Group Constructor: Practical Games Based Learning Resource

We often talk about the merits of games based learning (e.g. ‘Developing Communication Skills via Games Based Learning’, tips for use (e.g. ‘Getting Started with Games in the Classroom’, case studies of serious games in action (e.g. ‘Proof of the Pudding Part 2’ and so on.  But, if you plan to use games based learning, there are some foundations that need to be in place.  If you want to use collaborative games based learning, then constructing teams is important.  Group Constructor takes the pressure off this task and allows you to focus on delivery.

Group Constructor is a free program from LangCorr that creates efficient groups.  Intended for teachers, Group Constructor reduces the time needed to construct groups for games based learning activities to an absolute minimum.  Most teachers will appreciate the power of getting groups right, especially with a more lively activity such as games based learning.

Group Constructor allows teachers to construct groups based on 12 parameters, including gender, level, competence and behaviour.  Teachers can also set up their own personalised parameters.  They can also decide if they would like to separate certain students or make others work together.  The program then constructs efficient groups based on the parameters activated by the teacher.  It also saves data about classes, so once students have been submitted to class lists, it takes less than a minute to construct efficient groups.  Students can also be involved in setting up class lists etc. which can encourage them to think about their own working habits and behaviour.

For more information, see the demo below:

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The Future of Ed-Tech and How to Get Started Now

Every now and then, we like to stray from the topics of games based learning and gamification and talk about something related but different.  We are fascinated by new technologies and what they can do for education and learning.  This blog post will look at some of the education technologies that might be a bit out of reach for the majority right now.  They might look a bit sci-fi, but this new tech could prove to be the future of education.  We’ll then give you a few ideas about how you can get started with implementing more ed-tech right now.  Please click on the tiny infographic too to the right from LearnDash to see a full-sized version with teacher and administrator opinions of ed-tech and some interesting statistics.

Google Glass
If you have never heard of Google Glass, the article, “A Teacher’s Guide to Google Glass” gives a good introduction as well as ways that the new tech might be useful for teachers.  Google Glass is likely to be out of most teachers’ price range right now, but educators have been getting excited about how it could revolutionise teaching.  The article, “How Google Glass Can Be Used In Education” is very informative and gives lots of inspiring ideas with a wonderful infographic.  For more real-world examples of how Google Glass is being used right now, have a look at “The Incredible Way a Michigan Physics Teacher Uses Google Glass”.

Augmented Reality
It might be a short while before augmented reality becomes mainstream too, mostly because the applications of the technology for education haven’t been discussed as prevalently as other technologies such as Google Glass.  But the article, “Augmented Reality is Going Mobile – And Coming to a Classroom Near You” is a very detailed analysis of what this tech could have to offer to the education world.

3D Printing
Again, this technology might be a little pricey right now, but as prices reduce and as people begin to discuss more and more applications of the technology for education, 3D printing might just be common-place in schools in only a couple of years.  This article discusses the “Importance of 3D Printing in Education”, including merits such as increasing interactivity and learning by doing.  For more examples of how schools are using this new tech, read “5 Ways Schools are Already Using 3D Printing”.

How Can I Get Started With Ed-Tech Right Now?

Before I give you some of my ideas, it would be very worthwhile to watch this short video from edutopia, “An Introduction to Technology Integration” which gives a great overview of why technology can be so powerful.

• Social Media: social media is an easy, natural, cheap and meaningful way of using more technology in your classroom.  Here is some suggested reading: “4 Ways To Improve School Communication Using Social Media” and for Twitter beginners, “100 Ways to Use Twitter in Education, by Degree of Difficulty”. 
• Blogging: again, blogging is relatively easy, cheap and meaningful.  It can be used in a variety of ways e.g. as a learning tool in itself (creative writing etc.), to promote school events, to connect with parents, to promote the school and so on.  Suggested reading: “10 Quick and Simple Ideas for Blogging in Class” and “A 60 Seconds Guide to the use of Blogging in Education”. 
• Virtual Field Trips: an easy way to give students more realistic and immersive experience of a topic or location from around the globe.  Field trips can include virtual tours of museums and art galleries, moon tours, virtual rainforest trips, arctic tours and so on.  Suggested reading: “10 Wonderful Virtual Field Trips for your Students” and “20 Awesome Virtual Learning Experiences Online”.
• Classroom Management: whether you want to incorporate gamification into your classroom management strategies or not, there are lots of ways of managing your classroom using technology.  These range from simple noise level monitors to full blown, gamified management systems with avatars, badges, leader boards and so on.  Suggested reading: “5 Classroom Management Apps Every Teacher Needs to Know About”.
• QR Codes: these are like bar codes that link to multimedia content when scanned with a device like a smart phone or tablet PC.  Suggested reading: “5 Real Ways to use QR Codes in Education”.
• Pinterest: I think Pinterest is a revolutionary tool for many people and teachers and pupils are no exception.  Have a look at our Pinterest boards for examples of how we use the tool.  Suggested reading: “How Pinterest is used in Education”.
• Scoop.it: an online tool for gathering information from blogs and news sites across the web that interest you or relates to a certain topic.  Suggested reading: “Why Scoopit is Becoming an Indispensable Learning Tool”.
• Interactive study guides: more and more apps are being developed for teachers and students and technology could be used to create interactive study guides.  Suggested reading: “6 iPad Apps that Help you Create Interactive Study Guides”.
• Projects: we have written about Project Based Learning before (“10 Benefits of Project Based Learning”), which is likely to become a popular feature of education in the near future.  Technology can be used to not only jazz up the presentation aspect of projects but also increase learning.  Suggested reading: “6 Brilliant EdTech Tools for Student Projects”  
• Tablet computers: you might not be able to integrate tablets right now and, as with everything, it is about what you do with the tech than the tech itself, but I couldn’t miss tablets from my list.  Suggested reading: “6 Examples of Successful Classroom Tablet Integration”.

Those are just a few ways that teachers could implement more technology into their classrooms.  Obviously there are many more ways, but these offer a good starting point.  It is important to remember though that technology should not be introduced just for the sake of it.  It can be powerful when used correctly and alongside fantastic teaching and is not a substitute for excellent tuition from teachers.  Careful thought and planning should be undertaken before any tech is introduced.

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20 Computer Free Games Based Learning and Gamification Resources

We talk a lot about games based learning and gamification based on or around computers and technology in some way.  But of course, games don’t have to be computer based and offline games and play can be extraordinarily powerful learning tools as well.  Here is a list of 20 computer free game resources to teach a variety of age groups a variety of things.  A lot of these are from parents, but will act as great inspiration to teachers.  Please post any ideas you have or any tried and tested games you have used with your children or students in the comments.

"Play is the highest form of research" 

- Albert Einstein

1. Sight Word Connect Four 
2. 11 Fun Spelling Ideas for Kids 
3. Math Games with a Deck of Cards 
4. Domino Counting Game 
5. Gamification in the Kingdom of Cognosco 
6. 5 Ways to Learn with Chalk 
7. A Whole Host of Homemade Games 
8. Sneaky Math with Scrabble 
9. 5 Activities for Learning with Play 
10. Early Literacy Games 
11. Preschool Math: Learning with Dominoes 
12. Lego Fractions 
13. Development of Play: 24 Ways to Explore with your Baby 
14. What is the Number? (article in French - essentially like the game ‘Guess Who’, but with numbers.  So the player asks questions like: “Is the number between _ and _” or, “Is the number greater than_” to teach maths concepts)
15. Dramatic Play: Inspired by Piaget 
16. Gamification With and Without the Tech 
17. Blank Game Boards for Download 
18. Fun and Easy Physical Education Games to Teach Teamwork 
19. 6 Science for Kids Activities 
20. Lights and Sounds Buzzers 

"Play is the answer to how anything new comes about"

- Jean Piaget

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10 Benefits of Project Based Learning

Project Based Learning (PBL) is a hot topic in education currently.  PBL is where learning is structured around a project.  The learners must learn what they need to complete the project.  They can find this information by themselves, or they may have formal classes and so on, which help them to complete their projects.

So why is PBL so good?

1. It is extremely motivating.  Learners want to learn in order to complete their project and might even do extra work if it means their project will succeed.
2. PBL can be a lot more hands-on and make the learners feel in control of their learning which is much more engaging than listening to someone talk at you at the front of a room and answering some questions.
3. The learning has built up gradually with a definite result; the learners have something to show at the end of it.
4. PBL can encourage collaboration.  It works well with learners split into project groups or teams.  Collaboration is great for learning and it is an important 21st century skill.
5. It is a great way of ticking other 21st century skill ‘boxes’.  PBL can be a good way of encouraging soft skills such as problem solving, research skills and creativity.
6. Good base for cross-curriculum learning.  A single, broad topic can be used as a project theme and many subjects can be brought into it, which gives them some meaning.  For example, a topic on ancient Greeks could involve history, maths, geography, politics, philosophy, religious education and so on.
7. Projects can be tailored to suit different abilities and if working in groups, people can fill different niches, which could enhance self-esteem.
8. Gives subjects a focus and more of a meaning, ties things together and offers an easy answer to “Why do we need to know this?”
9. It is easy to implement with few resources (but does require a little imagination).
10. Having said that (number 9), there are lots of helpful resources and project plans online.  Have a look at our ‘Learning’ Pinterest board for some great ideas.

How does PBL work in practice?

Well, one example is Climate Crew.  games-ED undertook a project with over 40 young people from 2 schools and a Girl Guides group from St.Helens, Merseyside, UK. The young people were aged between 14 and 18.  The project ran three types of media skills workshops that had a dual purpose: to provide media skills for the young people and to feed into a design of a game.

• Workshop 1 - Creative Skills:
• Theory of logo design > design roughs on paper > designs crated in a vector drawing package.
• The guides developed a flier based on the logo.
• Workshop 2 - Computer Games Design:
• The Schools created initial designs: premise > story > game-play and Easter eggs (hidden features in the game).
• The Guides drew up the screen designs on huge sheets of paper.
• Workshop 3 - Computer Games Build (done using Adobe Flash):
• Game inner working and artificial intelligence 
• Interface, animation and navigation coding
• Avatar design and coding
• Real world interaction 
• Workshop 4 – Testing

Even though the project ran over a number of weeks and multiple sessions, there still wasn’t enough time to teach the young people the varied skills they would need to design and develop a game. The approach we took was to let the young experience the spectrum of roles in a games company, rather than trying to make them expert in any one area.  The game was completed by the facilitators and can be found here.

The young people learned a lot of skills through designing, leading and implementing the project and through the interactive workshops including creative marketing and facilitation, project management, community leadership, computer game design and development.

Before and after the workshops the young people were asked to judge their skills in key areas, some of the data is shown below.  The data shows that the young people gained skills in design and computer game development as well as communication skills. The workshops were ranked very highly by the young people, particularly the final workshop on game development where they saw all of their previous work slot together as they built the game.

Workshop 1

• 47% improvement in understanding the use of logos for communicating ideas.
• 57% improvement in understanding climate change.
• 62% improvement of skills in logo design.
• 51% improvement of skills in graphic design (taking an idea to completed product).
• 31% improvement of skills in using a computer art/design package.
• 23% improvement in communication skills for the verbal presentation of ideas. 

Workshop 2

When asked, “What key learning messages will you take away”, some of the children responded:

• “No idea is a bad one.
• “Bigger understanding of designing games.
• “That we should take our time to think of ideas instead of rushing.
• “That when designing a game it has to be simple but catchy.
• “How to lower my carbon footprint.”

This is a very specific project around games, but you can see easily how similar principles could be used for a project to teach any number of things.  The children loved the experience and learnt a lot and the teachers were full of positive comments too.  For more information and data (including teacher feedback) see ‘Developing Games with Young People: Climate Crew’.

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11 Educational Games for Social Good

As you may have read in my previous blog post, ‘10 Design Considerations when Developing a Learning Game’, I am currently involved in a project developing a science game for students.  However, the game also aims to educate children about certain lifestyle choices: diet, exercise, drugs, smoking and so on.  Therefore, it will be useful in PSHEE (Personal, Health, Social and Economic education) classes and the wider curriculum.  The game has, therefore, inspired me to write about educational games that aim to encourage social good.

I spoke briefly in my blog article, ‘The Fun Theory’ about how gamification can be used to encourage social good among adults.  For example, to encourage drivers not to speed, to encourage recycling, charitable giving, exercise and so on.  However, there are many educational games that have been designed to teach children about social areas such as politics and sustainability and to encourage good behaviours.

A study from the School of Education at Mills College in California has analysed the link between teenagers' gaming behaviour and their civic engagement offline.  The study aimed to discover whether teenagers with more ‘civic gaming experience’ were more likely to engage in real-world activities such as participating in a demonstration and giving or raising money for charity.  ‘Civic games’ include games that allow players to help other players and those that explore social or ethical issues.

The study found that 70% of the teenagers who were frequent civic gamers said they donated to charity, while only 51% with little civic-gaming experience donated.  61% of civic gamers also said they were interested in politics, compared to 41% for infrequent civic gamers.  The study also found that mainstream online role-playing games, such as World of Warcraft, that don't contain explicit social messages could still encourage socially ‘good’ behaviours.  This is because they encourage collaboration, negotiation, mentoring of ‘newbies’ and so on.  Critics argue that students naturally more inclined to donating to charity etc, will be more drawn to these games in the first place.  However, the researchers argue that while that is true, the games still probably do encourage behaviours in all players, just slightly more in these people.

So what games are out there?

Understanding different ways of life

Real Lives randomly assigns players to characters from different parts of the world.  They must guide their characters' decisions regarding work, health, education, and love based on the opportunities and disadvantages of that society.

ICED (I Can End Deportation) allows you to play an immigrant teen trying to earn U.S. citizenship and steer clear of the law - but avoiding trouble is harder than it seems.

Charities and Business

Food Force teaches children about world hunger as well as the challenges of relief work as they guide food-aid missions to an imaginary island called Sheylan.

Karma Tycoon challenges players to earn good karma and learn the financial logistics of running a non-profit organization such as an animal shelter or a senior centre.  They must strike a balance between quality of service and helping a certain number of people.

Sweatshop sees the player in charge of off shore manufacturing.  They must make their business a success while taking their staff into account.  Faced by a series of moral dilemmas, they must choose to put people or profits first.

Politics and Leadership

Democracy2 sees the player ruling an imaginary country.  They must bolster the economy, keep the peace, protect the environment and still win the next election.

PeaceMaker allows players to try their hand at brokering a solution to the Middle East conflict as either the Israeli prime minister or the Palestinian president while juggling the demands and limitations of leadership.

Sustainaville puts a group of people in charge of a virtual community.  They are split into teams such as local council, health and transport and must run a sustainable community.  Sustainaville tackles issues around sustainable development such as environment, health, crime, economy, poverty and resource use.

The Environment and Climate Change

Operation: Climate Control challenges players to choose which new technologies and energy policies to invest in to clear up the skies.  If they succeed in making the right choices, they can watch as clouds of pollution float away.

PowerUp by IBM challenges players with saving the imaginary planet Helios from ecological destruction.  They must carry out missions to supply solar, wind, and water power before severe storms wreak havoc.

The Climate Game looks at the issue of climate change. Eight teams are responsible for reducing the community’s carbon footprint. They need to achieve this while at the same time keeping the lights on and making sure that the community remains a pleasant and economically vibrant place to live and work.

Please follow @paulladley on Twitter, games-ED on Pinterest and like games-ED’s Facebook and Google+ pages for blog updates and other interesting games based learning things.