To make your own copy:
To make your own copy:
If you’ve seen us present on any gamification or video game stuff, you’ve heard us talk about Bartle’s taxonomy of player types. Essentially this dude Bartle wrote a paper back in 1996 and, after analyzing game play, broke people down into 4 types: achiever, killer, socializer, and explorer. You’re not usually just one. You’re a blend of all 4, but many people relate to one or two of the types more than the others.
Perhaps the most obvious gamer type that PoGo caters to is the explorer. There is so much of the real world that you can go explore with purpose and there are so many pokemon to find. Explorers love easter eggs so hunting for those rare and legendary pokemon speaks to explorers.
They’re more about acting and interacting. They are gatekeepers who want to regulate and make sure people stick to the rules. They also want to be at the top of the food chain. In Pokemon Go (PoGo) there are gyms and you can take over gyms by challenging the person who currently has control of the gym. The pokemon you leave there rotates in the beacon of that gym declaring it your territory. Killers love this.
When you hit level 5 you have a choice of joining one of three teams: Mystic (blue), Valor (yellow), or Instinct (red). Also, in real life, when you realize someone around you is playing the same game you are, there’s this instant bond. Facebook groups for PoGo players in specific cities have popped up and people are sharing their experiences and funny photos all over social media. It is a socializer’s dream.
Achievers want to get all the achievement points. They’re the ones who seek out the quests and have to complete every….single……one. There are over 700 pokemon in the pokemon catalog, although not currently in the game. There are also medals you can earn for say capturing 10 poison pokemon or for walking a certain distance. Achievers will want to capture ever pokemon and medal they can.
The wide-spread popularity of this game could definitely be inspiration for engaging professional development and instructional design.
What categories do you relate to? What drives and motivates you?
Here at Hoodlum Central, we believe in Design Thinking. We integrate it into most things we do and it’s been pretty fruitful both in our day jobs and in our business practices.
No matter which flavor of Design Thinking one subscribes to, ideation is essential. You can’t prototype anything if you don’t have a smorgasbord of ideas to play with. While Webs and I generally do this with the Googles, I recently came across a tool I hope to use during my 9-5 hustle. Pitchcard seems like a promising tool to use in a classroom looking to encourage designing.
Pitchcard allows you to ideate publicly if you wish. You title your idea, choose a color, and then write a brief (200 word) description, which I think is awesome. Being forced into being concise allows one to hone the “spirit” of the idea more authentically in my opinion.
Once your idea is placed on the card, you can distribute it publicly on social media or privately via email.
The feedback that your idea garners is sent to the email that was entered which hopefully allows one to refine the idea into a better concept.
If you are at a GAFE school, one could utilize this tool pretty easily. Everyone of your students would have an email address, giving them the ability to send ideas to classmates efficiently and to archive the feedback so that it could be referred to when needed. Generating feedback on ideas for projects and writing assignments just got #mosexy.
Looking for thoughts about what students learned during class? Don’t want to create a Google Form or use Exittix? This is a pretty streamlined way to gather information from your students about what they learned or struggled with during the school day.
So you want to know if your lesson was the bomb or just bombed? Send a Pitchcard to your students and allow for feedback.
Send a Pitchcard to colleagues about an idea for your have for that quantum physics lesson and see what they say.
Say you’re a teacher with very little technology at her disposal and you’d like to use the tool. If you had a classroom email or social media setup, you could have students generate ideas that could be posted for feedback and then disseminate that feedback to students. Class project could be #mosexy if you sent a Pitchcard rather than used snail mail or limited contributions to conversations in the room.
In short, Pitchcard is a tool I hope to roll out next week during my day job. Students will be pitching video game ideas and Pitch could be a very slick way of making students feel even more empowered.
I love making gifs. LOVE it. I just recently became aware of the a new site called Gifs which is pretty “baller” as Webs would say. It makes making gifs insanely easy from media that is already uploaded on Youtube or to upload gifs you’ve made on your device. It’s free.99. It’s ease of use definitely has implications for your classroom especially if you’re a GAFE school. ***As always, set your students up for success and model proper digital citizenship. **
A picture is worth a thousand words, right? A gif is worth a million views. Have students stretch their creativity in order to describe what they learned in class and how they feel about it.
Instead of having students write responses to questions, have them answer in gifs. The created gifs have links that can be placed in Google Forms, Wizer, GoFormative , etc. Talk about taking the mundane and making it the magical.
So one of the things one can do with gifs is have students use them to present research. They embed nicely in websites, blog posts, and learning management systems.
Teaching with gifs is pretty slick as well. Embed them into your Smart Notebook files and ClassFlowsto help students visualize information. The entertainment value is priceless and it’ll make your lessons far more unforgettable. Just ask Drake…
I’ve been a Hemingway user for a while. I even bought the Mac App because, though it’s not omniscient, the feedback it provides me is invaluable to the content I create. This allows me to reflect on the decisions I made while writing which hopefully lessens the number of mistakes I’ll have to have someone else help me find.
That being the case, another product I’ve begun using is Expresso, which is currently in BETA. Expresso is a little more “busy” than Hemingway and it also does a good job of spurring one to reflection. I won’t go into how to use the product as there is a “How to use” page, but the classroom uses are pretty evident.
The most obvious usage of the app is for kids to expand their vocabularies. The app can find synonyms for words used in the text that is either typed or pasted in. It turns these words green and lists possible words that are synonymous. Great for teachers with “word graveyards” in their classes or logophiles of all ages.
The app also does an analysis on the parts of speech used. Have an activity where students need to practice using a particular part of speech? This is a pretty nifty way to track it.
Looking to stream line your writing? Expresso identifies filler words for you. I quite like filler words sometimes so many times I ignore this functionality. However, if under the rule of the dreaded “Word Count,” this could be maximized to weed out words that you included in your verbosity.
Remember the app is in BETA and hopefully it will get even better. The Expresso App is currently Free.99 and waiting to be utilized in a classroom near you.
Last night, I taught an after school Professional Development class that centered on the use of mobile devices in school. I didn’t really stay on topic. I used the class as an opportunity to talk about design and Design Thinking. We used the movie Zoolander to illustrate my points. As I reflected on the class on my way home, I contemplated the genesis of my presentation style. I thought about two very different teachers from high school.
I began my high school journey at Banneker Academic High School, a rather small school in Washington D.C. After my sophomore year of high school, I transferred schools to the behemoth Parkdale High in Riverdale, MD. For my first two years of high school, I was taught social studies by a rather hip, young, new teacher, Mr. Nicholson. He got me. A Korean American from the Midwest, he was still as quintessentially urban as I was and his authenticity was impressive. He introduced me to the McLaughlin Group (which I still watch) and we had to write plenty of essays. He found ways to “humanize” our content so that it was relevant. He was also my basketball coach.
Nick was that he allowed me to write in my own voice, which I later realized was not necessarily true of all teachers. I used to fill my essays with colloquialisms and quotes from rap artists to buttress my point of view. In this “pre-blog” era, I was always assessed on the strength of my arguments and the evidence used to justify them, not the form those arguments took. I’ve always appreciated that and I strived to allow students to use their own voice when writing in my class.
When I arrived at Parkdale, I was lost in a sea of bodies. My classes were overcrowded. My ability to learn was compromised by the sheer number of people that were crammed into what seemed to be a rather limited space. I was placed in the University Program, a rather gimmicky concoction created to make parents (and students?) believe that academic rigor was occurring. It most certainly was not.
I did, however, have the good fortune of being placed in the history class of one, Thomas Vogeley. Mr. Vogeley was the antithesis of Mr. Nicholson. There was nothing “hip” about him. He wore faded jeans and a corduroy shirt daily. His hair was slicked back into a pony-tail. He would often look over his thin rimmed glasses when he spoke.
He conducted his class as if it was a story. He didn’t really lecture as much as he spun a tale about events that allowed you access them in a fashion similar to Mr. Nicholson. It was easy to grasp history because he recounted it as if he had actually been present at the events and he had a personal stake in their outcome.
Mr. Vogeley was fond of assigning essays and I, believing that my voice mattered, wrote is much the same style as I did with Mr. Nicholson. My essays came back as if they had met Jack the Ripper. He remarked that my style was not suited for academic writing and that I should “lose myself” (word to Marshall Mathers). I was initially greatly perturbed by this, but it wasn’t as if I lacked the ability to acquiesce to his demands, simply the will to do so.
I did change and that change sparked Mr. Vogeley to advocate for my inclusion in the International Baccalaureate Program. Eventually, I was placed in smaller, more rigorous classes and graduated with an IB Diploma. I had the pleasure of being instructed by Mr. Vogeley for two years. I wrote an essay about his influence and was granted a scholarship from McDonald’s during my senior year. Like Mr. Nicholson, my current teaching practice owe’s Mr. Vogeley quite a bit. I strive to make sure that my students know the rules first…then try to break them.
Mr. Nicholson and Mr. Vogeley both profoundly impacted the way that I facilitate my classroom. I take much of my fierce defense of individualism from my experience in Nick’s class, but my insistence on familiarity with form and structure from Mr. Vogeley. I am forever in the debt of both of these gentlemen.
So I’m home sick on the day before we head out to Spring Break. If it was just a cough or fever, I would have gone in and taught my classes. Unfortunately, I have pneumonia and the wife forbade me to leave the house. (This is why married men live longer than single men.)
On my unexpected day off, I looked for ways to keep myself busy. I woke up at about 5:30am and composed some emails. I then realized that the NCAA tournament games would be on, but not until 10 or so. So I did what any responsible person would do to kill time…I played video games.
My favorite game to de-stress is Titanfall. It’s an old game at this point, but it still gets my adrenaline pumping. What’s more fun than piloting a machine and killing other players with high powered weaponry? It’s played totally online as a multiplayer so there must have been quite a few other people with pneumonia today because I didn’t wait long to get games going. While I ran around with my Sniper rifle, Spitfire, or Shotgun, I began to reflect on the lessons playing the game had taught me.
When I first started playing, I was rather shy. My technique was to hide in buildings and avoid dying senselessly. My movement was calculated and I would consistently score the lowest on my team. This of course made me mad as I would have liked to be an asset and not a liability when working as a collaborative. I began to look very closely at the scores. It became apparent that even those that had died more often than I had, many times still scored higher.
My risk aversive behavior was not rewarded by the scoring matrix of the game. It was I will not dying as much as the other players, but I was not killing pilots, grunts, specters (robots), and Titans as often either. My fear was stopping me from advancement. My being ‘cautious’ stopped me from advancing.
The other disadvantage to playing maps online it that the first dozen times through you can’t really strategize because you have no idea what the maps actually look like. Other players will ambush you and use your ignorance to their advantage. By soldiering through this, and endearing the often painful blows to one’s ego, one begins to understand the WHERE that allows you to do the HOW. You begin to memorize the placement of walls, where other players will respawn, and which weapons to use in which situations. There is no shortcut to this information. It has to be played through to be realized and appreciated.
It is often this way during class. Students would like things to be explained to them that have to be experienced to be understood. This is why hands-on learning is so powerful. This is why field trips are so powerful. This is why speaking to one another is so powerful. Teachers are often in a hurry for students to “get it” rather than being patient with them and allowing them to make the connections necessary for successful. Often a period of patience in the beginning will allow a student to advance far more rapidly later on.
One of the things I had to do very quickly is get over myself. I didn’t really understand this until I was playing against a team that each had their mics turned on during the game. No one on my team had their mics “hot” and though mine was plugged in, I was silent as I didn’t want to embarrass myself. The team with the microphones DESTROYED us. They coordinated their attacks and isolated the players on my team. There was no way for use to combat this as we were all silent.
If you don’t work together in a tangible and authentic way, you can’t accomplish very much. That team kicked our butts 3 more times before we got wise to their strategy and began using our microphones. Many times, we feel weak when we ask for help and the need for collaboration is often interpreted as “I’m not good enough on my own.” We often wish to suffer rather than admit that a different point of view might be what’s need to be successful. I’ve never seen a team of Pilots not using mics defeat a team all using mics since I’ve been playing. There’s got to be something to that.