OLTD Learning Outcomes:
- Scaffold digital citizenship from K-12 to professional level of educators
- Consider responsibility, accountability and civility in online environments
- Integrate current cognitive learning and brain-based learning theory
- Examine current research around best practices and emerging practices
- Develop practical and technical skills in all phases of concept, development, design, implementation, etc.
- Develop skills to optimize learning experiences through personalization
- Based on characteristics, needs, stages of development, current 21st Century personalized learning mandates, etc.
Evidence to Support Outcome:
Reflection to Support Evidence:
This evidence piece was the final major project submitted in OLTD 508 for Spring 2015. The video details how Minecraft could be used as an educational game in two contexts – Biology 12 and Science 7. There are strengths to using this tool, but there are also challenges that should be carefully considered before it is used with students.
Many of the challenges associated with using Minecraft as an educational game in the contexts I considered is the need to scaffold the exercises and the amount of time that would need to be invested. Allowing students to access regular Minecraft, as opposed to Minecraft Edu, also presents significant challenges in terms of digital safety and digital citizenship. Creating this assignment allowed me to become very familiar with Minecraft, but it also gave me the opportunity to connect with more experienced Minecraft players in order to learn more about it. Due in part to its simplicity, Minecraft is extremely customizable and can be personalized to students’ needs with some work on the part of the teacher (provided they know how!) which is very powerful. Minecraft also allows student to explore, troubleshoot and create – getting at higher order thinking skills – and encourages deep engagement and deep learning. Although my comfort level may not be where it should in order to conduct the lessons with live students, the experience of working with a tool like this and being frustrated into learning new things was extremely valuable. I don’t think these types of activities would speak to all types of learners, and would either need to be part of the options they can pick in order to complete a project, or would require significant teamwork and scaffolding.
It is important when considering educational games, mobile apps or other digital tools to ensure that the students are sufficiently supported in using the tool so they can be successful. An added complication of many mobile technologies is the built-in sharing that removes the walls around what students are doing and allows them to showcase their work more widely. It is critical in those circumstances to ensure that students are prepared for that level of exposure, and that they are supported in interacting in the online environment. Use of mobile technologies and games should always transform what is happening in the classroom, and games are very good at accessing a level of understanding and engaging students in ways it is difficult to do in normal circumstances. Although that is a wonderful use of the tools, without careful planning and critical assessment it can be very challenging for students to find success in these environments, so it is the teacher’s role to facilitate the student experience to help them find that success.