The End is Nigh

Well, Internet, it appears that its that time again. Another semester is coming to a close and with it, my duty to this blog's upkeep. I know you'll all miss me so very much, but take solace in the fact that I will miss all of you just as much. But alas! I won't take up all your precious time with my farewells, let's spend this time together to discuss learning and stuff!

One of the blogs I follow (I'll provide links at the end) is that of Graham Wegner. Recently he posted about the use of data analysis as a tool, not a weapon. While his argument that data gathered from students should be used to inform lessons plans instead of for penalization grade-wise definitely has merit, this is not what I wanted to discuss. At the beginning of the post, he comments that data analysis is not something that comes naturally to him, so the only solution for him, personally, is to constant repeat and drill new concepts into his mind. 

He specifically uses the line that "official training only really points [him] in the right direction." I found this intriguing, as it reflects my current experience right now. Throughout my myriad of different education classes I have encountered numerous strategies, ideas, and methods that I've been told should be included in my own practice. I believe I'm now in the same boat as Graham, as my official training can only offer me so much insight. I think I speak for most of my fellow blogmates when I say, its time for experience! It's time we take what we've larned and work it into a schema that will be beneficial to each of us, personally. But rejoice friends! The time is almost upon us.

This little comic amused me when I first saw it. I can't help but think that this is how a lot of teachers still go about their job. I know for sure that I've had a few that subscribe to this theory of standardization. If a kid doesn't understand what they're teaching, well obviously its the child's fault. Throughout this last semester, I've come to really appreciate the new types and styles of teaching that are becoming more and more prevalent. I'd like to take a little bit to talk about these.

Jumping back to Graham Wegner, he described a practice that was recently adopted in his school that I found really interesting. With the school server, a group of teachers has set up a Minecraft server block. For those who don't know (and there must be very few of you), Minecraft is a game that has exploded in popularity in recent years. When I first played it, it was very basic and cost me 5 dollars to build whatever I wanted. The Minecraft pantheon now stretches across multiple platforms and the merchandise is everywhere. Why not include it in schools?

Calling the server MinecraftEDU, its open to whatever teacher wants to use it. In Wegner’s school, the first was a Vietnamese teacher, who built a world with a variety of ancient styled Vietnamese temples. The class as a whole could then hop online and visit the temples together. Another teacher had her students build an enclosure that possessed the proper amenities to house livestock. These teachers definitely had a background in technology and many don’t. What benefit might such a program have for these teachers?

Well, as one teacher says, she wasn't really sure how to address MinecraftEDU. She was, however, astounded by the level of engagement her students displayed during their free-time in a no rules “lunch-time world”. She even stated that students who usually show a low-level of engagement were right there participating with the rest.

The success of MinecraftEDU illustrates a point that I’ve believed for a long time. Games are important to learning. For how long have games been relegated to “free-time” or “after work is done”? We’ve come to associate games with relaxing. So why NOT include them in the education process if we already know there is a pre-existing level of engagement? We, as teachers, should cater our lessons to our students; we should find an interest they have an work off that. We shouldn’t expect them to conform to our standards or even our division of “worktime” and “playtime”.

I’d like to underline the notion of games as a method of learning and teaching. I may have mentioned it before in passing, but I’d like to bring the game, Foldit, to everyone’s attention. If you haven’t heard of it, Foldit is a game developed by the University of Washington’s Center for Game Science, and revolves around the folding of protein molecules. Using the tools provided by the game, players work to fold the structure of selected proteins as efficiently as possible. The top scores are then analyzed by scientists and tested for their applicability to real-world scenarios, like the targeting and eradication of diseases and other biological innovations.

The results of Foldit are already noteworthy.

• A 2010 paper in the science journal, Nature, credited Foldit's 57,000 players with providing useful results that matched or outperformed algorithmically computed solutions. 
• In 2011, players of Foldit helped to decipther the crystal structure of the Mason-Pfizer monkey virus (M-PMV) retro-viral protease, an AIDS-causing monkey virus. While the puzzle was available for play for a period of three weeks, players produced an accurate 3D model of the enzyme in just ten days. The problem of how to configure the structure of the enzyme had been an unaccomplished goal of scientists for 15 years. 
• In January, 2012, Scientific American reported that the Foldit gamers achieved the first crowd-sourced redesign of a protein. The protein is an enzyme which catalyses the Diels-Alder reactions widely used in synthetic chemistry. A team including David Baker in the Center for Game Science at University of Washington in Seattle computationally designed this enzyme from scratch, but found the potency needing improvement. The Foldit players re-engineered the enzyme by adding 13 amino acids and increased its activity by more than 18 times. 

Never underestimate the dedication of a puzzle-solver or the power of alternative learning. The use of games in education should not be overlooked, as the benefits are already visible.

To finish this off, as per usual, here’s some art! This one is by one of Brock’s own professors, Scott Sawtell (for the time being, good luck elsewhere Scott!). You’ve seen enough painting over the past few weeks, I’m sure you have your own opinions by now if you didn’t before, so I’ll abstain from my usual commentary.

Scott Sawtell

There is a light that never goes out

                                                                                                                                                                    

Surprise! I’m not finished yet. I know we’ve already said our heartfelt goodbyes, dear friends, and I never had any intention of misleading you (Okay, so I may have a little bit), BUT if I’ve learned anything this semester its that BRANDING IS IMPORTANT. So guess what!? You’re stuck with me. I may not be as regular as I was when I had due dates, but I won’t be leaving you after all! I have a brand to maintain! This class may have ended but the Blog shall survive!

Until next time, Internet!

P.S. http://gwegner.edublogs.org/  -  Graham Wegner's Blog
        https://fold.it/portal/  -  Foldit

Ooooooh... The Cube!

Hello Internet

Its me, once again, surprise! This week I thought I'd take a little bit of time to talk about some of the new tech I've encountered that's being used by educators at this very moment. I'm sure the vast majority of you have heard of the Cube. Actually, I'm quite positive that nearly everyone reading this blog has heard of it (mostly because we were at the same presentation, hi friends!). But I digress, let's talk about the Cube. First things first, I just want to get this out of the way now, but I have absolutely no idea why its called the Cube. I probably should have asked, because its plagued me since the presentation, but I suppose its too late now. But its time for real discussion, I swear.

From what I learned, the Cube is basically a place where teachers can share, discuss, and trade their teaching resources. Everything appeared neatly organized and easy to access, which is definitely a bonus. To further sweeten the pot for you prospective teachers, the Cube is members only. Gone are the useless additions by people who have no idea what they're talking about! That's another bonus for me right there at least.

I didn't exactly start this post looking to review the Cube, however. The Cube is just a jumping point to a large topic, namely, sharing resources. I've seen both ends of the spectrum here. I've worked with teachers who couldn't shove enough lesson plans in front of me if they tried. But I've also seen the opposite; teachers who guard their plan binders as if they'd found treasure and didn't want to share. I, for the life of me, cannot understand the latter. If you have a genuinely good idea that works well in your own practice, why wouldn't you want to share it? Its not as if there are education royalties where you'll be paid X amount of money every time someone uses a lesson plan.

I'm pretty sure, or at least, I hope, that the knowlede hoarders are a minority. I haven't had enough experience to judge that for sure. What I did find particularly interesting was that resources like the Cube don't exist already. Now I don't want to devalue the Cube (especially because I plan to make heavy use of it), but in this day and age I'm kind of astounded nothing as streamlined as it exists already. There's a giant push for 21st century skills and literacies to be included in the classroom so I had just assumed the same efforts would be worked into the practice of teaching as well. Since that may not be the case just yet, at least it will start with the Cube!

I saw some of my numerous viewers noticed the lack of artwork last post and for that I apologize profusely! To make up for it, first of all, here's another of Jared Africa's works. Titled BOOOOOOOOM! (with 8 O's, I counted), its a prime example of how strange and wild art can be.

Jared Africa

BOOOOOOOOM!

And another image, as a further apology. To contrast Jared's work, here's the complete opposite end of the spectrum. This pencil drawing, by Julie Rhodes, is titled Keeping Watch. That linework! The value structure! Just lovely. 

Julie Rhodes

Keeping Watch

Until next time Internet!

On Integration at the Secondary School Level...

Hello again Internet,

The concept of integration has been one I've encounter frequently over the past two weeks. Now, I realize I've complained in a previous post about how integration across subject matters won't exactly work in a secondary school setting. Recently, I've encountered some opposition to my opinion, so I thought it was about time to set the record straight. In contrast to my regular rants plagued by unanswerable hypothetical questions, I also intend to offer some ways to actually fix this issue (I know, I know, I can barely contain my excitement either)

First off, this push for integration is coming at a strange time. Across many different courses I'm currently taking, I've been told that integrating subjects will lead to a broader, more well rounded understanding in both subjects on the student's part. I don't disagree with this statement, not in the slightest. What I have issue with is the actual feasibility of this in the current educational system. Integration at an elementary level is a completely different story; teachers have full control over most, if not all, subject areas, and therefore can quite easily connect these topics. In high school, this is far from the case though.

Not only do multiple different teachers instruct each subject, each student has a vastly different timetable that is geared towards their needs and interests. Due to this, integration at the high school level has only a few options, as I see it at least.

1. The teacher integrates another subject area into one they currently teach. I'll use my teachable as an example. This could look like an English class doing some writing assignments on artworks they research. With this approach, the subject the student has chosen to take, namely English, has some art components crammed in as well. The mark the student receives is only for English, despite the art information they've learned.

2. Two or more teachers collaborate and create an extensive unit that bridges courses. While this could potentially work out well, it hinges on the fact that all students in one class must take the other. There could not be an option to take one class and not the other, as concepts and lessons would transcend the course boundary here. This would severely limit the timetable options for the student.

From what I can tell, each option has severe limitations. Is integration really worth it? The only other option I can see to successfully integrate subjects together would be a complete paradigm shift of the secondary school system.

What would that shift look like, you ask? To work correctly, in my opinion, we would have to do away with individual subjects. Instead, students would choose from integrated "blocks" that would take up their entire semester. Consisting of four subjects, the block-course would be co-created by as many teachers, who would then work together to teach an integrated unit that covers all their respective areas of expertise. Sounds nice, doesn't it? No real downsides for the student (provided their is a variety of course-blocks to choose from) and the teachers work with their peers to make comprehensive lessons.

Unfortunately, it also means undermining the entirety of the high school system. This would, in turn, affect post-secondary schools as well, as they would need to change their requirements. The system I've outlined here is far from perfect of course, but, for lack of a better alternative, its the only way I see of making integration actually beneficial to both students and teachers.

Got any other ideas how integration could work better? Just let me know!

Until next time, internet friends!