How to Transform The Odyssey into an Epic Game in Alternate Reality
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What would participatory learning look like in ancient times? Learning about the lessons raised in classics like \u003cem>The Odyssey\u003c/em> is getting a fresh perspective thanks to several educators who have started experimenting with how alternate reality games (ARGs) can be used as an immersive learning system that combines rich narrative, digital technology, and real-world game play.\u003c/p>\n\u003cp>John Fallon, a Fairfield Country Day School teacher and game enthusiast, brings game-based learning to \u003cem>The Odyssey\u003c/em> with a game he designed called \u003cem>\u003ca href=\"http://www.workingexamples.org/example/show/633\">Dolus: Finding the Journal of Odysseus\u003c/a>\u003c/em>. Many educators today struggle to keep the classics relevant for a generation reared in the fast paced world of Internet and video games, and Fallon’s game bridges the classical past with the digital future for his seventh grade English students. Rather than merely reading about the adventures of Odysseus in English class, students can walk a mile in his shoes by channeling the skillset of the Greek hero who masterminded the Trojan Horse and outwitted the Cyclops. Students must exercise critical thinking, resilience, and creative problem solving to succeed in an ARG.\u003c/p>\n\u003cp>The idea came to Fallon while playing \u003cem>\u003ca href=\"http://www.thesecretworld.com/\">The Secret World\u003c/a>\u003c/em>, a video game that incorporates real-world browser searches to help solve puzzles. “It all hit me at once,” remembered Fallon. “The portability of cross-media ARG puzzles, the use of real world information in a fictional game world, and the ancient Siren-song of puzzle solving. Immediately, the game about the crafty thief who stole the journal of Odysseus was born.”\u003c/p>\n\u003cfigure id=\"attachment_38069\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/BBC-story.png\">\u003cimg class=\"size-large wp-image-38069\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/BBC-story-640x479.png\" alt=\"Courtesy of John Fallon\" width=\"640\" height=\"479\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A screen grab of the fictitious BBC story used in John Fallon's Dolus ARG. (Courtesy of John Fallon)\u003c/figcaption>\u003c/figure>\n\u003cp>Fallon drew his students into the game’s narrative with a bogus BBC News story about the theft of recently discovered ancient Greek manuscripts. A riddle concealed within the article led players to master-thief Dolus, who challenged them to follow his trail of clues and re-assemble the lost journal of Odysseus. Clues and puzzles were distributed across QR codes, password protected videos, PDF files, and a variety of web 2.0 tools. He also enlisted his school’s IT department and fellow teachers to help deliver hints in a variety of unexpected ways. One puzzle required finding a Freemason symbol, which a few perceptive players discovered pinned to the lapel of their History teacher, a practicing Mason. Once they gave him the correct password and passed a quick test on Masonic iconography, they received a key to help them unscramble a cipher that unlocked the next step.\u003c/p>\n\u003cp>Sticking to the “this is not a game” ethos common to ARGs, Fallon feigned ignorance and never admitted to know anything about the month-long caper. “Students had to identify, research, and master a variety of different codes and ciphers. They had to parse difficult riddles – with no guidance from me – and solve multiple phase problems and then synthesize their findings to succeed,” said Fallon.\u003c/p>\n\u003caside class=\"pullquote alignleft\">ARGs are not for everybody, but Fallon noted that students who were not typically motivated in his class kicked into high gear, some laboring into the wee hours at home to untangle a conundrum.\u003c/aside>\n\u003cp>This type of elaborate puzzle solving is standard fare for mainstream ARGs. Originating in the early 1990s, ARGs are designed and run by development teams called “puppet masters” who combine the digital and the real to deliver intricate narratives that blur the line between reality and fiction. Players enjoy a great deal of agency as they solve elaborate puzzles while they negotiate a world of phony websites and documents, midnight phone calls, and park bench envelope exchanges, to name a few of the tactics that can make these games indistinguishable from everyday life.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Educational versions tend to be scaled down to accommodate specific learning objectives and operate safely within a school setting. Fallon’s model shows that any motivated teacher can design and run their own ARG without programming skills, specialized technical knowledge or a big budget. This is assisted by the availability of free or inexpensive user-friendly, web-based tools, and digital software. The modular nature of ARGs also lets educators decide how simple or complex they want to make their game, and allows them to choose elements that best suit their unique circumstances.\u003c/p>\n\u003cp>\u003cstrong>Alternate Reality's Impact on Real Life\u003c/strong>\u003c/p>\n\u003cp>While they can be played from elementary school to college, most existing educational examples are found in middle schools. “It’s a developmental period of transition where kids begin to build and exercise critical thinking skills,” said \u003ca href=\"http://www.tannerhiggin.com/about/\">Dr. Tanner Higgin\u003c/a>, who helped produce the \u003cem>United Colonies\u003c/em> ARG. “They are still relatively untainted by the social pressures and inhibitions that set in with growing older and they are also less entrenched/acclimated to the traditional school model.”\u003c/p>\n\u003cp>Despite the paucity of studies specific to educational ARGs, this new learning system combines three ingredients whose benefits are supported by a growing body of research: \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/benefits-of-gaming-what-research-shows/\">game-based learning\u003c/a>, \u003ca href=\"http://hechingerreport.org/content/body-next-breakthrough-education-tech_16629/\">embodied learning\u003c/a> and the use of \u003ca href=\"http://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1124&context=jmle\">transmedia\u003c/a> in education. \u003ca href=\"http://janemcgonigal.com/\">Jane McGonigal\u003c/a>, author of \u003cem>Reality is Broken\u003c/em>, draws one distinction between video games and ARGs:\u003c/p>\n\u003cblockquote>\u003cp>Historically, in fact, most ARGs, like most computer and video games, have been designed simply to be fun and emotionally satisfying. But my research shows that because ARGs are played in real-world contexts, instead of in virtual spaces, they almost always have at least the \u003cem>side effect\u003c/em> of improving our real lives.\u003c/p>\u003c/blockquote>\n\u003cp>ARGs are not for everybody, but Fallon noted that students who were not typically motivated in his class kicked into high gear, some laboring into the wee hours at home to untangle a conundrum. To succeed in \u003cem>Dolus\u003c/em>, students had to inhere the very qualities that helped the cunning Odysseus to prevail on his journey. “Odysseus is mortal and without superpowers but, above all, he’s a tenacious problem solver,” explained Fallon. “He is put into seemingly impossible situations and, through sheer human ingenuity and persistence, he finds a way out.”\u003c/p>\n\u003cp>Students wrote their own creative adaptations of \u003cem>The Odyssey\u003c/em> to conclude the unit. Fallon noticed a substantial improvement in the quality of the work over past more traditional deliveries of the lesson. “They did a better job of making their individual versions of Odysseus more clever and better problem solvers rather than just a cardboard cutout hero who bashes his way through problems. This likely stems from having experienced some difficult problem solving of their own in similar circumstances.”\u003c/p>\n\u003cp>\u003cstrong>Empathy for Injustice\u003c/strong>\u003c/p>\n\u003cp>The multidisciplinary potential for these games ranges far beyond English class, as their narrative and content can be tailored to accommodate a broad rang of subjects and learning outcomes.\u003c/p>\n\u003cp>“Any situated learning experience can most definitely promote learning better than traditional pedagogical strategies and there’s some good research to support the benefits,” said Randall Fujimoto, an instructional designer and former video game developer who founded \u003ca href=\"http://gametrainlearning.org/\">GameTrain Learning\u003c/a>, a not-for-profit that helps schools implement game-based learning initiatives. Inspired by \u003ca href=\"http://www.unfiction.com/history/the-beast/\">The Beast\u003c/a>, a sci-fi whodunit ARG designed to promote the film \u003cem>A.I. Artificial Intelligence\u003c/em>, Fujimoto felt that the dynamic and embodied gameplay could make a potent learning tool.\u003c/p>\n\u003cp>Fujimoto was so enthralled with the idea that he decided to focus on how ARGs could be used in the classroom for his masters thesis, ultimately developing a game focused on the Japanese experience of internment camps during World War II. In \u003cem>Arising from Injustice\u003c/em>, students are contacted to investigate why Dr. Alice Sasaki had been found unconscious in her lab. To wake her from her coma, players must access her high-tech Memory History Cognition device and reconstruct her memories as a Japanese American in the 1940s. In ARG parlance, this is known as the rabbit hole – the initial event or clue that pulls players into the game world.\u003c/p>\n\u003cp>[contextly_sidebar id=\"AlDkWWDdW8nHP8JLazfttcMxBeugrjWD\"]\u003c/p>\n\u003cp>The modular, web-based narrative relays the story of the Japanese Americans with eclectic historical documents and media, including pictures, letters, journals, videos and audio. In classic ARG style, players progress from Pearl Harbor to post-war resettlement by solving puzzles, following clues, and carrying out assignments and sharing their findings on a group discussion board. The game was designed to service a wide range of age groups and was trialed by eighth graders at Tomodachi Gakko, a summer camp whose focus on Japanese American heritage fit well with the game’s theme.\u003c/p>\n\u003cp>\u003cem>Arising from Injustice\u003c/em> embeds clear learning objectives within the narrative. Players evaluate and analyze primary documents to determine the social conditions that precipitated prejudice and discrimination against Japanese Americans. They also hone their media literacy skills by synthesizing their learning in collaborative media projects where they support their research with primary sources. All of these fit with Common Core standards, and post-game surveys indicated that players were not only engaged, but that the intended learning outcomes were achieved.\u003c/p>\n\u003cp>But perhaps the most important lesson learned was one of empathy.\u003c/p>\n\u003cp>“The game puts players in a situated learning environment where they must interact and empathize with various characters in order to succeed,” said Fujimoto. While playing \u003cem>Arising from Injustice\u003c/em>, students experienced the hardships and discriminations suffered by Japanese Americans through the eyes of the victim. One player reported that “you could really put yourself in Alice’s shoes,\" highlighting the game’s capacity to emotionally connect players to their subject. Dr. Mary Flanagan and Jonathan Belman’s \u003ca href=\"http://www.maryflanagan.com/wp-content/uploads/cog-tech-si-g4g-article-1-belman-and-flanagan-designing-games-to-foster-empathy.pdf\">research\u003c/a> supports that games can be designed to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/teaching-empathy-through-digital-game-play/\">foster empathy\u003c/a>, a quality that not only produces better human beings, but also \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/empathy-the-key-to-social-and-emotional-learning/\">better learners\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>The Anytime, Anywhere World of United Colonies\u003c/strong>\u003c/p>\n\u003cp>One fall morning, sixth grade students from the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/a-school-that-ditches-all-the-rules-but-not-the-rigor-game-based-school-playmaker/\">PlayMaker School\u003c/a> in Santa Monica were surprised to find a mysterious note labeled “UV got a message” in their lockers. A few students eventually connected it to an ultraviolet bulb that had appeared in their classroom and, when the note was placed under the UV light, a secret set of instructions was revealed.\u003c/p>\n\u003cfigure id=\"attachment_38071\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/UV-Message.png\">\u003cimg class=\"size-large wp-image-38071\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/UV-Message-640x88.png\" alt=\"The UV message from the United Colonies game. \" width=\"640\" height=\"88\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The UV message from the United Colonies game.\u003c/figcaption>\u003c/figure>\n\u003cp>For the rest of the school year, the United Colonies ARG led players along an elaborate \u003ca href=\"https://www.youtube.com/watch?v=X5VZ_G8Pfz0\">trail of clues\u003c/a> that included books with hidden compartments, alien codes, meteors inscribed with cuneiforms, and even a bacon puzzle. Not tied to any one class or subject, but drawing from many, the game added an extracurricular layer that extended beyond the classroom. “The ARG made school an anytime, anywhere experience, a thread running between and within classes and carrying through to home,” said designer Mike Minadeo, the game’s creator.\u003c/p>\n\u003cp>Participation in the game was entirely voluntary and outcomes were not attached to grades or points. “Students self-selected to be involved and were driven purely by interest, curiosity, and excitement of the unknown to figure things out together,” said Higgin, who was lead researcher at \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/a-new-game-based-school-opens/\">GameDesk\u003c/a> when he worked with Minadeo to develop \u003cem>United Colonies\u003c/em>.\u003c/p>\n\u003cp>Any object in their midst might be a code, a message or the start of a puzzle, so their learning environment was transformed into a spatial text that was alive with possibilities. The school’s neglected online discussion board was reinvigorated as game-related updates and information were actively exchanged. Students crafted their own riddles, and even started a club for designing ARGs, an important shift from students consuming games to creating them.\u003c/p>\n\u003cp>Students were \u003ca href=\"https://www.youtube.com/watch?v=8dJfqeP3lFs\">clearly engaged\u003c/a>, but what did they learn?\u003c/p>\n\u003cp>“The \u003cem>United Colonies\u003c/em> ARG explored how learning opportunities could be presented through a transmedia platform that inspired associative learning, gritty persistence, cross-disciplinary thinking, and critical analysis,” Minadeo said. The creators found academic support in Dr. Angela Lee Duckworth’s work on grit and a scholarly article from MIT press that identifies seven core literacies delivered by ARGs: gather, make sense, manage, solve, create, respect and collaborate. In an effort to make the project available to teachers, the game designers posted a detailed lesson plan to GameDesk’s \u003ca href=\"http://educade.org/lesson_plans/united-colonies-arg-module-1\">Educade site\u003c/a>, outlining how the game fulfills specific learning outcomes and Common Core standards.\u003c/p>\n\u003cp>\u003cstrong>A Rethinking of Roles\u003c/strong>\u003c/p>\n\u003cp>Some educators are convinced that alternate reality games have huge potential to invigorate learning environments, but they face some \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/games-in-the-classroom-overcoming-the-obstacles/\">implementation challenges\u003c/a>. Administrators operating in a risk-averse climate of national standards and testing want to see clearly defined learning outcomes and assessment strategies to accompany any new teaching strategy. ARGs also take time to plan and ask that teachers think differently about how they delivery their instructional material.\u003c/p>\n\u003cp>Good ARGs are often custom crafted to specific classrooms and schools, making them difficult to transfer into new environments, Fallon said. Further study, experimentation, dedicated technology and user-friendly ARG designs will not only help overcome hurdles, but also open the door for other dynamic, immersive games that combine digital media and reality. ARGs may also occasion a rethinking of the roles of teachers and schools.\u003c/p>\n\u003cp>\u003cem>United Colonies\u003c/em> is a product of the collaboration between educators and game designers; a model espoused by schools like \u003ca href=\"http://www.instituteofplay.org/work/projects/quest-schools/quest-to-learn/\">Quest to Learn\u003c/a> in New York City and \u003ca href=\"http://www.chicagoquest.org/\">CICS ChicagoQuest\u003c/a> in Chicago. These charters might be forecasting a future where game and learning environment designers become standard personnel who work in conjunction with teachers in schools and districts, making initiatives like ARGs more feasible.\u003c/p>\n\u003cfigure id=\"attachment_38062\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fallon-Lapel.png\">\u003cimg class=\"size-large wp-image-38062\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fallon-Lapel-640x356.png\" alt=\"The discovery of this Freemasons pin helped students unlock the next phase of the Dolus game. (Courtesy of John Fallon)\" width=\"640\" height=\"356\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The discovery of this Freemasons pin helped students unlock the next phase of the Dolus game.(Courtesy of John Fallon)\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Alternately, John Fallon is a model of the autonomous teacher-designer, who relies more on holistic creativity and resourcefulness than specialized knowledge. Teachers may welcome the opportunity to engage their students and invigorate their practice with a unique creative outlet. Perhaps they need only take a page from Odysseus’s book and, like their students, push the creative boundaries, problem solve and overcome adversity with resilience.\u003c/p>\n\n","blocks":[],"excerpt":"Teachers are discovering that through alternate reality games, students who were not typically motivated kicked into high gear, some laboring into the wee hours at home to untangle a conundrum.","status":"publish","parent":0,"modified":1466697634,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":2336},"headData":{"title":"How to Transform The Odyssey into an Epic Game in Alternate Reality | KQED","description":"Teachers are discovering that through alternate reality games, students who were not typically motivated kicked into high gear, some laboring into the wee hours at home to untangle a conundrum.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Transform The Odyssey into an Epic Game in Alternate Reality","datePublished":"2014-10-13T14:20:15.000Z","dateModified":"2016-06-23T16:00:34.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37884 http://blogs.kqed.org/mindshift/?p=37884","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/13/how-students-can-channel-the-odyssey-into-an-alternate-reality-epic/","disqusTitle":"How to Transform The Odyssey into an Epic Game in Alternate Reality","path":"/mindshift/37884/how-students-can-channel-the-odyssey-into-an-alternate-reality-epic","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38068\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Nick-Thompson-Odysseus-and-the-Sirens.png\">\u003cimg class=\"size-large wp-image-38068\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Nick-Thompson-Odysseus-and-the-Sirens-640x360.png\" alt=\"(Flickr/Nick Thompson)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">(Flickr/Nick Thompson)\u003c/figcaption>\u003c/figure>\n\u003cp>How would Homer have told the story of \u003cem>The Odyssey\u003c/em> as a game? What would participatory learning look like in ancient times? Learning about the lessons raised in classics like \u003cem>The Odyssey\u003c/em> is getting a fresh perspective thanks to several educators who have started experimenting with how alternate reality games (ARGs) can be used as an immersive learning system that combines rich narrative, digital technology, and real-world game play.\u003c/p>\n\u003cp>John Fallon, a Fairfield Country Day School teacher and game enthusiast, brings game-based learning to \u003cem>The Odyssey\u003c/em> with a game he designed called \u003cem>\u003ca href=\"http://www.workingexamples.org/example/show/633\">Dolus: Finding the Journal of Odysseus\u003c/a>\u003c/em>. Many educators today struggle to keep the classics relevant for a generation reared in the fast paced world of Internet and video games, and Fallon’s game bridges the classical past with the digital future for his seventh grade English students. Rather than merely reading about the adventures of Odysseus in English class, students can walk a mile in his shoes by channeling the skillset of the Greek hero who masterminded the Trojan Horse and outwitted the Cyclops. Students must exercise critical thinking, resilience, and creative problem solving to succeed in an ARG.\u003c/p>\n\u003cp>The idea came to Fallon while playing \u003cem>\u003ca href=\"http://www.thesecretworld.com/\">The Secret World\u003c/a>\u003c/em>, a video game that incorporates real-world browser searches to help solve puzzles. “It all hit me at once,” remembered Fallon. “The portability of cross-media ARG puzzles, the use of real world information in a fictional game world, and the ancient Siren-song of puzzle solving. Immediately, the game about the crafty thief who stole the journal of Odysseus was born.”\u003c/p>\n\u003cfigure id=\"attachment_38069\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/BBC-story.png\">\u003cimg class=\"size-large wp-image-38069\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/BBC-story-640x479.png\" alt=\"Courtesy of John Fallon\" width=\"640\" height=\"479\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A screen grab of the fictitious BBC story used in John Fallon's Dolus ARG. (Courtesy of John Fallon)\u003c/figcaption>\u003c/figure>\n\u003cp>Fallon drew his students into the game’s narrative with a bogus BBC News story about the theft of recently discovered ancient Greek manuscripts. A riddle concealed within the article led players to master-thief Dolus, who challenged them to follow his trail of clues and re-assemble the lost journal of Odysseus. Clues and puzzles were distributed across QR codes, password protected videos, PDF files, and a variety of web 2.0 tools. He also enlisted his school’s IT department and fellow teachers to help deliver hints in a variety of unexpected ways. One puzzle required finding a Freemason symbol, which a few perceptive players discovered pinned to the lapel of their History teacher, a practicing Mason. Once they gave him the correct password and passed a quick test on Masonic iconography, they received a key to help them unscramble a cipher that unlocked the next step.\u003c/p>\n\u003cp>Sticking to the “this is not a game” ethos common to ARGs, Fallon feigned ignorance and never admitted to know anything about the month-long caper. “Students had to identify, research, and master a variety of different codes and ciphers. They had to parse difficult riddles – with no guidance from me – and solve multiple phase problems and then synthesize their findings to succeed,” said Fallon.\u003c/p>\n\u003caside class=\"pullquote alignleft\">ARGs are not for everybody, but Fallon noted that students who were not typically motivated in his class kicked into high gear, some laboring into the wee hours at home to untangle a conundrum.\u003c/aside>\n\u003cp>This type of elaborate puzzle solving is standard fare for mainstream ARGs. Originating in the early 1990s, ARGs are designed and run by development teams called “puppet masters” who combine the digital and the real to deliver intricate narratives that blur the line between reality and fiction. Players enjoy a great deal of agency as they solve elaborate puzzles while they negotiate a world of phony websites and documents, midnight phone calls, and park bench envelope exchanges, to name a few of the tactics that can make these games indistinguishable from everyday life.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Educational versions tend to be scaled down to accommodate specific learning objectives and operate safely within a school setting. Fallon’s model shows that any motivated teacher can design and run their own ARG without programming skills, specialized technical knowledge or a big budget. This is assisted by the availability of free or inexpensive user-friendly, web-based tools, and digital software. The modular nature of ARGs also lets educators decide how simple or complex they want to make their game, and allows them to choose elements that best suit their unique circumstances.\u003c/p>\n\u003cp>\u003cstrong>Alternate Reality's Impact on Real Life\u003c/strong>\u003c/p>\n\u003cp>While they can be played from elementary school to college, most existing educational examples are found in middle schools. “It’s a developmental period of transition where kids begin to build and exercise critical thinking skills,” said \u003ca href=\"http://www.tannerhiggin.com/about/\">Dr. Tanner Higgin\u003c/a>, who helped produce the \u003cem>United Colonies\u003c/em> ARG. “They are still relatively untainted by the social pressures and inhibitions that set in with growing older and they are also less entrenched/acclimated to the traditional school model.”\u003c/p>\n\u003cp>Despite the paucity of studies specific to educational ARGs, this new learning system combines three ingredients whose benefits are supported by a growing body of research: \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/benefits-of-gaming-what-research-shows/\">game-based learning\u003c/a>, \u003ca href=\"http://hechingerreport.org/content/body-next-breakthrough-education-tech_16629/\">embodied learning\u003c/a> and the use of \u003ca href=\"http://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1124&context=jmle\">transmedia\u003c/a> in education. \u003ca href=\"http://janemcgonigal.com/\">Jane McGonigal\u003c/a>, author of \u003cem>Reality is Broken\u003c/em>, draws one distinction between video games and ARGs:\u003c/p>\n\u003cblockquote>\u003cp>Historically, in fact, most ARGs, like most computer and video games, have been designed simply to be fun and emotionally satisfying. But my research shows that because ARGs are played in real-world contexts, instead of in virtual spaces, they almost always have at least the \u003cem>side effect\u003c/em> of improving our real lives.\u003c/p>\u003c/blockquote>\n\u003cp>ARGs are not for everybody, but Fallon noted that students who were not typically motivated in his class kicked into high gear, some laboring into the wee hours at home to untangle a conundrum. To succeed in \u003cem>Dolus\u003c/em>, students had to inhere the very qualities that helped the cunning Odysseus to prevail on his journey. “Odysseus is mortal and without superpowers but, above all, he’s a tenacious problem solver,” explained Fallon. “He is put into seemingly impossible situations and, through sheer human ingenuity and persistence, he finds a way out.”\u003c/p>\n\u003cp>Students wrote their own creative adaptations of \u003cem>The Odyssey\u003c/em> to conclude the unit. Fallon noticed a substantial improvement in the quality of the work over past more traditional deliveries of the lesson. “They did a better job of making their individual versions of Odysseus more clever and better problem solvers rather than just a cardboard cutout hero who bashes his way through problems. This likely stems from having experienced some difficult problem solving of their own in similar circumstances.”\u003c/p>\n\u003cp>\u003cstrong>Empathy for Injustice\u003c/strong>\u003c/p>\n\u003cp>The multidisciplinary potential for these games ranges far beyond English class, as their narrative and content can be tailored to accommodate a broad rang of subjects and learning outcomes.\u003c/p>\n\u003cp>“Any situated learning experience can most definitely promote learning better than traditional pedagogical strategies and there’s some good research to support the benefits,” said Randall Fujimoto, an instructional designer and former video game developer who founded \u003ca href=\"http://gametrainlearning.org/\">GameTrain Learning\u003c/a>, a not-for-profit that helps schools implement game-based learning initiatives. Inspired by \u003ca href=\"http://www.unfiction.com/history/the-beast/\">The Beast\u003c/a>, a sci-fi whodunit ARG designed to promote the film \u003cem>A.I. Artificial Intelligence\u003c/em>, Fujimoto felt that the dynamic and embodied gameplay could make a potent learning tool.\u003c/p>\n\u003cp>Fujimoto was so enthralled with the idea that he decided to focus on how ARGs could be used in the classroom for his masters thesis, ultimately developing a game focused on the Japanese experience of internment camps during World War II. In \u003cem>Arising from Injustice\u003c/em>, students are contacted to investigate why Dr. Alice Sasaki had been found unconscious in her lab. To wake her from her coma, players must access her high-tech Memory History Cognition device and reconstruct her memories as a Japanese American in the 1940s. In ARG parlance, this is known as the rabbit hole – the initial event or clue that pulls players into the game world.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The modular, web-based narrative relays the story of the Japanese Americans with eclectic historical documents and media, including pictures, letters, journals, videos and audio. In classic ARG style, players progress from Pearl Harbor to post-war resettlement by solving puzzles, following clues, and carrying out assignments and sharing their findings on a group discussion board. The game was designed to service a wide range of age groups and was trialed by eighth graders at Tomodachi Gakko, a summer camp whose focus on Japanese American heritage fit well with the game’s theme.\u003c/p>\n\u003cp>\u003cem>Arising from Injustice\u003c/em> embeds clear learning objectives within the narrative. Players evaluate and analyze primary documents to determine the social conditions that precipitated prejudice and discrimination against Japanese Americans. They also hone their media literacy skills by synthesizing their learning in collaborative media projects where they support their research with primary sources. All of these fit with Common Core standards, and post-game surveys indicated that players were not only engaged, but that the intended learning outcomes were achieved.\u003c/p>\n\u003cp>But perhaps the most important lesson learned was one of empathy.\u003c/p>\n\u003cp>“The game puts players in a situated learning environment where they must interact and empathize with various characters in order to succeed,” said Fujimoto. While playing \u003cem>Arising from Injustice\u003c/em>, students experienced the hardships and discriminations suffered by Japanese Americans through the eyes of the victim. One player reported that “you could really put yourself in Alice’s shoes,\" highlighting the game’s capacity to emotionally connect players to their subject. Dr. Mary Flanagan and Jonathan Belman’s \u003ca href=\"http://www.maryflanagan.com/wp-content/uploads/cog-tech-si-g4g-article-1-belman-and-flanagan-designing-games-to-foster-empathy.pdf\">research\u003c/a> supports that games can be designed to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/teaching-empathy-through-digital-game-play/\">foster empathy\u003c/a>, a quality that not only produces better human beings, but also \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/empathy-the-key-to-social-and-emotional-learning/\">better learners\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>The Anytime, Anywhere World of United Colonies\u003c/strong>\u003c/p>\n\u003cp>One fall morning, sixth grade students from the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/a-school-that-ditches-all-the-rules-but-not-the-rigor-game-based-school-playmaker/\">PlayMaker School\u003c/a> in Santa Monica were surprised to find a mysterious note labeled “UV got a message” in their lockers. A few students eventually connected it to an ultraviolet bulb that had appeared in their classroom and, when the note was placed under the UV light, a secret set of instructions was revealed.\u003c/p>\n\u003cfigure id=\"attachment_38071\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/UV-Message.png\">\u003cimg class=\"size-large wp-image-38071\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/UV-Message-640x88.png\" alt=\"The UV message from the United Colonies game. \" width=\"640\" height=\"88\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The UV message from the United Colonies game.\u003c/figcaption>\u003c/figure>\n\u003cp>For the rest of the school year, the United Colonies ARG led players along an elaborate \u003ca href=\"https://www.youtube.com/watch?v=X5VZ_G8Pfz0\">trail of clues\u003c/a> that included books with hidden compartments, alien codes, meteors inscribed with cuneiforms, and even a bacon puzzle. Not tied to any one class or subject, but drawing from many, the game added an extracurricular layer that extended beyond the classroom. “The ARG made school an anytime, anywhere experience, a thread running between and within classes and carrying through to home,” said designer Mike Minadeo, the game’s creator.\u003c/p>\n\u003cp>Participation in the game was entirely voluntary and outcomes were not attached to grades or points. “Students self-selected to be involved and were driven purely by interest, curiosity, and excitement of the unknown to figure things out together,” said Higgin, who was lead researcher at \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/a-new-game-based-school-opens/\">GameDesk\u003c/a> when he worked with Minadeo to develop \u003cem>United Colonies\u003c/em>.\u003c/p>\n\u003cp>Any object in their midst might be a code, a message or the start of a puzzle, so their learning environment was transformed into a spatial text that was alive with possibilities. The school’s neglected online discussion board was reinvigorated as game-related updates and information were actively exchanged. Students crafted their own riddles, and even started a club for designing ARGs, an important shift from students consuming games to creating them.\u003c/p>\n\u003cp>Students were \u003ca href=\"https://www.youtube.com/watch?v=8dJfqeP3lFs\">clearly engaged\u003c/a>, but what did they learn?\u003c/p>\n\u003cp>“The \u003cem>United Colonies\u003c/em> ARG explored how learning opportunities could be presented through a transmedia platform that inspired associative learning, gritty persistence, cross-disciplinary thinking, and critical analysis,” Minadeo said. The creators found academic support in Dr. Angela Lee Duckworth’s work on grit and a scholarly article from MIT press that identifies seven core literacies delivered by ARGs: gather, make sense, manage, solve, create, respect and collaborate. In an effort to make the project available to teachers, the game designers posted a detailed lesson plan to GameDesk’s \u003ca href=\"http://educade.org/lesson_plans/united-colonies-arg-module-1\">Educade site\u003c/a>, outlining how the game fulfills specific learning outcomes and Common Core standards.\u003c/p>\n\u003cp>\u003cstrong>A Rethinking of Roles\u003c/strong>\u003c/p>\n\u003cp>Some educators are convinced that alternate reality games have huge potential to invigorate learning environments, but they face some \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/games-in-the-classroom-overcoming-the-obstacles/\">implementation challenges\u003c/a>. Administrators operating in a risk-averse climate of national standards and testing want to see clearly defined learning outcomes and assessment strategies to accompany any new teaching strategy. ARGs also take time to plan and ask that teachers think differently about how they delivery their instructional material.\u003c/p>\n\u003cp>Good ARGs are often custom crafted to specific classrooms and schools, making them difficult to transfer into new environments, Fallon said. Further study, experimentation, dedicated technology and user-friendly ARG designs will not only help overcome hurdles, but also open the door for other dynamic, immersive games that combine digital media and reality. ARGs may also occasion a rethinking of the roles of teachers and schools.\u003c/p>\n\u003cp>\u003cem>United Colonies\u003c/em> is a product of the collaboration between educators and game designers; a model espoused by schools like \u003ca href=\"http://www.instituteofplay.org/work/projects/quest-schools/quest-to-learn/\">Quest to Learn\u003c/a> in New York City and \u003ca href=\"http://www.chicagoquest.org/\">CICS ChicagoQuest\u003c/a> in Chicago. These charters might be forecasting a future where game and learning environment designers become standard personnel who work in conjunction with teachers in schools and districts, making initiatives like ARGs more feasible.\u003c/p>\n\u003cfigure id=\"attachment_38062\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fallon-Lapel.png\">\u003cimg class=\"size-large wp-image-38062\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fallon-Lapel-640x356.png\" alt=\"The discovery of this Freemasons pin helped students unlock the next phase of the Dolus game. (Courtesy of John Fallon)\" width=\"640\" height=\"356\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The discovery of this Freemasons pin helped students unlock the next phase of the Dolus game.(Courtesy of John Fallon)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Alternately, John Fallon is a model of the autonomous teacher-designer, who relies more on holistic creativity and resourcefulness than specialized knowledge. Teachers may welcome the opportunity to engage their students and invigorate their practice with a unique creative outlet. Perhaps they need only take a page from Odysseus’s book and, like their students, push the creative boundaries, problem solve and overcome adversity with resilience.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37884/how-students-can-channel-the-odyssey-into-an-alternate-reality-epic","authors":["11107"],"categories":["mindshift_1"],"tags":["mindshift_20767","mindshift_20766","mindshift_20711","mindshift_1040","mindshift_548","mindshift_20704","mindshift_688","mindshift_20768"],"featImg":"mindshift_38068","label":"mindshift"},"mindshift_36626":{"type":"posts","id":"mindshift_36626","meta":{"index":"posts_1591205157","site":"mindshift","id":"36626","score":null,"sort":[1404919832000]},"guestAuthors":[],"slug":"a-school-that-ditches-all-the-rules-but-not-the-rigor-game-based-school-playmaker","title":"A School That Ditches All the Rules, But Not the Rigor","publishDate":1404919832,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36648\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-36648\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-6.01.37-PM-640x321.png\" alt=\"PlayMaker School\" width=\"640\" height=\"321\">\u003cfigcaption class=\"wp-caption-text\">PlayMaker School\u003c/figcaption>\u003c/figure>\n\u003cp>How can we make school a joyful experience without sacrificing rigor? What's the best way to measure true learning? What's the purpose of school? The founders and teachers at the \u003ca href=\"http://www.playmaker.org/\" target=\"_blank\">PlayMaker School\u003c/a> (watch the \u003ca href=\"http://wp.me/p2io8W-9yz\" target=\"_blank\">PBS Newshour report by April Brown\u003c/a>), an all-game based school in Los Angeles, are asking those big, abstract questions that all teachers grapple with. And they're trying to find their own answers through their constantly morphing, complex experiment.\u003c/p>\n\u003cp>Here are their thoughts about these issues, in their own words, from extended answers to the PBS NewsHour report. How can teachers, parents, and administrators these ideologies to existing public schools?\u003c/p>\n\u003ch2>\u003cstrong>ON RIGOR\u003c/strong>\u003c/h2>\n\u003cp>\u003cem>\u003cstrong>Tedd Wakeman/PlayMaker co-teacher\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>We’ve always defined, as an educational community, rigor as being a lot of hard drudgery, what we consider really hard work, taking engagement and interests completely out of the equation and saying, \"If we see kids who are sitting at their desks and they're just writing\u003c/p>\n\u003cfigure id=\"attachment_36639\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36639\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-5.56.10-PM-300x168.png\" alt=\"Tedd Wakeman\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Tedd Wakeman\u003c/figcaption>\u003c/figure>\n\u003cp>a ton or they're doing a bunch of research, if they just look kind of upset, if they look like they are not enjoying themselves, then there is rigorous things going on in that classroom.\" That’s a real problem.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We need to stop defining rigor as busywork, as kids knuckling down to the pressure and the drudgery of school. At the end of the year, there is this huge binder of notes and diagrams from PowerPoint exhibits, stuff that kids worked all year on. I’ve talked to kids here who have produced an artifact like that. To the outside community, even in many ways to the inside community, that looks rigorous because, look at what you produced.\u003c/p>\n\u003cp>But when we talk to those kids, when we ask, \"What are your retaining from this? What do you feel, what are some of the big concepts that you came away with, and how are you applying those in your life in your lives every day,\" they can’t tell you. They know that they did this thing and they got a good grade on it but they can’t tell you what they are going to do with that. And yet to the more traditional educational community, that’s viewed as rigor.\u003c/p>\n\u003cp>We would much rather define rigor as the pursuit of solving a really difficult task that you care about solving. And that persistence can be taught in that way as opposed to, \"Yeah, let’s teach kids persistence by having them do this thing that they couldn’t care less about, but it’s really hard and just if you can survive it, that’s persistence.\"\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Lucien Vattel, CEO and founder of Game Desk, and Playmaker\u003c/em> \u003c/strong>\u003c/p>\n\u003cp>I think of rigor in a very hyper-dimensional way. It's not just acquisition, which is what a lot schools especially at the K-12 level focus on -- the ability to retain intellectual knowledge to be able to communicate that intellectual knowledge back. That works very well for the test-taking society.\u003c/p>\n\u003cp>Being a highly knowledgeable and highly adaptive, self-driven, well-rounded human being. That is my definition of rigor. What we get at is the absolute best route to rigor because the information is not changing. We are not teaching less -- in many cases we are teaching more -- it’s \u003cem>how\u003c/em> we are teaching it and what kinds of additional knowledge skills and abilities are\u003c/p>\n\u003cfigure id=\"attachment_36646\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36646\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-5.51.55-PM-e1404351472647-300x181.png\" alt=\"Lucien Vattel \" width=\"300\" height=\"181\">\u003cfigcaption class=\"wp-caption-text\">Lucien Vattel\u003c/figcaption>\u003c/figure>\n\u003cp>enabled by engaging it in an interactive, authentic way that's more life reflective, that gets us to a person who can be driven by their own passions, who can understand things at a complex level to be able to engage in discourse at a complex level and to be able to negotiate that information and their emotions, and their interpersonal relationships, and inter-business relationships at a high level. So if you think about that level of rigor, all of those skills at that adaptive level lead to entrepreneurialism, lead to the ability to lead in a variety of contexts, take on very complex and deeply difficult situations, to be able to take on new situations and also be able to engage in what you’ve learned in a way that allows you to perfect your knowledge so that it never stops and that you are constantly driven to do. That, to me, that’s rigor.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>\u003cstrong>ON HOW TO MEASURE LEARNING\u003c/strong>\u003c/h2>\n\u003cp>\u003cem>\u003cstrong>Tedd Wakeman/PlayMaker co-teacher\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>We are trying to prepare kids for a future where the problems are problems that we can’t really even imagine. That’s a really difficult task, and certainly isn’t going to be solved using the techniques that created those problems. It's certainly not going to be solved using the strategies and approaches to education that we employed in the 1950s.\u003c/p>\n\u003cp>What does sitting in desks, and an authoritarian teacher, kids in rows facing the chalkboard, regurgitating information, what does that produce? What do grades produce in kids? Do they produce kids that are curious and creative and want to take risks? Or do they produce kids who know how to get the A and are going to just to do that, and real self esteem issues for those kids who can’t get the As.\u003c/p>\n\u003cp>What does it mean when we try to define lifelong learning? We’re preparing kids to be lifelong learners, then we don’t prepare them for that by developing strategies that actually have them hate learning and equate hatred with school?\u003c/p>\n\u003cp>By the time they get out of 12\u003csup>th\u003c/sup> grade -- and granted there are people around the country that are doing good things, and there are memorable teachers along that path and memorable classes, certainly -- but as an educational community as a whole, why are kids surviving this? It’s happening \u003cem>to\u003c/em> them. So the reason that [PlayMaker School] works is because agency and value and relevance are things that we all value as adults. Why on earth would we not value them as kids?\u003c/p>\n\u003cfigure id=\"attachment_36641\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-36641\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-5.49.27-PM-640x323.png\" alt=\"PlayMaker\" width=\"640\" height=\"323\">\u003cfigcaption class=\"wp-caption-text\">PlayMaker School\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>ON REACHING TEACHERS' OWN DEFINED STANDARDS\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Tedd Wakeman/PlayMaker co-teacher\u003c/strong>\u003c/p>\n\u003cp>Developing those first principles [in our school] -- what are you trying to achieve -- and having some sort of set of beliefs, ideal things that you are not willing to budge on, for us that’s engagement. For us, that’s problem solving, creating meaning, making connections, and that’s all driven by a sense of curiosity, persistence and creativity. If you take those fundamental beliefs, and everything that you create, you hold them up to that and you say, \"Are we hitting this?\" Are we hitting this every day, and then taking a playful approach? Think about what’s engaging. Be willing to change it when it doesn’t work. Be willing to allow the kids to change it. Be willing to allow the kids to have agency in that process. Don’t make them passive members of this unit that you are hanging out with every day.\u003c/p>\n\u003cp>But it is hard if you are bound by standards, if you are bound by test scores, if you are bound by all these things. I won’t dance around it… I will tell you, \"Stand up, it’s time to revolutionize this.\" There are people that are sort of enforcing these rules and regulations on education, the barnacles that have attached themselves to education. We’ve got to scrape those off. So question, question, question. And I think we can make a real change.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>\u003cstrong>ON THE PURPOSE OF SCHOOL\u003c/strong>\u003c/h2>\n\u003cp>\u003cem>\u003cstrong>Nolan Windham, 11 years old, 6\u003csup>th\u003c/sup> grade in Playmaker. \u003c/strong>\u003c/em>\u003cbr>\nOne of the differences here is that knowledge and facts are not what everything is based around. Yeah, it can be interesting to know when Christopher Columbus settled America, but it’s not\u003c/p>\n\u003cfigure id=\"attachment_36643\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36643\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-5.48.10-PM-300x178.png\" alt=\"Nolan Windham\" width=\"300\" height=\"178\">\u003cfigcaption class=\"wp-caption-text\">Nolan Windham\u003c/figcaption>\u003c/figure>\n\u003cp>really going to be that useful in those situations and there's something called Google that you can use to look that up anytime you want… I’m not saying that facts are not important. Those are definitely important, like your times tables, like basic facts and things that will actually be useful and are definitely important.\u003c/p>\n\u003cp>One of the main things that we're doing this year is we’re figuring how to learn that, but also to think about what that means. We’re thinking about how when we take in information, how to process it and how to create information and how to create media, how to create different things, and that’s what you are doing in your adult life. You're taking in things, you're taking in information, you're taking in food, you're taking in money and you're giving out services, ideas like physical labor. Just all of those things you are giving and taking in, but here you are really learning the internal processing. How all these things work together and what they mean.\u003c/p>\n\u003cp>If everyone could do [have self-directed learning], I think that there would be so many more people that actually like school. Like I remember there was one parent from last year, a lot of them were nervous even this year, [thinking] 'I’m not sure if this is going to work. I’m not sure, how are you guys just playing games all day? Are you guys just doing things for fun are you actually learning anything? And are you taking tests, are you looking at papers?'\u003c/p>\n\u003cp>Yeah, we’re doing that but it doesn’t mean that we’re not learning. It’s just a different way. Just because we’re not using papers, just because it’s not traditional means that it doesn’t work. I mean change is necessary. This is really, this is really old type of learning. This was great for back in the 1900s when you needed a system of people that knew math and writing and all those basic things that you need, and it worked really well for that, but it never changed. We never evolved with the rest of the people on earth changing as well, and that’s what I think this is. I think this is really evolving with that. So when the year was over, the parent was so happy and they said, \"I’ve never seen my kid so excited to go to school.\"\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Isaac \u003cstrong>Prevatt\u003c/strong>, 12 years old. \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>One thing I really love, the thing where you are doing stuff that you love doing, at the end of the day, you're like, 'Oh my gosh I just learned so much stuff today,' but you didn’t feel like you were doing it all.\u003c/p>\n\u003cfigure id=\"attachment_36644\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36644\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-6.02.53-PM-300x173.png\" alt=\"Isaac Prevatt \" width=\"300\" height=\"173\">\u003cfigcaption class=\"wp-caption-text\">Isaac Prevatt\u003c/figcaption>\u003c/figure>\n\u003cp>So like the last couple of days we did the thing called Geo-Guesser. It teaches you to expand your mind to think about things differently. For instance, normally when I’m walking down the street, I see a sign and I don’t really care because I’m not driving. But when you play this game, you see a stop sign, let’s think about this. So it’s not written in English, let’s figure out what language this is. Put it in Google translate and figure it out. That’s one thing that they are really trying to incorporate this year, is thinking about things differently.\u003c/p>\n\u003cp>One of the electives I have is yearbook and I always go in there and talk to 7\u003csup>th\u003c/sup> and 8\u003csup>th\u003c/sup> graders, and they're like, 'Wow, are you seriously 12?' They really see a difference in me maturing, and I really feel a difference. I feel like it’s really being thoughtful, you're not just learning, you're really learning it in a different perspective than normally, and I feel like that’s really made a huge difference.\"\u003c/p>\n\u003cp>\u003cem>To learn more about the PlayMaker School, watch the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/at-this-school-its-all-about-play-game-based-learning/\" target=\"_blank\">PBS NewsHour report\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Image credit: Greg Waigand for top image; Mike Fritz for all other images.\u003c/p>\n\n","blocks":[],"excerpt":"How can we make school a joyful experience without sacrificing rigor? What's the best way to measure true learning? What's the purpose of school? The founders and teachers at the PlayMaker School, an all-game based school in Los Angeles, are asking those big, hairy questions that all teachers grapple with. At the PlayMaker School, they're trying to find their own answers through their constantly morphing, complex experiment. Here are their thoughts about these issues, in their own words.","status":"publish","parent":0,"modified":1404929192,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":2053},"headData":{"title":"A School That Ditches All the Rules, But Not the Rigor | KQED","description":"How can we make school a joyful experience without sacrificing rigor? What's the best way to measure true learning? What's the purpose of school? The founders and teachers at the PlayMaker School, an all-game based school in Los Angeles, are asking those big, hairy questions that all teachers grapple with. At the PlayMaker School, they're trying to find their own answers through their constantly morphing, complex experiment. Here are their thoughts about these issues, in their own words.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A School That Ditches All the Rules, But Not the Rigor","datePublished":"2014-07-09T15:30:32.000Z","dateModified":"2014-07-09T18:06:32.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36626 http://blogs.kqed.org/mindshift/?p=36626","disqusUrl":"https://ww2.kqed.org/mindshift/2014/07/09/a-school-that-ditches-all-the-rules-but-not-the-rigor-game-based-school-playmaker/","disqusTitle":"A School That Ditches All the Rules, But Not the Rigor","path":"/mindshift/36626/a-school-that-ditches-all-the-rules-but-not-the-rigor-game-based-school-playmaker","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36648\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-36648\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-6.01.37-PM-640x321.png\" alt=\"PlayMaker School\" width=\"640\" height=\"321\">\u003cfigcaption class=\"wp-caption-text\">PlayMaker School\u003c/figcaption>\u003c/figure>\n\u003cp>How can we make school a joyful experience without sacrificing rigor? What's the best way to measure true learning? What's the purpose of school? The founders and teachers at the \u003ca href=\"http://www.playmaker.org/\" target=\"_blank\">PlayMaker School\u003c/a> (watch the \u003ca href=\"http://wp.me/p2io8W-9yz\" target=\"_blank\">PBS Newshour report by April Brown\u003c/a>), an all-game based school in Los Angeles, are asking those big, abstract questions that all teachers grapple with. And they're trying to find their own answers through their constantly morphing, complex experiment.\u003c/p>\n\u003cp>Here are their thoughts about these issues, in their own words, from extended answers to the PBS NewsHour report. How can teachers, parents, and administrators these ideologies to existing public schools?\u003c/p>\n\u003ch2>\u003cstrong>ON RIGOR\u003c/strong>\u003c/h2>\n\u003cp>\u003cem>\u003cstrong>Tedd Wakeman/PlayMaker co-teacher\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>We’ve always defined, as an educational community, rigor as being a lot of hard drudgery, what we consider really hard work, taking engagement and interests completely out of the equation and saying, \"If we see kids who are sitting at their desks and they're just writing\u003c/p>\n\u003cfigure id=\"attachment_36639\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36639\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-5.56.10-PM-300x168.png\" alt=\"Tedd Wakeman\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Tedd Wakeman\u003c/figcaption>\u003c/figure>\n\u003cp>a ton or they're doing a bunch of research, if they just look kind of upset, if they look like they are not enjoying themselves, then there is rigorous things going on in that classroom.\" That’s a real problem.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We need to stop defining rigor as busywork, as kids knuckling down to the pressure and the drudgery of school. At the end of the year, there is this huge binder of notes and diagrams from PowerPoint exhibits, stuff that kids worked all year on. I’ve talked to kids here who have produced an artifact like that. To the outside community, even in many ways to the inside community, that looks rigorous because, look at what you produced.\u003c/p>\n\u003cp>But when we talk to those kids, when we ask, \"What are your retaining from this? What do you feel, what are some of the big concepts that you came away with, and how are you applying those in your life in your lives every day,\" they can’t tell you. They know that they did this thing and they got a good grade on it but they can’t tell you what they are going to do with that. And yet to the more traditional educational community, that’s viewed as rigor.\u003c/p>\n\u003cp>We would much rather define rigor as the pursuit of solving a really difficult task that you care about solving. And that persistence can be taught in that way as opposed to, \"Yeah, let’s teach kids persistence by having them do this thing that they couldn’t care less about, but it’s really hard and just if you can survive it, that’s persistence.\"\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Lucien Vattel, CEO and founder of Game Desk, and Playmaker\u003c/em> \u003c/strong>\u003c/p>\n\u003cp>I think of rigor in a very hyper-dimensional way. It's not just acquisition, which is what a lot schools especially at the K-12 level focus on -- the ability to retain intellectual knowledge to be able to communicate that intellectual knowledge back. That works very well for the test-taking society.\u003c/p>\n\u003cp>Being a highly knowledgeable and highly adaptive, self-driven, well-rounded human being. That is my definition of rigor. What we get at is the absolute best route to rigor because the information is not changing. We are not teaching less -- in many cases we are teaching more -- it’s \u003cem>how\u003c/em> we are teaching it and what kinds of additional knowledge skills and abilities are\u003c/p>\n\u003cfigure id=\"attachment_36646\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36646\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-5.51.55-PM-e1404351472647-300x181.png\" alt=\"Lucien Vattel \" width=\"300\" height=\"181\">\u003cfigcaption class=\"wp-caption-text\">Lucien Vattel\u003c/figcaption>\u003c/figure>\n\u003cp>enabled by engaging it in an interactive, authentic way that's more life reflective, that gets us to a person who can be driven by their own passions, who can understand things at a complex level to be able to engage in discourse at a complex level and to be able to negotiate that information and their emotions, and their interpersonal relationships, and inter-business relationships at a high level. So if you think about that level of rigor, all of those skills at that adaptive level lead to entrepreneurialism, lead to the ability to lead in a variety of contexts, take on very complex and deeply difficult situations, to be able to take on new situations and also be able to engage in what you’ve learned in a way that allows you to perfect your knowledge so that it never stops and that you are constantly driven to do. That, to me, that’s rigor.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>\u003cstrong>ON HOW TO MEASURE LEARNING\u003c/strong>\u003c/h2>\n\u003cp>\u003cem>\u003cstrong>Tedd Wakeman/PlayMaker co-teacher\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>We are trying to prepare kids for a future where the problems are problems that we can’t really even imagine. That’s a really difficult task, and certainly isn’t going to be solved using the techniques that created those problems. It's certainly not going to be solved using the strategies and approaches to education that we employed in the 1950s.\u003c/p>\n\u003cp>What does sitting in desks, and an authoritarian teacher, kids in rows facing the chalkboard, regurgitating information, what does that produce? What do grades produce in kids? Do they produce kids that are curious and creative and want to take risks? Or do they produce kids who know how to get the A and are going to just to do that, and real self esteem issues for those kids who can’t get the As.\u003c/p>\n\u003cp>What does it mean when we try to define lifelong learning? We’re preparing kids to be lifelong learners, then we don’t prepare them for that by developing strategies that actually have them hate learning and equate hatred with school?\u003c/p>\n\u003cp>By the time they get out of 12\u003csup>th\u003c/sup> grade -- and granted there are people around the country that are doing good things, and there are memorable teachers along that path and memorable classes, certainly -- but as an educational community as a whole, why are kids surviving this? It’s happening \u003cem>to\u003c/em> them. So the reason that [PlayMaker School] works is because agency and value and relevance are things that we all value as adults. Why on earth would we not value them as kids?\u003c/p>\n\u003cfigure id=\"attachment_36641\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-36641\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-5.49.27-PM-640x323.png\" alt=\"PlayMaker\" width=\"640\" height=\"323\">\u003cfigcaption class=\"wp-caption-text\">PlayMaker School\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>ON REACHING TEACHERS' OWN DEFINED STANDARDS\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Tedd Wakeman/PlayMaker co-teacher\u003c/strong>\u003c/p>\n\u003cp>Developing those first principles [in our school] -- what are you trying to achieve -- and having some sort of set of beliefs, ideal things that you are not willing to budge on, for us that’s engagement. For us, that’s problem solving, creating meaning, making connections, and that’s all driven by a sense of curiosity, persistence and creativity. If you take those fundamental beliefs, and everything that you create, you hold them up to that and you say, \"Are we hitting this?\" Are we hitting this every day, and then taking a playful approach? Think about what’s engaging. Be willing to change it when it doesn’t work. Be willing to allow the kids to change it. Be willing to allow the kids to have agency in that process. Don’t make them passive members of this unit that you are hanging out with every day.\u003c/p>\n\u003cp>But it is hard if you are bound by standards, if you are bound by test scores, if you are bound by all these things. I won’t dance around it… I will tell you, \"Stand up, it’s time to revolutionize this.\" There are people that are sort of enforcing these rules and regulations on education, the barnacles that have attached themselves to education. We’ve got to scrape those off. So question, question, question. And I think we can make a real change.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>\u003cstrong>ON THE PURPOSE OF SCHOOL\u003c/strong>\u003c/h2>\n\u003cp>\u003cem>\u003cstrong>Nolan Windham, 11 years old, 6\u003csup>th\u003c/sup> grade in Playmaker. \u003c/strong>\u003c/em>\u003cbr>\nOne of the differences here is that knowledge and facts are not what everything is based around. Yeah, it can be interesting to know when Christopher Columbus settled America, but it’s not\u003c/p>\n\u003cfigure id=\"attachment_36643\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36643\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-5.48.10-PM-300x178.png\" alt=\"Nolan Windham\" width=\"300\" height=\"178\">\u003cfigcaption class=\"wp-caption-text\">Nolan Windham\u003c/figcaption>\u003c/figure>\n\u003cp>really going to be that useful in those situations and there's something called Google that you can use to look that up anytime you want… I’m not saying that facts are not important. Those are definitely important, like your times tables, like basic facts and things that will actually be useful and are definitely important.\u003c/p>\n\u003cp>One of the main things that we're doing this year is we’re figuring how to learn that, but also to think about what that means. We’re thinking about how when we take in information, how to process it and how to create information and how to create media, how to create different things, and that’s what you are doing in your adult life. You're taking in things, you're taking in information, you're taking in food, you're taking in money and you're giving out services, ideas like physical labor. Just all of those things you are giving and taking in, but here you are really learning the internal processing. How all these things work together and what they mean.\u003c/p>\n\u003cp>If everyone could do [have self-directed learning], I think that there would be so many more people that actually like school. Like I remember there was one parent from last year, a lot of them were nervous even this year, [thinking] 'I’m not sure if this is going to work. I’m not sure, how are you guys just playing games all day? Are you guys just doing things for fun are you actually learning anything? And are you taking tests, are you looking at papers?'\u003c/p>\n\u003cp>Yeah, we’re doing that but it doesn’t mean that we’re not learning. It’s just a different way. Just because we’re not using papers, just because it’s not traditional means that it doesn’t work. I mean change is necessary. This is really, this is really old type of learning. This was great for back in the 1900s when you needed a system of people that knew math and writing and all those basic things that you need, and it worked really well for that, but it never changed. We never evolved with the rest of the people on earth changing as well, and that’s what I think this is. I think this is really evolving with that. So when the year was over, the parent was so happy and they said, \"I’ve never seen my kid so excited to go to school.\"\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Isaac \u003cstrong>Prevatt\u003c/strong>, 12 years old. \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>One thing I really love, the thing where you are doing stuff that you love doing, at the end of the day, you're like, 'Oh my gosh I just learned so much stuff today,' but you didn’t feel like you were doing it all.\u003c/p>\n\u003cfigure id=\"attachment_36644\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36644\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-6.02.53-PM-300x173.png\" alt=\"Isaac Prevatt \" width=\"300\" height=\"173\">\u003cfigcaption class=\"wp-caption-text\">Isaac Prevatt\u003c/figcaption>\u003c/figure>\n\u003cp>So like the last couple of days we did the thing called Geo-Guesser. It teaches you to expand your mind to think about things differently. For instance, normally when I’m walking down the street, I see a sign and I don’t really care because I’m not driving. But when you play this game, you see a stop sign, let’s think about this. So it’s not written in English, let’s figure out what language this is. Put it in Google translate and figure it out. That’s one thing that they are really trying to incorporate this year, is thinking about things differently.\u003c/p>\n\u003cp>One of the electives I have is yearbook and I always go in there and talk to 7\u003csup>th\u003c/sup> and 8\u003csup>th\u003c/sup> graders, and they're like, 'Wow, are you seriously 12?' They really see a difference in me maturing, and I really feel a difference. I feel like it’s really being thoughtful, you're not just learning, you're really learning it in a different perspective than normally, and I feel like that’s really made a huge difference.\"\u003c/p>\n\u003cp>\u003cem>To learn more about the PlayMaker School, watch the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/at-this-school-its-all-about-play-game-based-learning/\" target=\"_blank\">PBS NewsHour report\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Image credit: Greg Waigand for top image; Mike Fritz for all other images.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36626/a-school-that-ditches-all-the-rules-but-not-the-rigor-game-based-school-playmaker","authors":["180"],"categories":["mindshift_192"],"tags":["mindshift_1040","mindshift_929","mindshift_20902","mindshift_20655","mindshift_20704"],"featImg":"mindshift_36648","label":"mindshift"},"mindshift_36739":{"type":"posts","id":"mindshift_36739","meta":{"index":"posts_1591205157","site":"mindshift","id":"36739","score":null,"sort":[1404914419000]},"guestAuthors":[],"slug":"at-this-school-its-all-about-play-game-based-learning","title":"A School Day That's All About Play","publishDate":1404914419,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Imagine a school where the students' day revolves around playing games, all day long. Video games, live action role-playing games, board games, building games. At the PlayMaker School in Los Angeles, the school day takes kids from one game activity to the next, as they explore any number of different subjects and ideas, from the physics of flight to ancient Mesopotamian culture. \u003ca href=\"http://www.pbs.org/newshour/updates/6th-graders-develop-video-game-mini-businesses-class-project/\" target=\"_blank\">PBS NewsHour's April Brown\u003c/a> gives us a glimpse into this otherworldly school.\u003c/p>\n\u003cp> \u003cbr>\n[youtube http://www.youtube.com/watch?v=kPhC2Fw4tTQ&w=640&h=360]\u003c/p>\n\u003cp> \u003cbr>\nThe students at the PlayMaker school don't just play games -- they design, code and market their own video games as part of a class project. The school is designed around all types of game play, including high-tech, low-tech and no-tech. Watch how and why this evolves within the school day.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=OBq8B_ozWO4&w=640&h=360]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1404929328,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":163},"headData":{"title":"A School Day That's All About Play | KQED","description":"Imagine a school where the students' day revolves around playing games, all day long. Video games, live action role-playing games, board games, building games. At the PlayMaker School in Los Angeles, the school day takes kids from one game activity to the next, as they explore any number of different subjects and ideas, from the","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A School Day That's All About Play","datePublished":"2014-07-09T14:00:19.000Z","dateModified":"2014-07-09T18:08:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36739 http://blogs.kqed.org/mindshift/?p=36739","disqusUrl":"https://ww2.kqed.org/mindshift/2014/07/09/at-this-school-its-all-about-play-game-based-learning/","disqusTitle":"A School Day That's All About Play","path":"/mindshift/36739/at-this-school-its-all-about-play-game-based-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Imagine a school where the students' day revolves around playing games, all day long. Video games, live action role-playing games, board games, building games. At the PlayMaker School in Los Angeles, the school day takes kids from one game activity to the next, as they explore any number of different subjects and ideas, from the physics of flight to ancient Mesopotamian culture. \u003ca href=\"http://www.pbs.org/newshour/updates/6th-graders-develop-video-game-mini-businesses-class-project/\" target=\"_blank\">PBS NewsHour's April Brown\u003c/a> gives us a glimpse into this otherworldly school.\u003c/p>\n\u003cp> \u003cbr>\n\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/kPhC2Fw4tTQ'\n title='//www.youtube.com/embed/kPhC2Fw4tTQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003cbr>\nThe students at the PlayMaker school don't just play games -- they design, code and market their own video games as part of a class project. The school is designed around all types of game play, including high-tech, low-tech and no-tech. Watch how and why this evolves within the school day.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/OBq8B_ozWO4'\n title='//www.youtube.com/embed/OBq8B_ozWO4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36739/at-this-school-its-all-about-play-game-based-learning","authors":["180"],"categories":["mindshift_192"],"tags":["mindshift_20902","mindshift_20655","mindshift_20706","mindshift_20704"],"featImg":"mindshift_36641","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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