How computer games help children learn David Williamson Shaffer

Transcription

1 How computer games help children learn 2007 David Williamson Shaffer

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21 Thanks to globalization, driven by modern communications and other advances, workers in virtually every sector must now face competitors who live just a mouse-click away... Without a renewed effort to bolster the foundations of our competitiveness... the nation s children could face poorer prospects than their parents and grandparents did. Rising above the gathering storm, National Academies Committee on Science, Engineering, and Public Policy (2006) 2007 David Williamson Shaffer

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25 50% of Hispanic, and African American students don t complete high school 33% of students overall leave before completing school 50% left because classes were boring and irrelevant to career goals 66% said school did not motivate them to work hard 80% said more real world opportunities might have kept them in school Bridgeland et al. (2006) 2007 David Williamson Shaffer

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33 mimetic culture 2007 David Williamson Shaffer

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35 love hope happiness 2007 David Williamson Shaffer

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37 mythic culture 2007 David Williamson Shaffer

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40 symbols for barley mesopotamia bc letter a kim kingsbury-reeks 2000 ad 2007 David Williamson Shaffer

41 literate culture 2007 David Williamson Shaffer

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44 harvey theory of circulation (1628) eustacio falloppio de graaf vesalius de humani corporis fabrica (1543) 2007 David Williamson Shaffer

45 morbid anatomy (1793) on electrical powers in the movement of muscles (1792) elements of the physiology of the human body (1766) on the sites and causes of disease (1761) on fevers (1750) statical essays (1733) on animal motion (1681) treatise on the heart (1669) 2007 David Williamson Shaffer

46 the development of medicine (and similarly much of science, engineering, democratic capitalism, vernacular literature, and the rest of the culture, society, economy, and technology of the modern world) depended on the printing press 2007 David Williamson Shaffer

47 you d hate to be the person who invested in quill pens in the sixteenth century 2007 David Williamson Shaffer

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51 external processign of symbols external storage of symbols symbolic representation shared representation 2007 David Williamson Shaffer

52 external processign of symbols external storage of symbols symbolic representation shared representation 2007 David Williamson Shaffer

53 external processign of symbols external storage of symbols symbolic representation shared representation 2007 David Williamson Shaffer

54 external processign of symbols external storage of symbols symbolic representation shared representation 2007 David Williamson Shaffer

55 external processign of symbols external storage of symbols symbolic representation shared representation 2007 David Williamson Shaffer

56 1.Place the decimal point in quotient 2.Count off in groups of two in both directions from the decimal point. 3.Ask yourself, "What is the largest perfect square equal to or just below (near) the first group of numbers to the left side in the dividend?" 4."What is the square root of that number?" Write the square root in the quotient. 5.Work like division --- multiply the quotient by the divisor. Then bring down the next group of numbers. In division you bring down one number, but in square root you bring down two numbers. 6.Bring down the next group of numbers. In division you bring down one number, but in square root you bring down two numbers. external processign of symbols external storage of symbols symbolic representation shared representation 7.You must create a new divisor by doubling the quotient or by adding the last digit in the quotient to the last divisor. When you get your next divisor, write it with a space to the right of it. 8.Find a number that goes in the space to the right of the divisor and will go in the quotient so the number you put in the quotient times the divisor is less then the current dividend. 9.Repeat steps 5 thru 6 if you run out of digits add zeros like in division except add 2 zeros at a time instead of one David Williamson Shaffer

57 external processign of symbols external storage of symbols symbolic representation shared representation 2007 David Williamson Shaffer

58 external processign of symbols external storage of symbols symbolic representation shared representation 2007 David Williamson Shaffer

59 external processign of symbols external storage of symbols symbolic representation shared representation 2007 David Williamson Shaffer

60 virtual culture 2007 David Williamson Shaffer

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69 BASIC SKILLS BASIC FACTS 2007 David Williamson Shaffer

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75 250 mean Score trial Chaudhry et al., Learning rate for laparoscopic surgical skills on mist vr, David Williamson Shaffer

76 250 mean Score trial Chaudhry et al., Learning rate for laparoscopic surgical skills on mist vr, David Williamson Shaffer

77 250 mean Score trial Chaudhry et al., Learning rate for laparoscopic surgical skills on mist vr, David Williamson Shaffer

78 250 mean Score trial Chaudhry et al., Learning rate for laparoscopic surgical skills on mist vr, David Williamson Shaffer

79 laparoscopic bariatric surgery 2007 David Williamson Shaffer

80 Complication Rate to to to 99 Patients Pratt, Laparoscopic gastric bypass, David Williamson Shaffer

81 Complication Rate to to to 99 Patients Pratt, Laparoscopic gastric bypass, David Williamson Shaffer

82 Complication Rate to to to 99 Patients Pratt, Laparoscopic gastric bypass, David Williamson Shaffer

83 Complication Rate to to to 99 Patients Pratt, Laparoscopic gastric bypass, David Williamson Shaffer

84 Complication Rate to to to 99 Patients Pratt, Laparoscopic gastric bypass, David Williamson Shaffer

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90 it is not true that a complex reaction consists of a chain of separate processes which may be arbitrarily added and subtracted. Vygotsky, Mind in Society, David Williamson Shaffer

91 Dreyfus and Dreyfus, Mind over machine, David Williamson Shaffer

92 Dreyfus and Dreyfus, Mind over machine, David Williamson Shaffer

93 Dreyfus and Dreyfus, Mind over machine, David Williamson Shaffer

94 Chess grandmasters, engrossed in a game, can lose entirely the awareness that they are manipulating pieces on a board and see themselves rather as involved participants in a world of opportunities, threats, strengths, weaknesses, hopes, and fears. When playing rapidly, they sidestep dangers in the same automatic way that a teenager, himself an expert, might avoid missiles in a familiar video game. Dreyfus and Dreyfus, Mind over machine, David Williamson Shaffer

95 metric novice resident expert time in red-out collisions 3:32 1:23 1: Metha, et al, Objective assessment of bronchoscopy skills by a bronchospy training simulator, David Williamson Shaffer

96 metric novice resident expert time in red-out collisions 3:32 1:23 1: Metha, et al, Objective assessment of bronchoscopy skills by a bronchospy training simulator, David Williamson Shaffer

97 metric novice resident expert time per move pieces touched 3:32 1:23 1: David Williamson Shaffer

98 innovative thinking is more than just basic facts and basic skills 2007 David Williamson Shaffer

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112 pleasure cannot be regarded as the defining characteristic of play 2007 David Williamson Shaffer

113 in play a child creates an imaginary situation [and] all play is really the realization in play form of tendencies that cannot be immediately gratified 2007 David Williamson Shaffer

114 games create worlds 2007 David Williamson Shaffer

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125 knowledge 2007 David Williamson Shaffer

126 knowledge skills 2007 David Williamson Shaffer

127 knowledge skills 2007 David Williamson Shaffer

128 values knowledge skills

129 identity values knowledge skills

130 identity knowledge epistemology values skills

131 identity knowledge epistemology values skills epistemic frame

132 identity knowledge identity knowledge epistemology epistemology values skills values skills

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135 uncertainty judgment autonomy 2007 David Williamson Shaffer

136 reflection-in-action Schön, Educating the reflective practitioner, David Williamson Shaffer

137 thinking that reshapes what we are doing while we are doing it Schön, Educating the reflective practitioner, David Williamson Shaffer

138 thinking that reshapes what we are doing while we are doing it ways of knowing Schön, Educating the reflective practitioner, David Williamson Shaffer

139 ways of doing thinking that reshapes what we are doing while we are doing it ways of knowing Schön, Educating the reflective practitioner, David Williamson Shaffer

140 ways of doing practicum ways of knowing 2007 David Williamson Shaffer

141 action practicum reflectionon-action 2007 David Williamson Shaffer

142 action practicum reflectionon-action 2007 David Williamson Shaffer

143 action practicum reflectionon-action 2007 David Williamson Shaffer

144 practicum reflection-in-action 2007 David Williamson Shaffer

145 identity knowledge practicum 2007 David Williamson Shaffer identity knowledge epistemology epistemology values skills values skills

146 knowledge skills identity epistemology values knowledge skills identity epistemology values Svarovsky and Shaffer, SodaConstructing knowledge through exploratoids, David Williamson Shaffer

147 action reflection 2007 David Williamson Shaffer

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152 action reflection 2007 David Williamson Shaffer

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156 digital zoo official design notebook for June 2, 2006 Melinda's buggy bookie design engineer: Melinda Matosia created 6/2/2006 3:32 PM digital zoo engineering design document 2005 page David Williamson Shaffer

157 activity: My person digital zoo image: description of work: These are the legs of my person so it don t fall. I tried to make it have the same weight so one is not heavier and the other is not lighter so I made it like this. created 6/23/2005 1:56 PM digital zoo engineering design document 2005 page David Williamson Shaffer

158 activity: My person digital zoo image: description of work: I added a head and a torso. I wanted to make it balance so I guess I made squares. created 6/23/2005 1:56 PM digital zoo engineering design document 2005 page David Williamson Shaffer

159 activity: My person digital zoo image: description of work: I now added two arms. I wanted the arms to spread out to keep the balance median, so it won t fall. created 6/23/2005 1:56 PM digital zoo engineering design document 2005 page David Williamson Shaffer

160 activity: My person digital zoo image: description of work: This person is very confusing to hold itself up. It is very hard to make it stay. And it is very not balancing. I think that I need to give it more support. I will maybe have to add more things. At first I thought that it was easy but when it collapsed I had to think harder than before and I felt really confused but I thought carefully what would an engineer do so I thought very hard for a sec and it kind of started to turn easy. created 4/20/2006 6:13 AM digital zoo engineering design document 2005 page David Williamson Shaffer

161 activity: My person digital zoo image: description of work: This person is very confusing to hold itself up. It is very hard to make it stay. And it is very not balancing. I think that I need to give it more support. I will maybe have to add more things. At first I thought that it was easy but when it collapsed I had to think harder than before and I felt really confused but I thought carefully what would an engineer do so I thought very At first I thought that it was easy but when it collapsed I had to think harder than before I thought hard for a sec and it kind of started to turn easy. carefully what would an engineer do created 4/20/2006 6:13 AM digital zoo engineering design document 2005 page David Williamson Shaffer

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163 Maybe where it s like the strongest of gravity? 2007 David Williamson Shaffer

164 Center of mass is like not the middle, but the point where weight is divided evenly. The weight is distributed on both sides Center of mass is like where most weight is equal. Kind of like the place where you put your finger and balance something on it without falling. Pretty much where all the weight is equaled out and you can balance it doesn t have to be in the middle. It can be a side. It depends I guess what the object looks like. The shape of it where there s more weight David Williamson Shaffer

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166 I don t know what to say. He just picks up his hand and maybe leans over? I m not sure why David Williamson Shaffer

167 He d have to shift over to the left side to make sure that his center of mass is over his arm and hand and lines up. He d fall over if he didn t do any shifting because the center of mass would still be over here David Williamson Shaffer

168 Scientific Intuitive Pre Post 2007 David Williamson Shaffer

169 The presentations... was when I saw myself as an engineer. There were things I could change about [my designs] because they had certain things to say about it... Some things worked better than another thing so then I could... make mine even better David Williamson Shaffer

170 read problem take toothpicks and add one marshmellow to one side start out with a square-ish base keep adding on in squares, getting smaller each time to make it sturdy, add a strong center David Williamson Shaffer

171 read problem find/get supplies no, don t have best supports find out best supports yes, have best supports don t have ideas have idea of tower look at examples put together with supports, in mind tallest and strongest test, improve, perfect finish, try to improve 2007 David Williamson Shaffer

172 Change in Flowchart Complexity 7 Complexity = SQRT[links*nodes] DigitalZoo = engineering design, no flowcharts Control = no engineering design, no flowcharts 0 Pre Post 2007 David Williamson Shaffer

173 identity knowledge identity knowledge epistemology epistemology values skills values skills

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178 Uh, I mean, they could look for a new landfill, like a new place to build a landfill David Williamson Shaffer

179 They should have not closed down the recycling plant. They could have cut other stuff, or they could ve raised taxes to increase revenue They should keep a recycling plant because they should be helping to reduce the amount of waste which is their goal. They could export the trash, but then that would cost a lot more money and they re making budget cuts David Williamson Shaffer

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181 I m looking at connections a lot closer now, usually you ll see connections but you don t think about them as much as I do now. I really noticed how... when they think about building things... urban planners also have to think about how the crime rate might go up, or the pollution or waste, depending on choices David Williamson Shaffer

182 identity knowledge identity knowledge epistemology epistemology values skills values skills

183 an epistemic game is a game that recreates the epistemic frame of a valued social practice 2007 David Williamson Shaffer

184 an epistemic game is a game that recreates the epistemic frame of a valued social practice 2007 David Williamson Shaffer

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186 little games 2007 David Williamson Shaffer

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188 Big Games 2007 David Williamson Shaffer

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190 What matters is the things learners do, the people with whom they reflect, the tools they use, and the context in which all of this takes place David Williamson Shaffer

191 If you want to teach simple skills, build simple games. If you want to teach complex ways of thinking, you need complex games David Williamson Shaffer

192 If you want to teach simple skills, build little games. If you want to teach complex ways of thinking, you need complex games David Williamson Shaffer

193 If you want to teach simple skills, build little games. If you want to teach complex ways of thinking, you need complex games David Williamson Shaffer

194 If you want to teach simple skills, build little games. If you want to teach complex ways of thinking, you need Big Games David Williamson Shaffer

195 If you want to assess little games, build simple games. If you want to teach complex ways of thinking, you need complex games David Williamson Shaffer

196 If you want to assess little games, use standardized tests. If you want to teach complex ways of thinking, you need complex games David Williamson Shaffer

197 If you want to assess little games, use standardized tests. If you want to assess Big Games,, you need complex games David Williamson Shaffer

198 If you want to assess little games, use standardized tests. If you want to assess Big Games, use epistemic frames David Williamson Shaffer

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200 David Williamson Shaffer