Educational Games Introduce Fun To Facts

Educational games, toys and puzzles are being used to overcome one of the biggest drawbacks of teaching; how to quickly grab the attention of the class at the start of the lesson. Boys tend to take much longer to settle down and some children are notoriously late. Ten minutes of the class can be lost before teaching really gets going. But now there are options.

A daily dose of maths computer games can boost maths attainment according to a study carried out in Scottish schools.

Learning and Teaching Scotland (LTS) - the main organisation for the development of the curriculum - analysed the effect of a "brain training" game. It also found improvements in pupils' concentration and behaviour.

Less able children were found to be more likely to improve than the highest attainers and almost all pupils had an increased perception of their own ability.

LTS worked with Her Majesty's Inspectorate of Education and the University of Dundee to see if the pilot results were replicated on a wider scale. Researchers found that while all groups had improved their scores, the group using the maths game had improved by a further 50%. The time taken to complete the tests dropped by five minutes, from 18.5 minutes to 13.5 minutes. The improvement in the games group was double that of the control group.

The study also found reduced absence and lateness in some classes. Derek Robertson, LTS's national adviser for emerging technologies and learning, said the results offered the first independent, academic evidence that this type of computer game could improve attainment when used in an educational context.

He said: "Computer games help flatten out the hierarchy that exists in schools - they are in the domain of the learner as opposed to the domain of the school. This intervention encouraged all children to engage and get success in a different contextual framework; one in which they don't know their place."

The educational games used in the trial were one of the growing numbers of computer games developed with education at the core. Modern technology harnessed to present a platform that is interesting and appealing to the young mind sets the challenge. A form of learning in disguise acceptable to a wide range of ability, age and both girls and boys is paying dividends in accelerating learning.

The games can be played in class and at home. They are having a marked effect in settling the class at the start of the lesson, and the number of late arrivals has noticeable reduced.

Technology in the form of a chemistry game or physics games generates the practice activity essential to learning retention. Compared to conventional text and exercise book activity that can be one dimensional, computer games have the major advantage of capturing peer support. Children also learn from other children. How else do they pick up the detailed operation of a mobile phone? Certainly not from their parents or the school national curriculum. So the next time you see a child buried in a computer game on a PC, laptop or Nintendo take comfort this is a great way to help them learn.

Settling the class down can be eased with lesson starters; computer games that set a quiz based on the subject, or a combination of questions and clues to open the next level of the game. Some games even let the player design the next portion of the game.

The help of parents is fundamental in supporting the teacher to enhance the schooling of their children. Educational games are the easiest entry point. Playing the same game or puzzle at home as in school is the most effective way to help. You do not to need to be proficient in the subject background and you never know how much you will enjoy the challenge.

Alistair Owens keen2learn

The Exams That Need To Be Examined

The last thing any child wants, after the trauma of completing an exam, is to find out that the SAT assessment against the UK Key Stage 3 in the National Curriculum itself has failed.

The SAT key stage 3 system recently imploded in a spectacular fashion taking the hopes of 1.2m children with it. Despite effective teaching resources, Britain paid £156m to contractor ETS to handle the marking of key stage 3 SAT’s over a five year period. The initial shock from the amount of the fee was quickly followed by fury that the exam marking process had failed, the contractor sacked and a partial refund demanded.

And now the fight. Understandably due to the size of the contract ETS has lodged a counter claim. They say that the National Assessment Agency ( NAA), a division of The Qualification Agency (QCA), withheld information, delayed decisions and changed the terms of the contract.

You couldn’t write the script! But more importantly we have government departments that seem either remote or so aloof of the facts they appear to fly in the face of common sense and the views of the professionals involved. How can a body such as of the Association of School and College Leaders (ASCL) be completely ignored? This august body has the brief to develop policies, proposals, ideals and solutions based on years of hands on experience. They identified a solution to the current crisis five years ago. And appear ignored. ... read the full article

Alistair Owens is not a teacher but believes that teachers are largely ignored in developing the solutions to many of the problems that beset our educational system. He writes regularly for a teaching resources and educational games web site www.keen2learn.co.uk

What Teaching Resources Do We Really Need?

Government educational policies striving to improve standards are criticised. If the pass rate improves it’s down to easier exams, and it they deteriorate it’s due to the wrong teaching resources or technique. But the rate of change in the now global markets is placing different demands on the educational content. Are we matching the output with the actual demand?

In the space of 10 years the world as we know it can change dramatically. The schooling content seen as essential at the start of a decade can be almost irrelevant at the end. So are we programming the right curriculum for our children as they start their 10 year schooling journey and making the best use of modern educational games in our teaching resources?

Remember Y2K ? The 1st of January 2000. The world was scheduled to stop revolving, lifts jam mid floor, bank accounts freeze and computers implode. The computer gurus had overlooked the implications of the date code of the new millennium. Suddenly we were desperately short of ICT personnel to rewrite operating programs and manufacturers to build new computers, servers and networks. The world at large joined in the furore, angst and paranoia.

The hot ticket career in ICT reacted to a demand that nobody foresaw. Inflated salaries, bonuses and a massive workload reflected what turned out to be misjudged panic. Thankfully Y2K passed like a damp squib. The world managed to continue to spin controlled by clocks and computers that continued to work. But there were huge economic consequences. Operating budgets were raided, projects cancelled as funds for replacement computers and services were rushed into place. And then….nothing.

Hardware manufacturers had a ball. Everyone had the latest specification computer, ICT guys had earned a fortune. But the bubble burst. The demand evaporated and the market flooded with skilled ICT professionals looking for a job.

Doubtless we have learned something from this maelstrom. Since Y2Y we have seen the centre of gravity in ICT support moving to Bangalore, manufacturing to China and possibly the Financial Services market to Frankfurt? We need to reprogramme our teaching resources so children can meet the changing demands of a global market. Matching the future needs in the curriculum is complex, and critically, would require decisions a decade in advance.

In the meantime we see continuing conflict in the performance in the key stages of the National Curriculum. A huge number of children in primary school fall short of reaching an acceptable level in maths, English and ICT. The problem is passed to secondary school where teachers, already stressed, attempt to correct shortcomings as well as meet their own standards and targets. Perversely, success in exams is tempered with concern they have become too easy. GCSE’s are criticised by the Confederation of British Industry that their content fails to meet the demands of the modern commercial world. The DCSF and OFSTED wail, gnash their teeth, change policy and muddy the water.

The government have announced changes to the GCSE. Designed to encourage children and provide a better chance of success, on the surface the syllabus is to be brought up to date and coursework will become modular. But this laudable intention has met with an immediate backlash; schools claim their workload will become intolerable as they try to meet the demands of children at varying stages of progress and attainment. Critics claim it would be impossible for the children not to gain good grades. But is the final outcome for the children ideally matched to the career market they are to enter?

Change will always induce reluctance, yet if we do nothing then nothing will change. Forty years ago the pace of change was more regulated. Children had some idea of a career in mind when selecting GCSE and “A” levels. Engineers went for physics, accountants for maths, doctors for the sciences. Today the changing employment options have left children with less focus. Historic careers have vaporised or can radically change within the schooling journey – e.g. the Y2K syndrome and global market forces in manufacturing. Without specific career objectives children are bound to select subjects on their exam success potential. Maybe we should assess children for their likely career potential at an earlier stage to help programme their educational journey more efficiently. Pundits from the respective industry should be involved in the curriculum planning such that the syllabus incorporates developing techniques.

The World Wide Web, email and computers revolutionised communications in the space of 10 years. We are intimately aware of environment issues; global warming, animal migration and climatic changes that are all in state of flux. We need to consider what teaching resources are best suited to the educational objectives that best suit this fast evolving world.

Alistair Owens Keen2learn

Alistair Owens believes education should be fun and use technology to meet the needs of commerce, industry and the environment of tomorrow. Modern teaching resources in the form of educational games and toys use technology to enthuse and make learning fun at school and home.

Educational games using modern technology are already helping to teach children in school and at home. You can see examples here http://www.keen2learn.co.uk/l/64/ICT_Games.php.

Forget the Olympics the Educational games are about to start

Back to school! A fearsome thought for teachers, children and parents. The start of a new academic year, new class, new school, new teaching resources. Welcome back, the educational games have just started.

If you’ve been anywhere near the shops over the summer you couldn’t fail to notice the constant “back to school” promotions. They seem to start on the first day of the holiday ignoring the anguish of teachers, children and parents who dread the thought. Surely holidays are fun and should not be confused with the slog of learning. Fun is relaxed, enjoyable and something you look forward to. School is, however, far from being fun epitomised by adverts relating to shoes, clothing and stationery! But what if the schooling process could become filled with educational toys, games and fun? Is this possible? Surely we should be beating ourselves up with textbooks.

We look forward to something we enjoy and tend to put off something we don’t. Most people enjoyed watching the Olympic Games where medal winners excelled through years of dedication. Hard work, hours of daily practice to improve performance proved the difference between Olympians and “also ran’s”. Above all they enjoy what they do.

Performance is dynamically measured, results seen immediately, giving elation with an improvement, and a challenge with a setback. Determination is the key; Olympians enjoy the challenge to improve. What about school and homework? Can school be enjoyable? Could a child’s performance at school be measured dynamically using modern facilities or has it to rely on textbooks, tests and end of term reports? The answer lies in the latest educational games where parents and siblings can join in. Modern homework can be set as a game replicating the work in progress in the classroom. Setting homework as maths games, English games or science games is “learning in disguise” providing an opportunity for the child to practice whilst enticing effective parental involvement.

The busy classroom of 30 leaves minimal time for the teacher to encourage practice in the classroom. Yet 75% of learning retention is achieved through practice. The International Olympic Committee can be compared with the national curriculum setting the competition ground rules and standards. Teachers are the team mangers but parents are the individual child’s coach. The one to one relationship giving guidance, encouragement and participation can reap huge rewards in performance improvement.

Recent research by the National Confederation of Parents Teacher Associations discovered a massive 80% of a child’s academic progress is influenced by what they do at home, and only 20% emanates from the school environment. Back with the Olympics analogy it may seem obvious that the coach has a huge influence on an individual’s performance.

Teachers and the Department for Children, Schools and Families, aware of this phenomenon, are urging parents to become more active in the schooling process. This is in no way dereliction of duty but highlights a fundamental shift in the training duties a parent or PTA can now effect. Historically, helping with homework has been difficult because the teaching resources were one dimensional. Text books induce reluctance in parents. Unwilling to interfere they are concerned they would use different teaching techniques, or may appear to struggle in the subject area in front of their children. But the modern educational games, toys and puzzles used in school by the teacher are now available for use at home.

In class these educational games take the form of board games, quizzes, puzzles, bingo, toys and software – and are ideal for home use. The short burst in a class of 30 can be extended to 30 minutes at home on a one to one in fun game. This parental involvement means that the child gets the extra time to practice. Parents can assess progress dynamically rather than waiting for end of term reports, and children benefit from a coach at home to boost their performance back in school.

Alistair Owens Keen2learn

Save Energy Through Educational Games.

The assiduous onset of global warming, reducing oil stocks conspire to threaten the world that will ultimately pass to future generations to resolve. Our school children need teaching resources to be groomed on the significance of alternative energy sources, and receive our apologies for getting it so wrong.

The International Energy Agency projects that the world’s electrical power generating capacity will increase to nearly 5.8 million megawatts by the year 2020, up from about 3.3 million in 2000. However, the world’s supply of fossil fuels - our current main source of electricity - will start to run out from the years 2020 to 2060, according to the petroleum industry’s best analysts.

Unlike fossil fuels, renewable energy sources will never run out. In one day, the sunlight which reaches the earth produces enough energy to meet the world’s current power requirements for eight years.

On a global average, each square metre of land is exposed to enough sunlight to produce 1,700 kWh of power every year. The average output is between 850 kWh/m2 in Northern Europe, 1,200 kWh/m2 in Central Europe and 1,200-2,000 kWh/m2 in Southern Europe and the Mediterranean. Only a percentage of the potential held by renewable resources is technically accessible. According to scientists and the solar industry, acknowledging the current state of technology, this percentage is still enough to provide just under six times more power than the world currently requires. Nature offers a variety of options for producing renewable energy. It is mainly a question of how to convert sunlight, wind, biomass or water into electricity, heat or power as efficiently, environmentally friendly, and cost-effectively as possible.

Renewable energy technologies, which have a positive impact for our environment, include wind, solar, hydro, geothermal and organic bio-energy. These are a lot friendlier to the environment than conventional energy technologies which rely on fossil fuels. Fossil fuels contribute significantly to many environmental problems - greenhouse gases, air pollution, water and soil contamination - while renewable energy sources contribute very little or none at all. Greenhouse gases (carbon dioxide, methane, nitrous oxide, hydrocarbons, and chlorofluorocarbons) surround the Earth’s atmosphere like a clear thermal blanket allowing the sun’s warming rays in and trapping the heat close to the Earth’s surface. This natural greenhouse effect keeps the Earth’s average surface temperature at about 33°C (60°F). But scientists believe the increased use of fossil fuels has significantly increased greenhouse gas emissions, particularly carbon dioxide, creating an enhanced greenhouse effect known as global warming. Both pollution and global warming pose major health risks to humans as this contributes to lung disease, including asthma, lung cancer and respiratory infections. A significant global effort in clean energy technology research is needed to develop, collect, store and deliver energy efficiently without harming our planet.

Securing our energy holds many political problems, especially since the terrorist attack of September 11, 2001. Foreign oil dependence has resurfaced carrying significant political and economic risks. This conventional energy source is vulnerable to political instabilities, trade disputes, embargoes and other disruptions.

Because renewable supplies are predictable and abundant, they can help stabilize energy costs and free consumers from the volatile price swings in the natural gas and oil markets caused by supply and demand issues. Technological improvements and federal production incentives have made the cost of electricity from some renewable sources more cost-competitive compared to generating power from conventional sources. In fact, technological improvements and market growth are making renewable sources more cost competitive.

Some countries are using renewable energy as one way to encourage economic development and stimulate local economies. In many instances energy needs result in a community going to outside utilities or energy suppliers. By developing renewable energy sources, which often employ native resources and local production, energy money is spent in the local economy, helping to generate local revenue.

A renewable energy teaching resources set has been developed to demonstrate the workings of clean energy technologies on a miniature scale. Using an educational games approach can let children build an entire miniature renewable energy system and configure the system in different ways to visualize the complete system from start to finish. Children can learn about direct renewable power generation using solar photovoltaic technology. Experiments with electrolysis shows how to generate and store hydrogen and discover how hydrogen can be used as a renewable “energy carrier” that can power many applications via fuel cell technology.

The combination of science games provides an excellent opportunity to learn about the exciting prospects of renewable energy, as well basic physics and chemistry principles. Seeing how renewable energy can be harnessed, stored, and re-used is an essential ingredient in children’s understanding that can inspire novel developments of the future. Their inheritance may have been eroded over the last few generations; this is a way to start putting something back for the future.

Alistair Owens www.keen2learn.co.uk

Ten of the Very Best Reasons for Using Educational Games

Over the past 15 years, we have raised the question, “Why do you use educational games?” to our clients and workshop participants. From their feedback we have constructed a list of the ten very best reasons for using learning games. We hope these 10 descriptions will remind and stimulate you to consider learning games as a training alternative; and, then to consider one of our fine, field-tested, fun-to-play, classroom proven products.

1: Games are Fun with a Purpose
Games create a cognitive engagement between the learner and the topic in a flowing, smiling environment. Games celebrate your topic and reward individual and group achievement. Games bring fun and energy into a buoyant learning zone, but with the focus on learning.

2: Games Provide Feedback to the Learner
Learners want and need feedback on their performance. Games give them immediate feedback on the quality of their input — their successes and their errors. With the appropriate corrective feedback, this can become an invaluable learning opportunity.

3: Games Provide Feedback to the Trainer
Games provide a practice field where learners interact with the topic, demonstrating their knowledge and ability to apply the information. By observing this real-time demonstration, the trainer can adjust the subsequent level of lecture, readings and interventions, accordingly.

4: Games are Experiential
Today’s learner needs to do and to try things on her own. Games provide an environment that transforms the passive student into an active part of the learning process where she can connect her own dots and experience her own ideas. Games also remind both player and teacher that energy in the classroom is a good thing.

5: Games Motivate Learners
Games engage players and then motivate them to interact with the topic. This interaction drives players to demonstrate their understanding of the topic in a friendly contest where successes are memorable moments of shared triumph and celebration and where mistakes mean only that the learner is being stretched to his or her own limits.

6: Games Improve Team Work
Games are real-time activities that bring players into teams, demonstrate the rules and roles of working together as a team, and underscore the value of team collaboration. Games give your learners a chance to know their peers as they share the same real-time experiences, allowing for strong networking and bonding.

7: Games Provide a Less Threatening Learning Environment
Because the game format is playful, the inherent challenge of the material, even new or difficult material, is less threatening. During game play seemingly difficult questions and scenarios are “just part of the game.” And, teachers can use the window following classroom responses to build a bridge between the topic and the learner.

8: Games Bring Real-World Relevance
Games allow you to present real-world information in the form of questions, scenarios, role-plays, and so forth. In this way, players learn not only the “what,” but the “why,” of the topic from a real-world perspective. Players also observe their own behaviour and that of others during game play. Post game debriefings give insights into those behaviours in thoughtful examples observed during game play.

9: Games Accelerate Learning
Games allow you to compress your topic and demonstrated learning into shorter periods of time, accelerating the speed of learning. The visual presentation, oral interactions, and active participation of game play appeals to all of the learning styles (visual, auditory and kinesthetic), involves both the rational and experiential mind that helps players remember what they have learned.

10: Games Give You Choices for Your Classroom
Games allow you to add variety and flexibility to your teaching menus. Games allow you to do any or all of the following:

* Vary the level of learner involvement
* Vary the level of skill level and knowledge
* Customize to any size of audience, even one-on-one
* Vary the type and level of activity
* Vary the level of classroom control
* Introduce or review topics, or both
* Vary the mix of theoretical and practical information

Steve Sugar
www.thegamegroup.com

Steve Sugar (MBA) is the President of The Game Group and the writer and teacher of learning activities and games. Steve is an Adjunct Professor of Management at the University of Maryland Baltimore County (UMBC) and has served on the faculties of The John Hopkins University, the New York Institute of Technology and the University of Maryland University College (UMUC).

Damned If You Do Damned If You Don't Exam Results

August is a crazy month. The outcome of years of blood sweat and tears of schooling are revealed in the exam results that tumble through the letter box. But it’s not just the kids that are on the receiving end, teachers, schools and the entire educational system are judged by the verdict.

Our teaching resources, education procedures continue to fail at primary level with increasing numbers failing English, maths and science. We even managed to fail the exam marking system. The knock-on passes a considerable burden to secondary schools who, beset with their own issues and objectives, have little capacity to correct the shortfall.

At secondary level exam results come into further criticism. Improved pass rates are put down to easier exams. And those choosing to leave school at this point face employers claiming the Key stages are unmatched to their needs and expectations.

And at “A” level children working hard and long to pass exams face an association with lowered exam standards and concern from Universities unable to detect the student likely to excel from the borderline case.

The education journey continues to meet censure at each successive stage point. But the overall the system is failing the children rather than the other way round. Maybe a solution would occur if the National curriculum and examination became the responsibility of the receiving body. Primary schools syllabus would be set and marked by secondary schools. GCSE would become the responsibility of the CBI, and “A” level would be controlled by the universities.

We would then process children through a system matched to evolving market needs, and utilise the practical skill and judgement of academia and commerce.