Nicola Wright & A Glimpse into the Future of Learning.

Nicola Wright.

Nicola Wright – Suspected Super-Blogger

Today we have a very special post from one of a colleague and compadre, .

Nicola is a student of Internet Communications with Curtin University, a professional blogger, mother, and homeschooler! Where she finds the time to write for herself is a mystery to me. I secretly suspect some kind of super-power, but shhhh!

This is a piece about the future of our schools, and whether or not we have created a world that no longer requires bricks-and-mortar learning institutions.

Are schools obsolete? The future of education in the information age

In the age of the Internet when we can find anything we want to know, when we want to know it, there is a growing question about the relevance of traditional learning models. The idea of teachers and school curating what we need to learn is fast becoming irrelevant. Why do we need to outsource to ‘educators’ decisions about what information is best for us know when we can access information about any topic at few clicks of a keyboard?

Education researchers are now making predictions about the future of education that sees it heading in the direction of self-organised learning (Richardson, 2012; Wheeler, 2013). It could well be that in ten years time we will see an end to testing and comparing students and ranking schools in order of those who are highest performing. What do those test scores mean anyway? No more than that a student has learned something for sole purpose of passing a test, which more that likely will soon be forgotten. Unless a student is engaged with the material they are presented it is unlikely that that information will stay with them long term. Just look at the Chinese education system for starters. They rank highly in PISA (Program for International Student Assessment) scores but the students are pushed very hard; in high school they study 12.5 hours a day and identify as feeling ‘highly stressed’ (Hesketh et al. 2010). Yong Zhao (2009), a Chinese education expert describes this process as producing gaofen dineng which translates as ‘high scores but low ability’ brought about by students having no time to be creative or follow their own interest with ‘an absence of self-discipline and imagination, loss of curiosity and passion for learning’ (Jiang Xueqin, 2010).

A Glimpse into the Future of Learning: www.knowledgeworks.org

A Glimpse into the Future of Learning: http://www.knowledgeworks.org

Rather than children having to adapt to a ‘one size fits all’ model of education with pressure to perform well in standardized testing, imagine an education where ‘radical personalization’ is the norm. Every child would have access to resources, both online and off, using hands on materials or within a one-on-one mentorship situation. Peter Gray in his book Free to Learn (2013) outlines his dream for non-coercive education in the future. In it he visualises publicly funded community centres where children (and adults) can come together to access resources and teachers on subjects that interest them. Members could be rostered on for cleaning and administration duties thereby providing opportunities for healthy multi-aged socialisation and development of stewardship and civic responsibility. Together with access to free online courses (think open universities and MOOCs) students would have access to all the tools they need to pursue their interests and career goals. Once they have developed the important skill of being able to assess the quality of information online (what’s the source?) the world is their oyster.

Schools of today are pretty much the same as they were 150 years ago. In the information age it’s now time to rethink the paradigm of top-down pedagogical structures and embrace the affordances of our digital present where information is in abundance and easily accessed. Real learning happens everywhere not just within the four walls of the school building. That’s SO old-school.

“I never teach my students. I only provide them with the conditions in which they can learn.”
– Albert Einstein

References:

A Glimpse into the Future of Learning. (n.d.). Retrieved from http://www.knowledgeworks.org/sites/default/files/A-Glimpse-into-the-Future-of-Learning-Infographic_0.pdf

Gray, P. (2013). Free to learn: why unleashing the instinct to play will make our children happier, more self-reliant, and better students for life. New York: Basic Books.

Hesketh, T., Zhen, Y., Lu, L., Dong, Z. X., Jun, Y. X., & Xing, Z. W. (2010). Stress and psychosomatic symptoms in Chinese school children: cross-sectional survey. Archives of Disease in Childhood, 95(2), 136–140. doi:10.1136/adc.2009.171660

Richardson, W. (2012). Why School?: How Education Must Change When Learning and Information Are Everywhere (Kindle Single). TED Conferences.

Wheeler, S. (2013, May 5). Self Organised Learning Spaces. Learning with “e”s. Retrieved from http://steve-wheeler.blogspot.com.au/2013/05/self-organised-learning-spaces.html

Xueqin, J. (2010, December 8). The Test Chinese Schools Still Fail. Wall Street Journal. Retrieved from http://online.wsj.com/article/SB10001424052748703766704576008692493038646.html

Yong Zhao (2009), Catching up or leading the way: America education in the age of globalization.

#cmtygames101

I was fortunate enough this week to attend Western Australia’s first ever Community Games 101 workshop held at Perth’s SpaceCubed, run by Curtin lecturer, Dr. Kate Raynes-Goldie.

It was an intensive two-day workshop, so there was little time to dilly-dally. After a gentle icebreaker exercise to get to know the other people in the room with us (a useful exercise when you’re going to be creating games with them), we stepped up and started making our first game, based on the Race to the End model.

This is your usual board-based type of game where all the players start somewhere and have to finish somewhere else. We broke into two teams and came up with very different results. Strangely enough though, both teams had a game mechanic wherein the board and rules changed. Perhaps that was because, as adult players, the “usual” board games is boring for us? Either way “Space Crash” and “Switchboard” both ended up going through the conceptualising stage, on to the prototype stage within a couple of hours. Just before lunch on day one, both games were ready for play testing. Now, that’s nothing if not incredible. From thinking up the rules and mechanics to making the game in a few short hours is an incredible feat for a group of people who had little knowledge of each other before entering the room, and had maybe not created a game before.

We play tested each others games, debriefed as “real game developers” would, and thought about how to iterate our games to come up with something better and fix the bugs.

We then popped outside and played a game of Gargoyles. For those not familiar with this game, take a look. No props, except for team designation bands, just people in a space playing. What could be simpler?! The inherent learning in this game is all about proximity and overcoming the fear associated with entering another person’s space to overcome a problem, namely getting your team to win. There are also lessons about collaborating and teamwork in a small space of time.

Heading back inside, we thought about the various reasons that had brought us to the workshop. Breaking, again, into two teams, we began brainstorming community games that would satisfy a general consensus of our interests.

Day two began with a short presentation by Kate of what a community game could look like, how it could work, and what it brought to the community.

We also played a game about the creation of a game, aptly named “Metagame”. Players are dealt a series of cards, with a pile of potential props in the centre of the table in front of them. Players take turns pitching a rule, utilising the instructions on the cards they have been dealt (points awarded as per the cards if theirs is the successful rule as voted by the other players). Rules cannot created a paradox, illogical loop or an otherwise unplayable game, then the universe is destroyed and the game is over. Needless to say, there was laughter as people pitched their wacky rules.

We then formed back into our teams from the previous afternoon, and continued working, brainstorming and prototyping, our games. By just before lunch, both team had working prototypes of their community games.

One team had come up with a local area narrative collection or challenge game, utilising QR codes and a “treasure map” of stories to collect in a specific area of a local council’s jurisdiction. Aimed at promoting local area awareness, it was customisable and adaptable for various events and end goals, all the while promoting knowledge of the immediate area and its people. Designed to make residents aware of the local history, local businesses, and local features, it seemed to me to be an wonderful way of gathering families together to explore their streets and go a little outside of their comfort zone to do that exploration.

The Zombies Are Coming! I Need To Get To Know You.

The Zombies Are Coming! I Need To Get To Know You.

The team I was part of came up with a collection-based game as well. Breaking a real space down into zones (in this case the various areas of the SpaceCubed collaborative space), players had to gather stories under the premise that the players were a crack force of humans. Being briefed at HQ, they then had to go out into the space and collect stories, feelings and re-enact random acts of kindness in order to develop a map of the humanity in the space. Those approached who didn’t want to take part, or who refuse to play along, were dubbed “Zombies”.

Aiming to reconnect people with the stories in the space they are occupying, and forcing human face-to-face interaction in an environment where people may well feel they are there to work on their own project, alone, we felt this was a fun and safe way for people to realise that we are edging towards a state of aware zombie-ism.

After being being run through each team’s games (and running our team’s game within the space), we then debriefed and got feedback to iterate the games and make them better.

So, what is a “community game”?

A community game is a space of play where in the community is engaged, rather than isolated, and where the Magic Circle of play has an embedded goodness in it. It fosters, instead of cutting, community ties and educates “under the radar”. By this, I mean, the lesson is not the objective. The lesson is incidental and may well not become apparent to the player until well after the games has ended.

So, what did I take away from the whole experience?

All those times I have been playing a board game or a card game, and I have thought “This could work so well in an urban space”, I now have the tools and knowledge to make that happen. All those times I was sitting wondering how to get kids to think about recycling or the environment in a way that wasn’t the same old boring ways that are taught in school, I can now make that happen. Any time I was sitting in a public space thinking everyone is so set in the routine of “look down, keep walking, rush rush rush” I now have the tools and knowledge to subvert that in a way that will make people smile, look up and realise there is something else going on in their world if only they would stop to smell the roses (stay tuned for that game! *lol*).

At then end of the workshop, we all realised that this was something that needed to happen in Perth. The community-game community is strong elsewhere, and has brought so much to other places of the world, that we thought it was high-time Perth joined in the game.

Stay tuned for more details on what community-gaming events are happening around Perth. If you would like more details on community games, let me know in the comments below. Have you played a community game and want to tell me about it? Cool!

Melissa won the Curtin University Department of Internet Studies scholarship to attend the Community Games 101 Workshop. The workshop was presented by Atmosphere Industries and sponsored by Curtin University, in conjunction with SpaceCubed, the Film and Television Institute (W.A.) and yelp!.