The asthma girl got pneumonia

Saturday 11th of October we had our wedding day, six year anniversary, and I thought I had planned for everything: food, wedding cake, flowers, present. The only thing I hadn't planned for happened. 

Our daughter AquaVera, the asthma girl, got pneumonia.

Instead of having a nice weekend we have spent it at the hospital, my wife the first night and I the second night. And yes, of course it's nice the health system works that good and that she got treatment in no time, and yes she's doing much better thank you.

So what to do with a sick but restless 6 year old girl? Well, yesterday we build a 3D jigsaw house to her My Little Ponies but today I didn't had any energy to that and she also asked when I'm going to "work next time in Minecraft..." 

So we started the My Little Pony mod and started to play. Some stuff I have been giving us (as an operator); mostly armor, weapons, some food, fishing rod and the enchantment table, but the rest we've craft and built. Why? Well, try to play with a 6 yo and you'll pretty soon realize they (1) don't always has the patience and (2) she's scared about the mobs.

This time we have started to play with mobs and easy, so our enemies can't climb in the trees nor open fence gates (Thank God!) but when they're moving a bit too close she screams: 

I LOG OFF! YOU'RE ON YOUR OWN!!! 

(Thank you! I only have ten zombies chasing me...)

The hunting tower (with the windows) is her invention just like the fishing site (to the left). The closest tree house is our library and enchanting room. 

Behind the house is a two storey house with a kitchen in the "ground floor" and bedrooms above.

Because of the exploding nerds (creepers) we had to move our farming place from the ground up in the trees. Carrots and potatoes are loot from mobs and both wheat and sugar can be found outside. She has also started to make hamburgers after been looking at Everyday Minecraft (bread+beef+bread=nam nam!).

And back to the hunting tower, here we can safely kill the mobs... She needs to practice both aim with the bow as be used to the mobs. But a good thing if you compare survival peaceful and survival easy mode is it actually make sense to collect and make food. At the moment she force me to fish so we can tame cats...

Yep, lots of fence, someone was falling down in the middle of the fight, logged out, I had to clear the area while she was pissed and then she could log back.

Dusk and dawn have to end this little report from the sick leave...

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!

Skills test

Now our first period has ended and we should finnish our courses, grade our students and start with new courses on Monday. So, what happened during my course 'PCs and Peripherals'? Did my Masterplan worked?

Usually when you force someone to do something, 25% loves it, 25% hates it and the rest can live with it. In my case when using Minecraft & MinecraftEDU 67% loved it and 33% could stand it. To have that many students loving it, even though they are 16-18 tells me the ways of learning starts to change. 

And to see those students have their 'epic wins' (succeed with a minecraft problem) and be able to take that feeling out in the real world is truly amazing. I've said it before and tell you again, from being the best to be worst, they have now aim to be the best of the best.

Instead of a written test we thought our Business Information Technican (datanom), first (14) year and second years (13) students, would have more benefits of a skills test. The 13-class has learned the same course I have had for the 14-class in an opposite way and it was very clear last week my masterplan have been working better.

You should also be aware of the 13-class had the course (I have run 14) last year with another teacher, the same one I hi-jacked btw... so they should have the same skills and lot more comparing to the first year students...

Instead of a written test in each course we also believed they could prove lots of knowledge (courses) with a skills test because of all the parts. We also put together the groups so there would be one strong and one weak student in each group, but both students in one team could have dyslexia. The strong/weakness was more about actually knowledge then diagnoses.

The skills test briefly: 

• get an old computer up and running, make a documentation of the process.
• Make sure the choosen computer works
• Install an old OS (win98, winXP SP1 or win2000) where plug and play doesn't work.
• troubleshoot and correct (drivers)
• Install Chrome, Firefox, firewall and antivirus (upgrade winXP to at least SP2 to get it working)
• Install MS Office, free of choice
• Connect a printer, print testpage
• Documentation at G Drive, share with the teachers.

The 14-class turned out to be much better problem solvers, they were more creative and collaborated even outside the groups. They wasn't scare to ask the teachers if they needed something, like if it would be possible to upgrade winXP to SP2 or a licence key to MS Office. The 13-class on the other hand, in the same situation, started to yell about how worthless the organisation was, how stupid the teachers were but had to face the fact, no matter what, they had to solve the problems.

When it came to the documentation, it was vice versa, the 13-class was a bit better, structure and layout but only one group (of nine) scored with highest marks, a team from the 14-class.

The average time for a 14-class was 3,5 hours and a 13-class 4,5 hour. In both classes there were students with crappy computers, as a result of lack of attendance, if you have been in school you would have had the chance to pick a working better computer. We had told our students there will be a skills test and they had a possibility to prepare themselves: chose computer, clean it, test run, search for drivers. They were even allowed to install the computers before the test, but the groups who did that installed winXP with service pack 2... You get more problems to solve with SP1 so that was also a good experience. 

And as you know: 

"Chance favors the prepared mind"

Before this course and during it I've asked myself these questions:

1. What will happen if I allow one game during class, a game of my choice? 
2. And within that game I give the students challenges, quest to solve?

One thing for sure, I havn't had any of those problems my colleagues usually have, negative energy to ban the games. The 13-class either play card games as often as possible or looked at youtube... 

In one class (13) games are not allowed, there the games and youtube is the wild factory. In the other class (14) one game has been allowed and only that. Those students (14) have became, as it showed in the skills test, better problem solvers, was more creative and could collaborate over the borders (with other groups/the other class).

Another thing, when I allowed the one game and they understod they could play that game, they could also better concentrate on the other tasks which is not gaming.

Finally, when we gathered feedback about the skills test we also realized there had been another, tenth, group: the teachers. With similar challenges and also one stronger/weaker group member. But as we told them, the strong/weak role depends on the challenge or task.

We asked them several questions, here are some results 

What did you feel about having a test like this?
The scale 1-4, 1 lowest, 4 highest

What did you think about the challenge?
The scale 1-4, 1 lowest, 4 highest

How important do you think this knowledge would be to you?
The scale 1-4, 1 lowest, 4 highest

What mark will you give the teachers?

About the marks below, 0=not passed, 3=excellent

Self evaluation, what mark do you deserve?

About the marks below, 0=not passed, 3=ex

Besides the fact I had one student with several epic win, me myself also got an epic win. My colleague saw what happened when I allowed one game and challenged them inside that game. He has now signed up for a Majong account and will use Minecraft to practice (challenge) stuff like Logic Gates...

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.

MinecraftEDU

So finally I have it but unfortunately I had no chance to test it before yesterdays class. But why wait? It's like Christmas, if you have a chance to open the present you do it, right?

I'm so happy and thankful to be a part of the MinecraftEDU beta cloud server test I can't describe it. It has already helped me a lot and also make me concentrate on the important things: the learning. And there's a lot of learning going on...

The only "problem" I have with using Minecraft is that I'm not fast enough to come up with new challenges. On the other hand my students are not that good with documentation so next week they will practice that part, video documentation of some subject (or previous Minecraft quest).

According to my Masterplan I'm also in line with the goal of the course qualification requirements. 

I'm also damn sure I've chosen the right way of learning method because today I'm the replacement for my colleague T (the one course I hijacked) and dear Lord it's boring. 51 (!) steps in a lab environment (virtual box). The students are sleeping, yawn and doing else stuff but goes away to the tasks when I remind them of they have to pass my colleagues course, not mine.

So, what have we been doing on my course?

Well, the course name is "PCs and Peripherals" so that's what we been doing. We've taken computers apart and together again. When you know that step the students have gotten the next challenge: install a OS that is working with the generation of that computer and some problems occurs with the new generations of keyboard/mouses that doesn't work with the old ones. Problem solving! They have been installing WinXP, Ubuntu and Edubuntu and are not allowed to leave the machine until the problem is solved!

We have also been solving quests and missions inside Minecraft, digital working redstone clocks and more. Yesterday we started to try out the MinecraftEDU and what a nice experience!

Sooner or later my students will face the programming wall (Python, Java, PHP/MySql, Javascript) so I thought why not test "the land of turtles" world, an already made map in MinecraftEDU which includes ComputerCraft and in a funny way test programming (with turtles, robots).

In the forenoon and the real deal (computers) there was three strong students as my helpers, they did everything fast and also helped their classmates. In the afternoon the roles were reversed, the weaker students (who according to other teachers will fail and drop off the education) ruled! They problem solved, improvised, were creative and also shared their knowledge with the others. 

So, when learning is fun (and learning is multiplayer), you can move mountains!

I also use mindmaps to engage and awareness the students what they are learning. And as important, make them understand they are learning more than just the subject (computers). In fact, we're practicing the the key competences for lifelong learning which was the unintentional learning that occurred in my first project using Minecraft.

The best part yesterday was my colleague M who have been a bit suspicious about Minecraft suddenly saw the potential and was thrilled over the fact we could use, learn and understand logic gates within Minecraft. They are waking up slowly but better that way than never :)

The best part today, I realized I also catch the weaker students with my way of learning. In my colleague's class there's a couple of students who doesn't understand the text (dyslexia) and the way to save that student is to pick him out of this course and put him in mine :P