Game. The MIT Press. (2004)
Frasca, G. “Simulation versus Narrative: Introduction to Ludology” – in: Wolf, M.J.P. and B. Perron, The Video Game Theory Reader. Routledge. (2003)

Constructing the Story:
Campbell, J. The Hero with a Thousand Faces. Princeton Univ. Press. (1972)
“Monomyth.” in Wikipedia, The Free Encyclopedia. Wikimedia Foundation, Inc. (accessed June 23, 2009)
Propp,V. Morphology of the Folktale. Univ. of Texas Press. (1968)
Proppian Folktale Outline Generator v1.0.
Field, S. Screenplay – The Foundations of Screenwriting, Third Edition. Dell Publishing. (1994)
Sheldon, L. Character Development and Storytelling for Games. Thomson Course Technology PTR. (2004)

Game Videos:
Portal
La Pucelle Tactics
Grim Fandango
Jak & Daxter: The Precursor Legacy
Far Cry 2

PDF
8. Games and Players

Emotion and the Fun of Games:
Lazzaro, N. Why We Play Games: Four Keys to More Emotion Without Story. (2004)

What Types of Games Do Players Like?
Bateman, C. and R. Boon. 21st Century Game Design. Charles River Media. (2006)
Bateman, C. Designing for Different Play Styles: Demographic Game Design. (2004)

How Do Players Interact Within Games?
Bartle, R. Designing Virtual Worlds. New Riders Games. (2003)
Bartle, R. Hearts, Clubs, Diamonds, Spades: Players Who Suit MUDs. (1996)
Puentedura, R.R. “Beyond World of Warcraft: the Universe of MMOGs”. NMC Summer Conference Proceedings. (2007)

MMORPG Sites:
World of Warcraft
Eve Online
City of Heroes
A Tale in the Desert

PDF
9. Games and Assessment

The Assessment Tools:
Anderson, L.W. and D.R. Krathwohl, eds. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, Complete Edition.  Longman. (2000)

Correcting for Expectation Effects:
Draper, S.W. The Hawthorne Effect.
Rosenthal, R. and R.L. Rosnow. Essentials of Behavioral Research: Methods and Data Analysis – Second Edition. McGraw-Hill, Inc. (1991) (See esp. Chapter 6)
Rosenthal, R. Experimenter Effects in Behavioral Research – Enlarged Edition. Irvington Publishers, Inc. (1976) (See esp. Chapters 19-24)
Rosenthal, R. and L. Jacobson. Pygmalion in the Classroom: Teacher Expectation and Pupils’ Intellectual Development. Holt, Rinehart, and Winston, Inc. (1968) (See esp. Chapter 11)

Checking for Effect Size:
Coe, R. “It’s the Effect Size, Stupid: What effect size is and why it is important.” Paper presented at the Annual Conference of the British Educational Research Association. (2002)
Cohen, J. Statistical Power Analysis for the Behavioral Sciences. Academic Press. (1969) (See esp. Chapter 2)

PDF
10. The Design Perspective

Design Patterns:
Alexander, C. et al. A Pattern Language: Towns, Buildings, Construction. Oxford University Press. (1977)
Björk, S. and J. Holopainen. Patterns in Game Design. Charles River Media. (2005) — Patterns wiki

The Process:
Rollings, A. and E. Adams. Andrew Rollings and Ernest Adams on Game Design. New Riders Publishing. (2003), or:
Adams, E. and A. Rollings. Fundamentals of Game Design. Prentice Hall. (2006) — Online materials

PDF
11. Case Study: Scratch

Scratch:
Scratch

Scratch Tutorials:
Scratch Website
LearnScratch Group
Ford, J.L. Scratch Programming for Teens. Course Technology. (2009)

Game Video:
Breakout

PDF
12. Case Study: Inform 7

Playing Interactive Fiction:
Zoom (Mac OS X)
Gargoyle (MS Windows)
Bronze, by Emily Short.

Inform 7:
Inform 7

Inform 7 Tutorials:
Granade, S. Write a Text Adventure With Inform 7.
The Foyer is a Room
McCall, J. Designing Computer Sims with Inform 7.

PDF
13. Serious Games

The Community:
The Serious Games Networking Portal
Serious Games Source

Five Samples:
Ships (video) —
At-Risk
PeaceMaker (video) —
Passage (video) —
Year Zero

PDF
14. TPCK, SAMR, and Games

The Models:
The TPCK Model:
   TPCK – Technological Pedagogical Content Knowledge
   AACTE (Eds.) The Handbook of Technological Pedagogical Content Knowledge for Educators. Routledge. (2008)
The SAMR Model:
   Puentedura, R.R. Transformation, Technology, and Education. (2006)
Integrating TPCK and SAMR:
   Puentedura, R.R. As We May Teach: Educational Technology, From Theory Into Practice. (2009)

TPCK and Educational Games:
CK: The Ludologist
PCK: Learning Games Network
PK: MacArthur Digital Media & Learning Initiative
TPK: Alice
TK: GameDev.net
TCK: Gamasutra
TPCK: Squire, K., M. Barnett, J.M. Grant, T. Higginbotham. “Electromagnetism Supercharged! Learning Physics with Digital Simulation Games” in Proceedings of the 6th International Conference on Learning Sciences. (2004)

SAMR and Educational Games:
Substitution: DimensionM
Augmentation: Immune Attack (video)
Modification: Industry Giant 2 (video)
Redefinition: Lure of the Labyrinth

PDF

The Infinite Canvas Reloaded: Digital Storytelling, Webcomics, and Web 2.0

The slides for the presentation that I gave at the 2009 NMC Summer Conference are now online. Here’s the original session description:

In 2000, Scott McCloud created the concept of the “infinite canvas,” a radical re-envisioning of the narrative possibilities opened up for comics by their transition from the printed page to the computer screen. Now, his vision is finally coming to fruition, enabled by new technologies and Web 2.0 tools. This session will examine how the new comics transform digital storytelling, the tools needed, and how to put the results to good use in academia.

My thanks to everyone who participated in this session — I really enjoyed the conversations that followed it.

Edugaming – Real Fun, Real Learning

The slides for the presentation that Tim Hart, Doug Snow, and myself gave jointly at the 2009 MLTI Student Conference are now online. Here’s the original session description:

To understand video games and their uses, you have to analyze them — but you also have to play them. So, in this session, we will be doing both. What is it that draws kids of all ages — and adults — to games? How can games, and the lessons learned from playing them, be used in a classroom setting? Why is the recent “game builder” game Little Big Planet such a huge success — and what are its lessons for educators? How are virtual worlds defining a new learningscape? This session will offer an opportunity to explore, experience, participate, and reflect on games, gaming, and education.

Tim’s slides are available from his blog, while my slides can be downloaded here. I have also uploaded the list of games we showcased in this presentation — each game listing is accompanied by a brief explanation for why that game was selected. With the exception of the Wii games, all the games are available either as downloadable demos, or for free.

My thanks to the team of students from Messalonskee HS that assisted us in this session — great work, guys.

The Promise – and the Perils – of Wolfram Alpha

Wolfram Alpha, the new search tool developed by Stephen Wolfram and his team, is now available for anyone to try out, and it appears to have caught the eye of the press. I’ve been testing it quite heavily since its release, and I have to say that the engine driving the system is pretty impressive – but don’t take my word for it, Doug Lenat (of Cyc fame) also says so. It’s also nice to see articles in the popular press that actually talk about AI and related fields reasonably, rather than complaining because HAL isn’t a reality yet. That said, there’s an aspect of Wolfram Alpha in its current state that I find rather worrisome: the company’s overall approach to data.

When you read through the FAQ page on the Wolfram Alpha site, you come across a section on data that contains the following phrases:

Where does Wolfram|Alpha’s data come from?
Many different sources, combined and curated by the Wolfram|Alpha team. At the bottom of each relevant results page there’s a “Source information” button, which provides background sources and references.

Can I find the origin of a particular piece of data?
Most of the data in Wolfram|Alpha is derived by computations, often based on multiple sources. A list of background sources and references is available via the “Source information” button at the bottom of relevant Wolfram|Alpha results pages.

OK, sounds good – let’s check it out. When I run a query on “USA Life Expectancy”, I get a very nice page with results, tables, and graphs:

USA_LifeExpectancy.jpg

However, nowhere on that page am I told the actual source of the data. No problem – I’ll just click on the “Source Information” link:

MortalityData_SourceInformation.jpg

Wait a second – I see as the primary source “Wolfram|Alpha curated data, 2009”, followed by four databases and three sources for models – so where did this data come from? Is it from one of the databases? a composite from some or all four? and if the latter, how was the composite constructed? OK, there’s one more link at the bottom of the page – it reads “Requests by researchers for detailed information on the sources for individual Wolfram|Alpha results can be directed here.” Clicking on that link, I get the following screen:

WolframAlpha_PageNotFound.jpg

I know, it’s beta time – but frankly, this is extremely discouraging. Even if this page worked, it seems to imply that detailed info about how the query results were sourced will require that a human being get back to me. By contrast, the CDC tells me exactly how its data was collected and analyzed, as do all the other data sources used by Wolfram Alpha. In other words, Wolfram Alpha has taken data that was transparent in its sourcing and analysis and made it – at least at first impression – opaque.

Things get worse when we get into economic data. Try the following query about basic economic data: “France Economy”

France_Economy.jpg

“Source Information” is even more opaque in this case, with a lengthy list of sources that includes everything from the UN and OECD to Britannica and Wikipedia, but does not include France’s own governmental offices. Does this mean that the – quite reliable in my experience – French government’s data is not being considered in this aggregate? Given that Wolfram Alpha claims to have “trillions of elements” of data in its system, you would think that data published by world governments would be a rather obvious source to include – even at launch. Also, what year do these numbers come from? If you assumed 2008, say, you’d be wrong – but there’s no way of knowing that from this screen. To find out, you’d have to run a separate query – for instance, for the Gini Index the estimate corresponds to 2005:

France_GiniIndex.jpg

This is not an obscure, nitpicky complaint: any serious user of social and economic data knows that how data was sourced, aggregated, and processed determines crucially how it can be used. Looking at the list of sources mentioned by Wolfram Alpha, I would use some for some purposes, and others for others – but I can’t leave that decision in Wolfram’s hands, nor would I accept a teacher or professor encouraging their students to do so. And for people inclined to say “hey, just roll with it – after all, it looks pretty good, and they seem to know what they’re doing”, I would remind them that the current economic situation was very largely created by people doing precisely that – putting too much trust in opaque data, and the people and algorithms that generated it.

Let me be clear: I do not in any way believe that the creators of Wolfram Alpha have any nefarious intents in how they’re handling data and presenting search results. Indeed, I have nothing but the highest respect for Stephen Wolfram’s intelligence and that of his team, and believe that they are indeed trying to provide people with a reliable and useful tool – but the road to decision hell is nonetheless paved with the best data intentions.

Now, all my complaints could be addressed trivially: if the “Source Information” link, instead of directing users to a generic page, revealed the exact data sources used, together with a general description of any additional processing applied, I would be perfectly happy. All the necessary info is in the database, and should be readily retrievable for any given query. As it is, I am not sanguine that this change will occur. Why? Well, reading the “Terms of Use” is a positively depressing experience in over-extension of copyright claims – for instance, Wolfram Alpha claims copyright over any plots, formulae, tables, etc. that might be generated as a result of your query. To put this in context, this would be not unlike Microsoft claiming copyright over any plots you generate using Excel. You are also forbidden from executing “systematic patterns of queries”, and “systematic professional or commercial use of the website” is out of bounds. In other words, Wolfram Alpha is unusable for anything much more challenging than the occasional bar bet – I would have to warn any librarian that “systematically” using Wolfram Alpha to teach students about data sourcing might run afoul of the TOU, and regular use by a university research group would seem to be likewise forbidden. Of course, there is – you guessed it – a commercial license available as an option, although it’s unclear whether this option would lift the veil of opacity I detailed above.

All of this being said, I have hopes that the situation with Wolfram Alpha will eventually change. Why? Well, Google has already made some announcements this week that seem to indicate that it is very interested in tapping the same market that Wolfram Alpha is targeting. And while Wolfram Alpha may currently have a headstart in the necessary infrastructure, Google has some pretty mean mathematical and programming chops of its own – and the cash reserves to buy as many more warm bodies as it needs. So, given that Google’s business model does not rely on opacity of information sources for searches, I can see Wolfram Alpha deciding that it might prove wise to relax some of its constraints sooner, rather than later. In the meantime, the only use I can recommend of Wolfram Alpha for educators and students is to use it to get a crude first answer – and then go to its listed sources to get the real data.

Rethinking Presentations – Prezi and Dynamic Narrative

The recording of the workshop I presented at last week’s Pictures Sounds Numbers Words conference is now available online. Here’s the original workshop description:

What do you get when you combine presentation software with a concept mapping tool, and add a bit of comic book flair to the mix? The answer: Prezi, a truly remarkable Web 2.0 tool that transforms what is meant – and what can be said – by online presentations. We’ll explore Prezi hands-on, and take a look at some of the possibilities it opens up for educators. We will also see how it fits in with other concepts, such as the “infinite canvas” in webcomics, and what this means for future work in media literacy and creation.

I also strongly recommend checking the recordings for one of the other workshops – excellent presenters, and a great range of topics.

A Birthday Phrase Net

It’s Shakespeare’s 445th birthday today – so, as a small birthday gift, here is a phrase net for Julius Caesar:

caesar.gif

This particular phrase net focuses on the most salient possessive links (e.g., “Caesar’s ambition”) centered around Caesar’s name in the play. Interesting, don’t you think?

Happy birthday, Will – here’s to 445 more.

Reading Math – II: Painting by Numbers

Podcast number nine in the As We May Teach… series is now available:

Reading Math — II: Painting by Numbers

This podcast returns to the concept of math as a language that can be “read” by everybody, with the assistance in this scenario of numerical simulation and modeling tools.

Resources for this podcast are listed below. If you develop new models of your own using the resurces mentioned in this podcast, please let me know in the comments — I’d love to feature them in a future podcast.

Reading Math — II: Painting by Numbers
Prelude – A Medical Dilemma:
Substitution to Augmentation – Visualizing Probability:
  • NetLogo
  • The Center for Connected Learning (CCL) and Computer-Based Modeling – Connected Mathematics: ProbLab
Modification to Redefinition – Programming Systems: