Minecraft - In School?

"The Ultimate Educational Tool"

When we think of video games in the classroom, our first thoughts may be about distraction, lack of focus, addiction, off-task behaviour... but what about engagement, concentration, collaboration, critical thinking and teamwork? A recent article – Mind Games by Alan Gershenfeld – in Scientific American states that, "Video games could transform education. But first, game designers, teachers and parents have to move beyond both hype and fear." To access the entire article, click here.

Minecraft is an unstructured video game that first appeared in 2009. It is considered a "sandbox" game which is open-ended and allows players to build with virtual blocks. There is no fixed storyline and there are no specific rules to follow. It is entirely open-ended and there is no winner – the purpose is to simply create. Although it is classified as a video game, many teachers feel it is the ultimate educational tool.

This Edutopia video outlines some of the strong motivation behind using Minecraft in an educational setting. The teaching of digital citizenship (et: internet ethics, online safety, privacy, appropriate social interactions) is mentioned in the video, but Minecraft also allows students to build skills in planning, logic, spatial reasoning, math skills (yes - there are math blocks!) and encourages effective cooperation and collaboration. 

I have been investigating the effective use of games and Minecraft in particular for our classrooms at the Prep. I started playing Minecraft in January, trying to understand the appeal and draw of the game. I have personally "lost" several evenings already to building my shelters and learning to light them well enough to not be attacked by zombies. I have entered into a creative world and built with no restrictions on my tools or materials. I have learned how to join multi-player games and have had other teachers (from GamingEdus) walk me through their worlds, teaching me how to play. My students SWAT team (Students Working to Advance Technology) has been extremely helpful teaching me as well.

One thing that I knew was necessary if we were to bring Minecraft to the Prep was a teacher oversight system. This solution is in MinecraftEdu. MinecraftEdu builds on the traditional Minecraft software, but provides control to the teacher and allows them to oversee what all the students are doing and to even control student actions (limiting movement, chatting, disabling monsters, special educational blocks etc.) MinecraftEdu allows play in both creative and survival modes as well as an Edu mode where the teacher selects a combination of both types of worlds that best suits their student. I have established a basic MinecraftEdu server within the UCC network that will allow students to join and build within a mutli-player setting while logged in at school.

There are excellent opportunities to bring this engaging and open-ended tool into yoru classroom. Several teachers have posted examples of worlds and tasks that address specific curricular items:

• World of Humanities
• Exploration of the Animal Cell
• Shane Asselstine explaining his MinecraftEdu world for Math and Science
• Probability and Gravity
• Graphing

  

  

Minecraft in Education was a focus of CBC’s Spark broadcast on December 13th, 2013. You can also listen to the full length interview that Nora Young had with Cori Dusmann, author of The Minecraft Guide for Parents where she provides some guidelines for parents (also useful for teachers). I have purchased a few copies of Dusmann’s book and one is already in the library.

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In Our Classrooms

The Form 6/7 SWAT team is now working on developing a PD afternoon for teachers to demonstrate to you the value of this tool. They are building worlds with specific curricular objectives in mind and hope to demonstrate these to you sometime after March break.

Gamification is a big buzzword in education right now... but I really do think this is a valuable tool worth investigating in classroom settings. If you are interested in considering this for your classroom, please let me know.

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Using the Chrome Browser - Tips and Tricks with Apps & Extensions

I've observed an interesting split between the faculty and students - faculty tend to rely on Apple's default browser - Safari, where the students tend to prefer Google's Chrome browser. Personally, I have used Mozilla's Firefox as my default browser for years.

I did recently take some time to explore Chrome to see what it has to offer... and there are some very nice features.

Although the students tend to use the Chrome store for adding gaming functionality to their browser, there are many useful classroom apps and extensions that I will mention here.

Pinned Tabs

Pinned tabs are smaller tabs that appear to the left of all other tabs. Not only are these tabs smaller, but they have no small "x" to be able to close them quickly or by accident. Pinning tabs can be very handy for web sites that you access regularly. As you can see below, I have pinned my mail, calendar and drive so they are always easily accessible.

To pin a tab, control-click on the tab and choose "pin tab". If you decide that you don't want the tab pinned or would like to close the tab, control-click on the pinned tab and you will find the option there.

Saving your Open Tabs

If you would always like your browser to open the way you last left it, or would like to open with pre-set pages, you have that option. Choose preferences under the Chrome menu. Once in the settings tab, look for the "On startup" section. Here you have both choices.

Remember - if you press the red button in the top left corner of your browser window, this does not quit Chrome, but closes all tabs and windows. If you do this before quitting or shutting down, only the default new tab page will appear next time you start up if you choose the "continue where I left off" option.

Chrome Apps

A Chrome App is a small additional program that will run within your browser window - sometimes this is just a link to a different web page or tool. Here is a quick video to explain Chrome Apps.

To access the Chrome Apps page, click to add a new tab by clicking on the small partial tab to the right of all open tabs. For some of you, the apps may appear here. If not, there will be a small Apps button on your bookmark bar.

To search for an app, click on the Chrome Store icon. 

Once in the Chrome Store, you may browse by category or you may search.

To add an app you think you would like, click on the blue Free button and it will be added to your Apps page.

Here are a few apps that might be of interest to teachers:

• Write Space or Writebox - these two apps provide a distraction-free text editor. No fonts to choose from, no formatting or colour choices to worry about - simply type your ideas in a bare-bones text area. Great for free-writes where you don't want the students to spend any time playing with formatting. Both apps work offline without an internet connection and save with every keystroke. Writebox offers the opportunity to sync and save to Google Drive as well.

• Connected Mind - a beautiful free, online mind-mapping software like Inspiration.

• Quick Note - a simple note-taking app for your browser. If you have used the notes app on your iOS device, this will look very familiar! Save your ideas and thoughts here and they will always be accessible to you in your browser. 

• World Data Atlas - If you are looking for any information about countries around the world, this is the place to find it. Like the CIA World Factbook, but better organized and more easily accessible information.

Once you've had a chance to explore and add apps to Chrome, you may decide you don't want them all. To remove an app, simply drag it's icon to the bottom right corner of your browser and a "Remove from Chrome" trashcan will appear. Just drop it there.

Chrome Extensions

A Chrome Extension is an add-on to make your browser work differently. Extensions often add useful functionality to your browser. Extensions are found in Chrome web store as well - but when you search, apps are always listed at the top. Scroll down to see the relevant extensions.

Extensions are manually activated by clicking on a button. The buttons will usually be placed either in the Chrome omni-bar (where the web address is) or to the right.

Here are a few handy extensions that you might find useful:

• YouTube Options - blocks out everything on a YouTube page except the video itself. Great for eliminating unnecessary distractions in class. If you want to see the related videos, advertising or comments, you can easily turn the extension off.

• Turn your YouTube from this:

 

• Into this: 

• Tab Jump or Tabman - both of these extensions help you manage your tabs. If you're like me and often end up with a lot of tabs open, it is actually difficult to figure out which tab you want. These extensions provide you with a drop-down list of your tabs and allow you to easily access, organize and close your tabs.

• Clearly and Print Friendly & PDF - these apps help you eliminate all the unnecessary information on a text-heavy page. They open the webpage in a new viewer, removing adds, unnecessary formatting and even photos (Print Friendly has a check-box that allows you to remove all images instantly). 
• Clearly's version of UCC's Wikipedia page:

• Boomerang for GMail - an extension for GMail in particular - allows you to schedule email messages or notify you if you haven't received a response to a message within a few days. Very handy for getting emails composed and ready to go ahead of time and then sent specifically when you want.

• Adblock Plus - blocks annoying ads and pop-ups throughout the web. Keeps track on the little ABP icon on your extension toolbar.

• Google Dictionary - highlight any word on a website and it will give you a brief definition - it will even read it to you. Also allows you to look up the full definition of a word by highlighting the word and clicking the dictionary on your extension toolbar. Good for finding synonyms too!

• Google Tasks Panel and Shortcuts for Google - these extensions allow quicker access to your google tasks (no need to go into your calendar or mail to access your task list) and to all google products. Time and click-savers for sure. 

• timeStats - ever wonder how much time you spend on particular websites? timeSats gives you a pie chart showing what percentage of your in-Chrome time is spent on which sites. Stats can be viewed for today, yesterday, the last week or all time. If you are working on a particular site for a lengthy period of time, the timeStats icon shows the time right on your extension bar.

Using Videos with Google Forms

I just came across this post by Melissa Murphy. A fantastic idea for using Google Forms with YouTube videos.

Day 4 - Embedded Video

What Can I Copy from the Internet???

A Few Words About Copyright

"Question Copyright"
CC licensed (BY-SA) 2006 Stephan Baum

According to Canadian Copyright laws, the first person to author/ create a piece of work has right to reproduce, publish and sell their work. This applies to writing, performances, art, recordings and communication signals. That means any original work you or your students create is copyrighted by you regardless of whether or not a copyright symbol is actually on it or not.*

Copyright extends throughout the creator's life, the rest of the year calendar year in which they die plus an additional 50 years. After that period, the work enters the Public Domain and can be used by anyone. You are always welcome to used copyrighted work IF you get permission from the copyright-holder. Without that permission, you cannot normally use their work.

The Canadian Copyright Act DOES NOT protect ideas, concepts or themes - but it does protect the language and words used to express them... Thus, you and your students are welcome to build on the ideas of others but not copy their work. As teachers, we ask students to do this all the time and to cite their sources of inspiration. However, citing your source does not give you permission to break copyright laws and copy someone's original work. This applies pictures, music and writing.

Educational Exceptions

"Copyright Intro" CC Licensed (BY-NC-SA) 2011
via the Center for Computer-Assisted legal Instruction's (CALI)
flickr photostream 

In 2012, Canada modernized it's copyright laws to include some Fair Deal Exceptions.

Bill C-11 stated that copyrighted materials could be used for research, private study, education, satire, parody, criticism, review or news reporting without the creator's permission IF responses to the following questions could be deemed fair:

1. Purpose: Is the copying really for its intended purpose or have you created a new purpose for the work?
2. Character: Can my copy be destroyed immediately after usage or will multiple copies continue to exist that could be confused with the original or somehow impact the original?
3. Amount: How much of the original work is being used? Is it a reasonable amount that you think the creator would agree to?
4. Alternatives: Is there any other alternative? Is a non-copyrighted equivalent available? Was taking this work the only possible option?
5. Nature: Is the work publicly available (e.g. not confidential or unpublished)? Did someone share it who shouldn't have?
6. Effect: What effect will copying this work have on the earning potential of the original - will I take a share of the market?

If you feel like you could confidently argue your answers to these questions in court if challenged by the creator then go ahead and use the work. If not, then it's probably best to find an alternate source...

More information about copyright can be found using these links:

• More info and lessons on Fair Dealing from MediaSmarts
• Student Guide to Copyright for MultiMedia Presentations from Mount Royal University - interesting examples on the differences between showing a slideshow and providing handouts of the same slideshow, use of music, use of video
• Canadian Info for teachers about classroom materials - caution: this does not model for students what they can do outside of an educational setting

"Copyright Checkmark" CC licensed (BY-SA) 2011
by Hammersoft

Where to Find Images that are Free to Use and Share

Many photographers allow others to use their work. Students are being encouraged to use these simple sites to find pictures where usage has been granted:

• Pics4Learning
• http://pics4learning.com is a copyright-friendly image library for teachers and students. ThePics4Learning collection consists of thousands of images that have been donated by students, teachers, and amateur photographers. Unlike many Internet sites, permission has been granted for teachers and students to use all of the images donated to the Pics4Learning collection. Citations are provided.
• Veezzle
• http://www.veezzle.com is a free stock photo search engine that searches other image sites. Citation information differs depending on the source. (it had some hiccups recently which seem to have been fixed)
• Google Advanced Search
• Do your search. In Images go to the gear and click on Advanced Search. You can change all kinds of things - in this, case scroll to the bottom and filter the images that are free to use or share. It’s hard to find the citation information.
• HaikuDeck
• Available online or as an iPad app that lets you create simple slideshows and has a plethora of images available for use without having to cite any sources

A few more options are available on Mount Royal’s LibGuide about Copyright Information

Citing Your Sources

Websites often use images without the creator’s permission and the Copyright Act does not specifically say how images that are free to use or share should be cited. However, other guidelines do exist:

1. What to include in MLA Website Citations
2. What to include in APA Website Citations
3. What to include in Chicago/ Turabian Website Citations

Pam and Lara have created a draft document that describes how to cite sources. But remember: this just proves that you are not plagiarizing and gives credit to the creators, citing your source does not give you permission to copy anyone’s work.

* There are some exceptions to automatic personal copyright:

• works prepared for or under the direction of the Government of Canada are owned by the Crown
• works created by employees as part of that employment are owned by the employer
• sound recordings are owned by the person who made the arrangements necessary for the sounds to be recorded
• actors, singers, dancers and musicians own their performances
• signals emitted by broadcasters belong to the broadcaster

Using Google Forms to Simplify Marking with Rubrics

By taking a few minutes to set up a Google form, you can drop your highlighter and pen and click away to get your marking done. All your results are saved in a spreadsheet for easy reference later.

Once you're comfortable with that, add on a script and have students receive their results by email once you've marked their work!

This will be covered in our Tuesday Tech-in-20 session on January 21st (12:10-12:30) if you are interested.

Step 1: Set Up the Form

This strategy is very effective when you re-use the same rubric over and over throughout the year. We developed this example rubric for assessing problem solving in math - the problems change throughout the year, but the rubric does not. A similar rubric has been created for evaluating oral presentations in French.

 

If you need help with creating a Google form, just let me know. 

Once the basic form has been created, you will want to:

• replace email addresses with students you will be marking repeatedly using this rubric (suggestion: put yourself in this list too so that you can use yourself for testing that it all works)
• set response destination (click the button to set the spreadsheet where the results will be saved)
  
  

Step 2: Try it out!

Go to the live form and enter some data. What assignment is it? Choose yourself as the student, and then assess your work.

Now check the response spreadsheet - you will see the summary of all the results you have recorded. As you use the form to record assessments over time, these results can be sorted to examine trends.

Step 3: Email students their results (entirely optional)

Your next step is to communicate the results to the students. If you want to conference with each of them, you have your marks handy in the spreadsheet, but it is even easier to click a few buttons and have the boys receive a copy of their assessment in their Gmail inbox!

Chad Kafka has a very thorough explanation on how to add the Form Emailer script to the spreadsheet and then configure it so that your students receive an email each time you hit submit on the form. I have also compiled a video tutorial showing you how to walk through this process. For example, a student might receive this message:

If you're interested in making this work for you, let me know.

Here's a 12-minute video tutorial showing you how it all works:

- Sarah