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

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

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)

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).

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

1. Make the task easy

2. Show Don’t Tell

3. Give useful and immediate feedback

4. Make it easy to recover from failure

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

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.

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

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

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+

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.

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 with this blog blog post

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?

Examples   s-of-angry-birds/ s-of-angry-birds/  Open publication – Free publishing – More angry birds Open publicationpublishingMore angry birds  References for presentation Upon Request  Recommended Readings  Epistemic Games  Incognito – David Eagleman  Computer Games and Instruction Tobias and Fletcher  Education Psychology – Anita Woolfolk-Hoy  Multimedia Learning – Richard Mayer