The seppo.io experience

This morning I've been "out in the wild" (a recreation area close to our school) with some colleagues to experience what an awesome education tool seppo.io could be. No matter how good the educational thought is with seppo, my colleagues still needed a real case to experience before they could truly understand the power of seppo! They also needed to act as students in order to understand the game mechanics and the different possibilities (or obstacles students run into).

As schools and educator's are so afraid of step out of their comfortable zone, it's very hard to try something new. They are often so locked in their mindset, even if they are allowed to use the device to both play as google, it's too much information and too much out of their comfortable zone. 

REAL CASE SCENARIO

Research has proven that walking at least 30 minutes a day, with an activity level that is higher than an average stroll, has an effect on the general condition and general well-being. Also, the activity should preferably be performed in continuous periods of at least ten minutes. The activity should be so intense that you get easily breathed and get a bit difficult to talk at the same time. 

THEREFORE

I have my students out walking for at least 30 minutes, and every 10 minutes they will have a short break. During that short break I want them to answer some questions with seppo.

THIS HAPPENED

First my players (the teachers) had challenges to log in to the platform. Of course they hadn't read through the walkthru I made for them. The sports teachers were the ones who was most suspicious about seppo but eager to go out exercise. 

Next challenge, chrome and Samsung seem to be a lottery. Suddenly chrome stop answer, the teachers didn't know how to access the settings (of the work phone) and were almost about to give up. The problem occurred when we tried to reach the camera to do selfies.

All controls had different examples of seppo solutions to answer a question; text, movie, audio, photo, check boxes, missing words. After each question we went through each question by edit it, and they slowly started to realize it's their own imagination that sets the limits. 

The board we used had the wrong layout, it should be more of a circle, else the students take the nearby controls first and in wrong order. They will get exercise in order to answer all questions but the educational idea of have them walk for 10 min, take a pause and answer a task then repeat fails.

Same experienced as when I tested with my daughter and her friends. It very soon turn into a competition, even if you discuss and collaborate you want to put in individual answers. And if you were skeptical at first to really do the faster walking it only takes a control before you actually walk a bit faster.

The more controls, the more variations of how to answer a question the more they started to see the possibilities of using seppo and how to design the question (change the traditional questions) so they fit the audio/photo/movie option.

To chat was too hard, they couldn't multitask even though the girls was in majority.

To be able to light up a question first when you're on a certain distance was surprisingly positive, as they many times thought they were in the right spot but now have to understand you can't cheat.

RESULT

Even though we had challenges, the overall experience of this was very positive. Our sports teachers changed their opinions 180 degrees and understood the limits are their minds, and all that they now need is creativity and think differently.

Thumbs up seppo!

WALKTHRU

How to create a (seppo) game

How to play a (seppo) game

Experiences of activity braclets for eSport students

How do you monitoring eSport students physical exercise? 

We think we've found one way to do this: activity bracelets.

BACKGROUND

During the schoolyear of 2015-2016 we tried to have our eSport students do training diaries. With such a diary we also wanted to have a estimation of how much young people also play competive computergames.

As it was hard to have the students understand why its important we changed it last schoolyear (2016-2017) to make a reflection after each in game session. That report would be a tool for us to help them develop their personal skills but also highlight what is not working (be in ti´me, communication, teamwork and more). 

None of this try out have been working as we want. They (our students) want eSport become a real sport but they don't understand why they have to help us prove it. Not even when we concentrated us on the actual gaming sessions it worked.

ACTIVITY BRACELETS

Suddenly we got funding to use activity bracelets and that money couldn't be used on salary's, instead all should go to motivate the students to exercise! The funding gave us a chance to use gamification on something boring as cardio and walking.

We made the walking to a game, each step was one experience point. At a certain amount of steps you achieved next level (ding!) and shortly this is how our gameplan looked like and you can read more about it here.

RESULT

We thought 10.000 steps a day would be reasonable and therefore a month of 30 days would result in 300.000 steps (xp) and a level to reach (lvl 2, and 20€ ingame cash). We had to put a fairly high level as a STEAM card with the value of 20€ (~23,50 USD) is pretty much for a level.

Even though 300.000 steps is that much (30 days * 10.000 steps) the amount of steps scared our students. We started in December 2016 and in March 2017 we invented a special occasion: attend the Finnish classic Kalevan Kierros but instead of actual skiing or running, our students had to walk the same distance during one day (between 00:00-24:00) and only one challenge a day. So you couldn't do a 30.000 step challenge and also get all the other lower ones done in the same day. 15 kilometer (km) = 15.000 steps one day, 23 km another day, 54 km a third day. In total we wanted them to walk 218 km = 218.000 steps during one month.

This they thought were achievable and they started to walk. 

And walk a lot!

Each row is one student, and half of our students have been used it (and reported their steps).

We also challenged people from the Finnish eSport scene, like different organizations, researchers and the federation to take the challenge. Of those eight, four accepted the challenge and two made it! So before judging our students, this to start exercise is a challenge for the whole eSport world.

THE SCHOOLYEAR 2017-18

Every eSport student will get an activity bracelet as it turns out to be an easy way to monitoring their exercise, their sleep and much more. All they need to do is to wear them and empty their data in a computer.

With the last years experience we will set up a required amount of steps you have to walk to pass the course, maybe 5.000 steps a day. And as we don't have funding to such a generous awards this year we'll set up an own higher goal and those students who achieve that will get a reward (like a 20€ STEAM card).

FEEDBACK

Otto Takala, vice president of Finnish Student Sports Federation (OLL) and vice chairman at the Finnish eSport federation (SEUL) gave us this feedback on our activity bracelet try-out:

"

I like that walking challenge concept. It teaches young people important routines and it also develops control of life. 

In a bigger picture - if we watch into the future - today's biggest challenge is 'how to motivate people to exercise'. And I see this case 'Prakticum eSports' is good pilot for that and one big step towards the future.

"

Healthy me, game on!

To our eSport course we got funding to improve the health among our participants. During the school year 2015-2016 we tried to use season tickets to the swiming hall but it turned out many of the gamers had such a bad self-perception they didn't had the guts to go there. Therefor, with funding, we wanted to try activity bracelets. Would it be possible to make our students aware of the every day exercise and 8 hours sleep if you use such a bracelet?

According to one of our lecturer, Jaana Wessman, the top three things to do outside of the game is (and I quote)

1. Sleep

• regularly
• enough

2. Exercise

• preferably daily
• preferably something requiring spatial navigation (walking/running outside) and/or complex co-ordination (dance, martial arts), or both (trail running, team sports)

3. Minimize unrelated stress

• take care of your family obligations
• take care of your school/work
• have a Plan B

Serious competitive gaming requires leading a disciplined life.

And I end the quote (from slide 25/32) and Jaana's presentation about "Digital games and health" backed up with science can be found from here.

So, activity bracelets?

It turned out not only the eSport industry thought this could be a good idea but also Insmat.fi who gave us a nice price. Suddenly we could afford a reward system, with other words, use gamification on everyday exercise to make our students aim to walk 10,000 steps a day!

The system works as XP in every other game you play, you collect it and when you reach a certain level you ding one level. As the game cards wasn't in any other value than 10€ (LOL) and 20€ (STEAM/Battlenet) the distance is quite far but still realistic. The highest level is 6 and 2.100.000 steps as we'd like our participants to be able to get the rewards before summer. Between January 1st and May 31st it's 151 days, if you aim for 10.000 steps a day you need 150 days to reach 1.500.000 steps and level 5. To reach level 6 you need to walk 14.000 steps a day for the next 150 days and that's really a lot!

Also, if you start with LOL you ding the first and second level before you can change path and choose another game card.

Cheating?

Strange, this is the outsiders biggest concerns but not the participants. Could it be more tempting to an outsider to fool the system? Ask yourself, what would they win with cheating? Another 20€? Is it really worth the risk of 20€ to be known as a cheater in such a small group (20+15 students) and also make the responsible teacher who fight for you and your interest disapointed?

Exercise motivation?
First our students got the activity bracelets and the game was on! It was not only the rewardsystem itself that started to motivate the participants but also the competition; "how far distance have you walked today?"

But when they saw the pictures of the bought game cards, they took a deep breath and whispered: "O h   m y   g o d !"

Yes, now it's not only talking but for real!

The game is on!

Gamify your teaching

The other day one of my colleagues came by and asked me how good I'm doing apps. She had such an awesome idea how an app could help her gamify her teaching. A simple basic idea: hide clues everywhere and anywhere in the school, when the students finds them, put them together and earn some electro coins to cash in with for a reward.

And her ideas got into my head and I couldn't stop thinking of it. Such a good idea ought to go to be solved!

Do we really need an app?

No, not really.

KISS

Keep It Simple Stupid

I came up with a solution and she thought it would be so fun (and interesting) so we have to test it. We use Google Drive, add-ons and QR-codes.

We create one (1) quiz about diagnoses with ten (10) check questions and six (6) different answers (one for ADD, one for ADHD, one for autism and so on). We copy that one Google form, use the add-on Flubaroo and create a correct answer for all separate quizzes. With the Flubaroo add-on we can email each participant directly with feedback. We use our schools testimonials N1, G2 and B3 and they earn the same amount of "electro coins".

• N1: 70% correct answers = 1 coin
• G2: 80% correct answers = 2 coins
• B3: 90% correct answers = 3 coins
• B3+: 100% correct answers = 4 coins

To each form we use a QR-code and that code can be hidden everywhere and anywhere, in a pdf-document or in a classroom. The QR code links to the quiz and some information who can take it.

Rewards

• First price: you can skip one examination or if you have done all examinations we don't count the one you screw up.
• Second price: normally they have three tries for an examination but now they will have one extra try.
• Third price: during examination, you will have one answer for free (from the teacher)

We still have to discuss the amount of coins for each price, but maybe it could be 3xG2+3xB3, 3x2+3x3=6+9=15 coins as the lowest level and 4xB3+2xB3+, 4x3+2x4=20 coins as the highest level. So you win the first price if you score between 15-20 coins.

Yeah, and with that thinking you'll have a bonus price as well, but we have to figure out something.

Our thought is to challenge our students to learn more with a minimal resources of us teachers, therefor check questions and auto correction add-on.

And finally, there's an actual working idea of gamification taking place and even though I've come up with the solution myself I doubt I'll be the first one to try it :D

Evaluation of first weeks with Didactor

We have now been using the platform Didactor for some weeks and suddenly we needed some results to publish in a report. Of course we were about to ask for feedback but not so soon. Anyways, the feedback are now in and as students rarely understands completeness and only looking for what's best for themselves the feedback has been a bit negative. 

Thoughts of the students

The negative voices mostly because you can't be lazy anymore. You can't sleep during classes and doing else stuff and you must attend the classes. In the long run, when you look back at your education it's not a bad thing even though, at this moment, it of course can be very negative.

Also, everyone does not learn in the same universal way, but that's not something new, that problem we (teachers) always have had. Most funny, even though they tell us they hate the tool (Didactor) they learn and learn more and they are more active. Last but not least, they have a much better awareness of their knowledge, their self-evaluation and if they have passed the course or not.

In the evaluation we've been asking lots of questions, these maybe are the most interesting:

Prior knowledge

Self-assessment before

Self-assessment afterwards

Enjoy (using a new tool)

Motivation

 Activity

Proficiency after the course

What unintentional learning occurred?

• Information retrieval
• Languages (Finnish, English, Swedish)
• Use your computer (1:1 program)
• Be able to plan and be proactive
• Collaborate
• Problem solution
• Social media (Facebook, YouTube, Instagram)

I feel that my knowledge after the course is

Thoughts of the teachers

We the teachers has listen and are changing our ways (more variety) but will keep use didactor. Previously, students just been happy to pass the course, now they want to have more knowledge and higher ratings.

• We have never been so present in our courses
• It was a long time ago it was so fun to teach
• Entire groups come through the courses (higher throughput)
• Higher skill levels generally in the groups
• Less stress on the students (will I pass the course?)
• Less negative stress on teachers (has been replaced by positive stress)

I've learned more than needed

"Congratulations! It worked!"

First thoughts: "Huh? What is she talking about????"

So I had my niece to explain what she was talking about because I didn't got it. And she remind me about how I helped her put up a special course, just for her, in the awesome tool Didactor. And as you know by now, a neat little tool which provides 14 edu games in one platform.

Before using my way of learning, this test was one of them she had been stressing about as one of the most boring and difficult ones. According to her I had succeed making her not even understanding the subject, master the test but also made learning fun. In fact, I managed to make the learning so fun she admitted she had learned more than needed.

Taste the words: "more than needed"...

But still, congratz to me? 

All I did was to provide another way to learn, which turned out to be a funnier way to learn. She also told me even though many scored very good on the test, she was one of the few with full points. And that surprised her, because she had been practicing the opposite way than her classmates. She had have fun while she was studying, she didn't felt she had done any practicing. 

Instead of practice drawing pictures of a muscle, she had drag-drop text to a picture. The day before the test she (and her mother) had got anxious of this solution, my way of gamificate her learning, therefor she had started to practice the traditional way just to be safe. And she started with the hard ones, to draw pictures of something. She was very surprised she could do it without cheating! And that it actually been working!

Didactor

So here's my view of the course, sorry about the Swedish but you get the clue.

And if I choose to look at one student (she has agreed to became an example) I've a lot of information like "average time per task", "times performed" and "total time spent".

What comes to the memory, the last task, with a zero percent score it has to be something within the program itself, how it counts. When I click on one of her tries I can see she has been trying (and managed to solve the task) with 53 tries. 

A small step for man one giant leap for mankind

Close.

Or I maybe should re-write it and give you an updated version of it.

A small step for students one giant leap for (our) school.

What have happened?

Some colleagues of mine has started using gamification with support from one of our principals, who eagerly awaits a result of those courses.

But of course, I havn't yet told them the name (gamification) of what they're doing, we can't rush into scary things like such words. They think they're using games, I believe they use game mechanics in class.

Didactor is such an awesome tool, with 14 game generators in one web platform! And without have it a second thought what triggers the students my colleagues are amazed, surprised, excited and totally blown away of the students results, feedback and commitment!

Gone is the photocopier, with scissors and glue to make last minute exercises. In goes web-based teaching and self-correcting test. This is one of the benefits without losing control: as the teacher makes the exercises we also do the keys. With other words, we still have the control! ...and that's something very important to a teacher.

Yesterday they, both my fellow teachers and the students, had their debut using Gamification. Both parties were blown away! None of the students got tired and fell asleep, all were active throughout the day. Teachers were finally almost force them home, because they "just would beat the record"...

My niece that I try the same thing on, put it so well: 

"Learning without really thinking about it!"

Because it's FUN.

Both colleagues was so surprised they couldn't stop talking about the experience, and this is what they told me:

"I am so excited that the students were eager, I hope it lasts!"

"A big Thank you! Without your efforts I would not have even heard about Didactor!"

And this one was the best, the comment that gave me chills:

"It was my best day in years!"

Never underestimate the power of game mechanics! 

Conversations with the youth

The other week I was back home in Sweden, met my family and of course talked with my nephews about school. Well, not exactly what happens in school, but how they perceive school. 

Have the Swedish school managed to use the new technology in a, for the young, attractive manner?

That was an interesting talk, I must say. It was the counterpart to their schools tech ambition with advanced technology that usually only can be found at a University.

By the way, both two nephews had an ongoing punishment of the modern parents attitude to games: computer games banned!!! 

Hey parent! I got news!

They are playing anyways, they've smarphones as they play on instead. Same games by the way... ROFL

If they anyway play videogames, why don't use that interest to something useful? Education for example...

Okay, I was curious, so I kept asking until the nephews whispered: "don't tell mum, I play a lot, even during class when it's too boring..."

Interesting.

They behave in the same way as my students...

Coincidence?

I think not.

So why not using that interest and use it in education?

And you don't have to use as much video games as I do in education, you don't have to start with gamification, but what you could test is to go out of your comfort zone and test something new.

For example, use a plattform as Didactor and see what happens.

I felt so sorry for my niece (16 yo) that I made a special course, for a test, using the tool Didactor and three funny things occured.

1. She loved this way of learning (games) and said she was only sitting for "like 5 min" (actually 45 min).
2. Her classmates got deadly jealous
3. Her mother, the teacher and member of tech working group, thought it was interesting but a bit too advanced. To log in.

And by the way, a colleague of mine has started using Didactor today in the practical nurse education, and as a result using games in education she has halved todays lessons... and they already on their way to do the first test, three lessons before the scheduled time. She was surprised, excited and overwhelmed! My colleague reported two things

1. The students loved it!
2. Learning is fun!

The other one, my nephew 13 yo, told me his school has such an advanced robot the other one is at a University. They trying to make code to it. It feels a bit to start in the wrong end... 

Really? 

13 yo and start with a University technology? 

When he loves Minecraft? 

Sounds like computer craft would be a better choice for the target audience...

Yeah and how could I forgot?

What do I know? "You're not even qualified teacher!!!"

No. Not yet. I'm working on that part...

And in addition, that was a pretty lame excuse for not listening to the young people...

About Didactor
Yes, I know there's a couple of other platforms which do exactly the same things but as I tend to go for the KISS-way I rather pay to get a working solution with a clean nice interface and a low learning curve. Look at paragraph 3 above, starts with "her mother, the teacher..."

Keep It Simple Stupid.

Small thoughts on gamification

AquaVera, my 6 year old daughter, trying to learn to ride a bike. Or more precisely, she tries to find the courage to ask her father let go. Yesterday, when she tried and tried to find the courage to go by herself she came up with a solution.

Suddenly she screamed "let go", whizzed down the hill and when she stopped, she rang the bell seven times. 

A bit later, on flat ground, she said, "let me try myself", and so she swerved off to the next hill. When she stopped, she rang the bell ten times.

I had to ask why she use the bell so much, I mean, usually you use it to warn others you are coming.

She explained: "I get points. Downhill was easy and was worth seven points. On flat ground it was a bit harder, maintain balance, pedal and steer."

Gamification doesn't have to be harder than that.

So what did I learn?

There is always something to learn!

Our kids truly learn in a different way than we do or did. To use game experience to overcome fear sounds high tech but all it takes is some fantasy. When you as a teacher creates your lessons or courses, don't forget your imagination. 

Remember KISS: Keep It Simple Stupid!

Economics with World of Warcraft?

Some students asked me why I'm so much into Minecraft when you easy could learn Economics with World of Warcraft. 

First I thought, as most other teacher would do spontaneously: "no no no, NO WAY!" but then, over the night, I had a second thought and asked them again. And after check here and there, I changed my mind and I also do believe it's possible,

As I'm deadly tired of track down every student to participate when it comes to work and deadlines I've now put together a contract. I explain all the conditions and why they have to attend all the lectures, when we have agreed we both sign the contract.

And no, I'm not getting any extra in my wallet doing this but as my students I'm playing anyway. I can take time against time and I will have one more experience and probably some Economics skill as well.

Project idea 

Is it possible to learn economics by getting the principles and bases of lectures and practice them in the game World of Warcraft, a game that already has a functioning economy? 

Disposition 

On a selected server, Frostmane EU (PvP) Alliance, we will set up a company (a guild) in the form of a limited company. The project participants create at least one bank that operates from character Enterprises Ltd and participating in the activities you decide to happen. The people who invest in foreign exchange, belongs to the companys board of directors and have thus also shares in the company. 

Before the project seriously start all the participants doing a level test, the same test is done after the project to see if any learning has taken place. Principles and general grounds in Economics will be arranged by contracted lecturer (teachers from "Bachelor of Commerce" will help us).

Arrangement 

The undersigned parties agree that it is a freely chosen course which requires personal interest and commitment, the individual student is responsible for all costs himself (playing time at Blizzard and any transfers of character to the project server). 

The student understands that the he/she must attend lectures, show respect and embrace the knowledge the lecturer tries to give (listen). Absence must be supported by a medical certificate, otherwise you are no longer with the project. 

Time in the game is based on their own interest, when the project is finished it shows the manager how much time you put through /played. The more time, the better chance for more credits. 

Suggestions for implementation 

Timetable 

• Project participants gather in a company (a guild) on the server Frostmane-EU 
• The company has limited liability company form in which those who can invest offered shares in the company. 
• Placement Test 
• All participants are doing a placement test in economics before the project. 
• All participants are doing the same level test after project 
• Did anyone learning? 
• Compulsory lectures in the following areas 
• Limited liability companies, investment, shares, dividends, etc.. 
• Bank deposits and loans 
• Goods and services, investment, buy low, sell high? 
• Market research, planning and sales 
• Profit and loss account, profit? loss? 
• Practice the theory inside the game during period 2, 3 and 4. 
• Summarize and evaluate the project in the middle / end of the period of the fourth 

Preconditions 

• There will be a new expansion Nov. 13, 2014, what does it? 
• The market is communist because Blizzard (the game company) controls the market through patches and expansions. 

Issues 

• Is it possible to check and control the market? 
• Is it possible to manipulate the market? 
• With the upcoming expansion, if you invest right, we can double our capital? 
• Compare the game with reality 
• What happens in the game when a patch or expansion? 
• What happens in reality when it imposed sanctions on another country (eg. Russia) 
• Can we get a guild to reflect a company with financial officer, president, vice president, shareholders, directors, responsibilities, stock market coverage? 

Theories 

• A high populated server (world) means better data, more consumers and more stable prices. 
• With a good initial capital can control the market by simply buying off cheap resources and sell them more expensive for everyone will need an incredibly large amount of resources at the beginning (of the next expansion) to develop their characters. 
• It can produce services that can be sold before expensive. 
• New expansion involving the opportunity to own settlements are likely to affect the economy, uncertain.

Games are here to stay: accept it!

Oh God, another day, same discussion, same topic.

We have to ban the games from the lessons. To ban games, it's the only way of proper learning (yeah right). The war goes on, those teachers have and will always have problems with games during class. Even though they try to prevent the gaming with software as netsupport the students will try to reach the games anyways. And please, that discussion, all that negative could you all use to something positive!

Who has the biggest issue with the gaming?
Really?
You: the teacher!

Again.

• We know they play and will play games during class.
• What happens if you control the game they play?
• What happens if you allow them to play one only game that you decide?

According to my colleague T the only way to control the gaming is that you forbid them to play. Sorry, not working. The only option you have, as a teacher, is to make your course, class, lesson so interesting that your students don't want to play. But to forbid the games won't work.

The discussion we had this morning, of course I am nuts that allows games. Because my colleagues can't accept the fact they can't understand you actually can trigger more learning connected to the subject with a game.

Stop teaching 21st century kids the 19th century way! They deserve to be taught the 21st century way even if you was taught another old fashion way. Fail and accept it. As you can see, a never ending war :D

So how can I be so sure there's learning going on with games?

I run the same course (different group) as my colleague T and he doesn't accept games. Everytime I talk with him he's frustrated and angry over the students not taking his knowledge seriously. Me, on the other hand, challenge the students within a game and have them to solve problems.

Another interesting fact.
When it comes to traditional learning in school it don't have to be harder than a 50% chance to learn. Every second time you have to succeed in your learning process, otherwise you give up. When it comes to games it can be as hard and difficult that you know there's only a 20% chance to win. With other words, four times of five you can fail if there's still a chance to conquest and reach your epic win.

Does this actually work?
Sure does.

Got proof on this yesterday.

In my class I have nine students, six of them have some kind of challenge (dyslexia, dyscalculia and more). They give up with school issues way too easy, but what comes to problem solve in Minecraft, the are determinated to succeed and overcome the problem (I give them).

When you confirm their interest of games actually can be useful, they also use this new insight in school tasks. If you affirm this skill, illuminate the unintentionally learning and encourage them to use it you have created problemsolving, creative, motivated students.

They are not only learning computers but also language, math, technical engineering, problem solving, be creative, technology, collaborate and much more, and those skills are just the bonus of my actually purpose!

Skills they see they have gained in games they also has a better chance to use in school work. With a 19th century way of learning (2014) many of my students would not pass the course and also be socially excluded. Now they are average students like anyone else, or better, or actually one of the best in the class.

The key?
I started to teach the 21st century kids in a 21st century way.

One of my students has turned from being the best to be the worst, to actually be the best of the best. He does all the school work without giving up and he does all the Minecraft quest and taking them one step further.

Even though he use YouTube tutorials he problem solve. One quest was to make one digit clock, he made it work with two digits. He also constructed a redstone calculator. Yesterday I told him I had so much faith in him I +op him at our school server and the next step is to make a working calculator with command blocks.

See the light!
My colleague M, which I work close with, finally took some time looking at Minecraft and what the students have done. He saw the logic gates, and the logic - i mean - what you actually can use it to. And he also understood what I've come to understand: you don't have to master the game as long as you steering the ship, where you want your students to go (and learn).

If you allow one game and that game only, challenge your students in that game, would that result in positive learning?

Parental meeting with gamification and kahoot

Yesterday we, our school, had a parental meeting. Some of my colleagues had prepared their parts (in their classrooms) with PowerPoints, the one I saw had tons of information in it. Others hadn't done a thing.

Because we have started this 1:1 pedagogy, where each student has a laptop, I thought I should show the parents literally what this new pedagogy could be. And the best way, in my mind, was to use Gamification and flip my information with a Kahoot quiz.

When I listen to my colleagues I also realized it wasn't any idea to even think about talk about my solution, I'm so much more into the future that it probably only would scare them :P ...except some of the female teachers in the practical nurse training area, they were a bit jealous they hadn't thought about doing the same!

Using Kahoot! on a parental meeting was a huge success! 

The parents review of the meeting was 5 stars.

I started to tell the parents that I'm convinced youth of today learn in a complete different way than we did (back in the days) and this way (Kahoot!) is one of the better ways to flip the theoretical parts into a learning process. Also, I'm sure they learn lots of things while they play games, for example Minecraft.

How did I do?

Well, before I started I made some preparations:

I had make sure I would have my class/parents in a computer classroom.

I logged in to the computers and set them up (kahoot.it)

When the meeting started.

Some of the parents wasn't used with computers, but it was easy to click with mouse on one of four very large buttons. The first questions wasn't any important, they were about me and I took the chance to talk about me, presentation.

I thought maybe 3-4 parents would participiate but all of them (15) joined me. There were no competition as I usually have in classes, but after 5-6 questions and when approx 10 of them had answered the left overs started to feel the pressure ;)

When we was talking about the length of the education, how many points they need and more I could inform the parents I had them to do some math during the meeting, the unintentional learning during the parental meeting :)

Result

I got the whole bunch of parents both active and involved in the meeting. There was no chance to fall asleep or not listen. There was no room to misunderstand the important parts as grades, courses, attendance and so on.

I also got the parents on my side to use games, like Minecraft, in education.

Math geometry test

Finally I have a math test ready for the students, a test we - the Minecraft allies - all could agree on. I have not yet any experience about MinecraftEDU but in a vanilla server it's pretty hard to make triangles, cylinders and circles. But I solved that part with give the students the solution, instead they have to explain, write down, how you do it. Or more exactly: analyze my solutions.

Some of my fellow teachers went nuts when I told them the test includes eight (8) papers. And because of the eight papers the students must have several hours... eh? what? I have 14 tasks where the first and last is to put yourself in position and record your activity. 

So twelve tasks to go. 

Several hours? 

I think not. 

We're talking about generation G, not ourselves :P

Sharing is caring: Geometry math test

In upper secondary vocational institutions you get the marks

• U0 (underkänd) - FAIL!
• N1 (nöjaktig) - satisfactory
• G2 (godkänt) - approved
• B3 (berömlig) - excellent

Each task should have the mark so the student know how hard the task is and what it's worth.

Okay, so my thought about this test is to include much geometry but also a bit of equations and do it in a fun way. Therefor they have to go to the airport, travel to the math test and begin their journey. Three tasks they have to write down in the booklet so I have just made task numbers without workspace here and there. They will have workspace both in the paper copy (that's why it's eight pages) as well in Minecraft.

I only have them one by one, these students, so therefor I can use this single map (sort of) to everyone. I only have to clear their sketches now and then :D

I will have two full scale tests next week: the student with dyscalculia (I'm sure he will pass on N1) and one lazy non-motivated student that now works harder than ever...