1. Flipping Google+ the Bird Brad A. Henry EduTechnologic, llc The Ohio State University

2. Overview  Define games  Briefly discuss learning  Play a game  Discussion  Exploration into how games have been effectively integrated into curriculum

3. Games Defined  Sacrifice reality for entertainment  Conflict or challenge  Rules of engagement  Particular goals and sub-goals  Continuous feed-back  Focus on Rules  Compelling Storyline/Quest (Tobias and Fletcher, 2010)

4. Active and Deep Learning Level of Behavioral Activity Level of Cognitive Activity LowHigh Low High Ineffective passive instruction: Does not foster meaningful learning outcome (Low B/Low C) Effective passive instruction : Fosters meaningful outcome (Low B/ High C) Ineffective active instruction: Does not foster meaningful learning outcome (High B/Low C) Effective active instruction : Fosters meaningful outcome (High B/High C) Two kinds of active learning (Mayer, 2001; Wittrock, 1989).

5. Instructional Support  You need to provide minimal guidance  Explanations  Feedback  Help  Modeling  Scaffolding  Procedural direction (Wise & O’Neil, 2009, Tobias, 1982, 2009)

6. 1. Make the task easy

7. 2. Show Don’t Tell

8. 3. Give useful and immediate feedback

9. 4. Make it easy to recover from failure

10. 5. Complicate the task gradually  Each level gradually becomes more complicated.  Reinforcing objective through scaffolding.  Building expertise.

11. What’s Missing  The pedagogy.  The objective(s) that connects to lesson to engage the learner and promoting higher order thinking, i.e. Deep Learning.

12. Transfer  Games alone may not be an effective method for instruction.  Supplement course materials and classroom activities with games  Identify intrinsic and extrinsic motivators

13. Flip the Classroom  Offline  Google+/Simulator/Angry Birds  1. Watch Video  2. Test, play, fail, repeat  3. Reflect  4. Share & interact  In Class  Group Lesson  5. Construct  6. Share  7. Reflect

14. Task  1. Play/Construct/Engage (5 minutes)  Using your bag of goodies, and prior knowledge, each group is going to construct a catapult  2. Test/Fail/Revise/Repeat (5 minutes)  Using your target, test your catapult and measure your distance (Guesstimate)  3. Process Deeper Knowledge (2 Minutes)  Define you type of lever (1 st, 2 nd 3 rd Type lever)  4. Demonstrate (15 minutes)  Each group will state their type of lever and make one attempt to demonstrate their catapult.  5. Homework  Reflect by sharing your experience in Google+

15. What do teachers need to know?  Do not get distracted by the bells and whistles.  Planning is important.  Understanding multiple literacies is critical.  What works in the context of a classroom does not translate to a virtual environment.  Blended Learning, Experiential, Discovery, PBL/Activity, peer interactive.

16. Using Angry Birds to teach math, history and science  Primary Math: positional math language (above, below, left, right, bottom, biggest, smallest), measurement (distance), angles, shapes  Intermediate Math: parabolas, velocity, angels, trajectory, acceleration, quadratic formulas  Science: simple machines (lever), mechanics, force, energy, velocity/speed  History: history of the catapult, changes made to catapult technology throughout history, modern-day inventions that use this technology  Music: Tie in with history, what music was popular in the middle ages when catapults were invented (give students a feel for the culture of the time).  Art: Tie in with history, what era of art was happening during the middle ages when catapults were invented (give students a feel for the culture of the time).  Language Arts: reflection writing, reading text for information (non-fiction books and websites)  Learning: application of Angry Birds on students as learners, application of building a catapult on students as learners (I can’t claim this one it was all @stumpteacher with this blog post).@stumpteacherthis blog post

17. Guiding Questions  What makes the catapult more accurate?  What makes the bird go the furthest?  Does mass affect the results?  How do objects move?  How do we calculate motion?  What is acceleration?  What is speed?  What are some forces that act on objects in motion?  How did the catapult set the marshmallow in motion?  Which challenge did your catapult meet best, accuracy or distance?

18. Examples  http://blog.mrmeyer.com/?p=9797 http://blog.mrmeyer.com/?p=9797  http://www.wired.com/wiredscience/2010/10/physic s-of-angry-birds/ http://www.wired.com/wiredscience/2010/10/physic s-of-angry-birds/  Open publication – Free publishing – More angry birds Open publicationpublishingMore angry birds  References for presentation Upon Request  Recommended Readings  Epistemic Games http://epistemicgames.org/eg/http://epistemicgames.org/eg/  Incognito – David Eagleman  Computer Games and Instruction Tobias and Fletcher  Education Psychology – Anita Woolfolk-Hoy  Multimedia Learning – Richard Mayer