Monthly Archives: March 2014

Week 10 Reflection #etlead Reflection about Group Planning Process for a Serious Game


This week was an interaction week with classmates to discuss between groups. I think that all of the groups are experiencing similar issues so it was a good week to discuss and work out common frustrations and successes. I shared some resources that I found useful and was able to get some resources and ideas from others. I contributed to others’ learning by talking through common ideas and sharing useful resources.     


Week 10 Blog #etlead Group Planning Process for a Serious Game


This process/task was a little daunting at first; I was not sure what our group was going to do or exactly what the task was.  We chatted on our group page and set up a meeting time in Blackboard Collaborate. Many of us were unsure on what we were supposed to do.  This is a very big open project and I was and still am struggling with narrowing the focus and not having too much direction.  I work a lot better if I know exactly what is expected and can work from there. This is definitely a learning experience for me to have something so open-ended and to have to come up with a game all on our own.  I am trying to embrace the challenge and work through it.   

In our group’s meeting lot of discussion took place before we were able narrow the focus to Alaska and some wildlife issues.  This took a good hour and a half to narrow it down. Now I feel that we have some direction on the project and can continue to move forward.  In doing some research, I found this website that was helpful in thinking about various aspects of creating a game Also, a classmate shared this site with me Perhaps either of these could be helpful to others.  I also created a table on our group page to start putting ideas down.  I am not sure if this will work for everyone in my group but I needed a canvas to start organizing parts of the game.  I would love to hear how other groups are doing and how everyone is feeling about this process. 

Week 9 Blog Reflection #etlead


This week, I contributed to others learning in my blog and the space that I created for collaboration. I think that the learning that took place on my blog was significant. I asked several questions that required others to think and respond to them.  These questions were mainly focused on play and how we are using it in our classrooms.  I also asked classmates to think about issues that lie within the idea of shifting content from what to where and how.  The responses from my classmates indicated that these questions were though provoking and created a learning experience for them.   

Week 9 Blog #etlead What are the challenges in shifting content from “what” to “where” and “how”?


Education is shifting from the idea that teachers fill students with knowledge to the idea that teachers are providing students with the tools to make sense and create knowledge.  Today, students have access to information that is readily available so the focus now is on the where and the how of the information.  How to find and evaluate information is becoming more and more significant (Douglas & Seely, 2011).  Students need to be learning these skills to be successful in education.  The content does not change but the context does change (Douglas & Seely, 2011).  Students have different ways of learning, educators need to embrace the where and how of education to reach all of our students and not just focus on the what.  With this come several challenges in education. 


One challenge could be reliability of student-generated content.  In one study, students had difficulty accepting student-created content.  They were more likely to accept content from authority figures (Chang, Kennedy, and Petrovic, 2008).  This is a mind-set that needs to change because there is a lot of value in student-generated materials.    


Another challenge is getting people to see the value in play.  Knowing, making, and playing are important aspects of learning (Douglas & Seely, 2011).  Are we allowing our students enough time to play and explore?  Is it a valuable experience for them to play?  Is play seen as creating knowledge and supported by parents and administrators?    


“Todays questions don’t just have 1 answer, our opinions are the answer” (The EdEvolution, 2011).  Educators need to focus on guiding students in finding information and creating options based on their research.    


These are just some of the challenges that I thought were involved in shifting content from what to where and how.  I would like to hear more about other challenges that people think lie within this idea. 


Chang, Rosemary, Gregor Kennedy, and Tom Petrovic. “Web 2.0 and User-created

Content: Students Negotiating Shifts in Academic Authority.” Proceedings

Ascilite Melbourne (2008): n. pag. Web. 12 Mar. 2014.


The EdEvolution. “Education Evolution.” YouTube. YouTube, 04 May 2011. Web. 09

Mar. 2014.

Thomas, Douglas, and John Seely. Brown. A New Culture of Learning: Cultivating the

Imagination for a World of Constant Change. Lexington, KY: CreateSpace?,

2011. Print.

Week 8 Blog Reflection #etlead


This week, I contributed to others learning in a few different ways.  It was a learning experience for me because before this week, I did not know what learning in a collective was so I was able to read and research then share that knowledge with others in my blog which is a collective environment.  I also shared a website that I found very interesting called “Kid Blog” and I hope that others will use it.  I was able to share and discuss common ideas with classmates to build on all of our learning

In my blog I shared a few resources and ideas and also shared those on others’ blogs.  I shared my knowledge and understanding of a collective and how I think it is a great way to create learning experiences for our students.  I was able to discuss some of the negatives and positives of collectives with other classmates and in that I shared that it may take time for students to learn how to communicate in a collective and that we need to explicitly teach some of those skills to our students. 

One resource that was common with another students’ blog that we were able to discuss was a Khan Academy video.  This video compares the communication of chimps to humans and how much we have evolved compared to chimps.  Humans have so many modes of communication verbal, written, body, etc. and chimps only have body language to communicate.  When we compare people to chimps we see that because of our various modes of communication, we can pass and expand our knowledge more easily.  It was an interesting video and having the chance to share and discuss this video with another student who also shared the video added to both of our learning. 

I shared the website called Kid Blog with others because I found it to be an effective site for creating a collective in a classroom.  It is one resources that I learned about and really felt the need to share with others.  I hope that others will check it out and be able to use it in their classrooms because I plan to do so when I am back in the classroom.

I continue to learn new concepts and ideas through readings, research, and in collectives.  Using collectives in this class has been a great way to share ideas and expand my knowledge.

Week 8 Blog #etlead What are your thoughts about “learning in the collective”?


Before doing the reading this week I had never heard of “learning in a collective”.  This was a foreign concept to me.  After doing the reading I was able to get the definition and find out the importance of collectives.  A collective is a place where peer-to-peer learning takes place.  Students “learn through participation and interaction with each other through fluid relationships” (Douglas & Seely, 2011).  It is an opportunity for participants to create learning around shared interests and there is no expert or teacher involved necessarily.  Collectives are places where people can have the freedom to talk and discuss any issues or ideas.    

Humans are unique that they have many ways to communicate and transfer information.  Information is transferred between many individuals and therefore rapidly grows especially compared to other species (Khan Academy, 2011).  We are social species and collectives are a way for use to exercise that trait.  People can freely share and create new information together by communicating with one another.  “One of the most rewarding parts of teaching is the personal and professional relationships we develop on our voyage” (Burgess, 2012).  We create collective environments in our schools, districts, and with grade level teams. 

 Collectives are unique and important concepts to learning.  I believe that it is important for teachers to allow the time and space for students to create collectives.  One way that a teacher could do this in the classroom is to use “Kidblog” which is a teacher controlled area where you can allow your students to communicate through blogs.  I learned about this site at ASTE and plan to use it when I am back in the classroom.  It is a great way to get a collective going in your class.  I will definitely be using collective learning environments in my classrooms in the future.


Burgess, Dave. Teach like a Pirate: Increase Student Engagement, Boost Your Creativity,

and Transform Your Life as an Educator. San Diego, CA: Dave Burgess

Consulting, 2012. Print.

Khan Academy. “Collective Learning.” YouTube. YouTube, 23 Nov. 2011. Web. 04 Mar.


Thomas, Douglas, and John Seely. Brown. A New Culture of Learning: Cultivating the

Imagination for a World of Constant Change. Lexington, KY: CreateSpace?,

2011. Print.

Week 7 Reflection #etlead


           This week, I really thought about me as a professional and how that relates to my gaming profile.  I shared some of my ideas about change in my initial blog.  I commented on classmates’ blogs and shared and asked them questions of them. 

            In my blog post encouraged discussion between classmates and with me.  Other students were starting discussions on my blog that stemmed from my blog post.  My blog also got classmates thinking about playing games as families.  Many commented and thought back on the importance of gaming especially as a family.     

            Other classmates had some very interesting things to say and I liked seeing everyone’s gamer profiles.  I asked classmates to think further about technology in their class and share ideas for what they use.  This allowed them to think deeper about their classroom technology.  I also shared the technology that I have used in my classroom.  Asking about games and play in the classroom allowed classmates to think on a deeper level.

            I contributed to others learning by sharing my blog and commenting on their blogs.  I encouraged them to think more about technology in their classrooms and how they are using it.  I also shared some resources in my blog for classmates to look at.

Week 7 Blog #etlead What does the way you play have to do with embracing change and how does this impact you as a professional?


            My gaming personality leans most toward being a “killer” (Bartle Test of Gamer Psychology, 2006).  This makes sense when I think about how I play board games.  I don’t play many online games but my husband will not play competitive games with me because of my gaming personality.  I am a very competitive game player.

            As a killer, I think that I take a new challenge head on.  I embrace change by challenging myself to learn more.  I have been around during the vast changes that have gone on with the Internet.  The Internet has gone through so many changes in a short span of time when you compare it to other technologies (Thomas &Seely Brown, 2011).  Seeing and being part of all of these changes have given me the ability to embrace and become accustomed to these changes.          

            As a professional, I would like to allow my students to embrace the change and learn in new ways.  Students don’t have much time to play in the classroom as they get older so as a professional, I would like to give my students more of an opportunity to use play in the classroom (Thomas &Seely Brown, 2011).  Students should not just be given the opportunity to play but to play using technology.

            I had the opportunity to learn about some great apps for young children while attending the ASTE conference this last week.  I have had most of my teaching experience in the younger elementary grades so I focus mostly on games and technology for those younger ages.  The media or games that these young children are using should be interactive (Lovely, 2014).  Some examples of games and apps that I might encourage my young students to play are: Sphere (to explore new places), Sago Mini Soundbox (a sound app for the youngest learners), Doodlecast (a drawing app that records your voice so that students can write their own stories), and Jellybean Count (an app that encourages cooperative play in math).  These are just some examples of games and apps that I would like to include on my classroom IPads when I return to the classroom.  These allow students to engage in this important and much needed play while they also learn.  I would like to hear about other games and apps that people are using in their classrooms.         


“Bartle Test of Gamer Psychology STATISTICS.” Bartle Test of Gamer Psychology.

Playxpert, 2006. Web. 28 Feb. 2014.

Lovely, Gail. ASTE Conference, 2014, presentations,

Thomas, Douglas, and John Seely. Brown. A New Culture of Learning: Cultivating the

Imagination for a World of Constant Change. Lexington, KY: CreateSpace?,

2011. Print.