A Presentation for Potential New Globaloria Educators & Principals BY: David Lowenstein

1. Globaloria: Accelerating Creative Learning and Academic Competency in Core SubjectsGlobaloria is an Innovative Platform and Course Targeting Ages 12 and Older (blending online and in-class participation) for Empowering Students through Creating Web-Games and Online Collaboration, and Advancing their Proficiency in Critical College-Ready Skills with Emphasis on Mathematics, Writing, Creativity, Problem Solving, Information Analysis, and Global Competence. A Presentation for Potential New Globaloria Educators & Principals BY: David Lowenstein State Director, Globaloria-WV

2. What is ? An Online Social Learning Network, Comprehensive Course Curriculum, Resources, Tools, and Tutorials for Playing and Making Games Students and educators are immersed in learning how to play and create their own STEM web-games, produce wikis, publish multimedia blogs, and openly share and exchange ideas, game code, questions and progress using the latest digital communication technology 

3. A STEM-Enhancer Online Learning Platform

4. We selected the world’s most pervasive, global, flexible, creative, fun, and widely-supported technology and tools to prepare students for self-led learning and professional success in the knowledge economy

5. Comprehensive Game Design Curriculum • Three Curriculum Units: • Unit 1. Getting Started: This unit introduces learners to the course structure, helps learners set up their own Profile and Blog, and presents rights and responsibilities as a member of this online learning community. • Unit 2. Game Design: Learners conceive and design an original game about a complex topic (science, math, health, civics) and a social issue that matters to them. Using Flash text, drawing and animation techniques, they create an interactive demo of their game concepts. • Unit 3. Game Development: Learners take their game concepts and demos and develop it into a complete, playable interactive game. No two games are exactly alike, so each learner develops a customized Development Plan based on the specific features of their games (working as individuals or teams). • Each Unit contains a structured set of topics. • Each Topic contains Assignments for learners to complete. Each Assignment helps learners create a critical part for their own original game. • Go through the Units and Topics in order. • By the end of the Course learners complete an original game in Flash and publish it on the community wiki. They can also submit it for publishing on Globaloria site.

6. r : Pee r -to-Peer Lea r ning : Students and educators  Students lea r n f r om  lea r n by doin. They lea r n  other students, and  th r ough game design and  educators lea r n f r om  manage their own  other educators  c r eative lea r ning p r ocess. (online and o f fline). Lea r ning by design. Lea r ning by teaching. Networked Participatory Public A r chived Lea r ning Expert-Guided Lea r ning : Co-Lea r ning : Collaboration with experts  Students and educators  happens on the Globaloria  lea r n together (online and  network. P r ofessionals  o f fline). Educators a r e  f r om a r ound the  co-lea r ners, instead of  country/world help inspi r e  traditional didactic  lea r ning and help solve  instructors. p r oblems on demand. Lea r ning at the same time. Lea r ning just-in-time. Globaloria Learning Formula: daily, year-long, self-led,project-based, student-centered, college-style learning Self-Led Learning Students and educators learn by doing. They learn through game design and manage their own creative process. Learning by design. Peer-to-Peer Learning Students learn from other students, and educators learn from other educators (online and offline) Learning by teaching. Expert-Guided Learning Professionals from around the country/world help inspire learning and help solve problems on demand on the Globaloria network. Learning just-in-time. Co-Learning Students and educators learn together (online and offline). Educators are co-learners, instead of didactic instructors. Learning at the same time.

7. 10 Principles for Integrating Globaloria Platform, Curriculum, and Tools into Education the Globaloria Way 1) Learn by creating functional, representational and educational games. 2) Master complex subjects or social issues by constructing pedagogical games for others. 3) Work on open-ended and creative design tasks that focus on topics of choice. 4) Learn in a transparent, collaborative studio setting where work is constructed and shared. 5) Spend significant time on task by engaging daily in year-long, project-based learning. 6) Have ample opportunities for social expression and discussion about game projects. 7) Have ample time for self-learning and reflection about games, wikis, blogs, and presentations. 8) Use programming and computational design tools as primary constructs and modes of learning. 9) Utilize multiple modalities in the learning process (text, imagery, audio, video, simulation). 10) Learn alongside educators (co-learning) and from experts (just-in-time learning).

8. Developing Critical College-Ready Skills: The Six Contemporary Learning Abilities Abilities Set 1: Invention, progression, completion of an original project, ability to program an educational game, wiki or sim Abilities Set 2: Project-based learning in Web2.0 environments, and processing complex project management (programmable wiki systems) Abilities Set 3: Producing media, programming, publishing, and distributing interactive purposeful digital media in social networks Abilities Set 4: Social learning, active participation, and exchange Abilities Set 5: Information-based learning, search, and exploration Abilities Set 6: Thoughtful surfing of websites and web applications

9. Research and Evaluation on Program Effectiveness • Database on All Participants (protected) • Multiple Google sites for Educators Reports • Pre- and Post-Program Surveys • Observations of educators in Progress Reports • Student activities (saved daily online) • Testimonials (by students and teachers) • Digital artifacts Presentations by Participants • Video Ethnographies (transcripts of filmed interviews, discussions and presentations ) • Analysis of Peer/Group Interactions • Self-presentations (observed on-location, in video footage, and on the wiki) • Ongoing Feedback (from Interviews with Educators and Administrators) • Email, Blogging. Wikiing Communications • Active Posts on the Wikis and Blogs • Formal Evaluation of Games (using innovative rubrics and holistic coding schemes) We research and evaluate: Learning, motivation, engagement, attendance, test scores, process, final products digital creations, knowledge development among students and educators www.WorldWideWorkshop.org/reports

10. Case Study: Benefits of Globaloria in Biology

11. Experimental Design Using Control Groups:Evidence of Globaloria Impact on Student Academic Achievement • 3rd-Party Edvantia researchers conducted a series of analyses of covariance to determine the probable effects of Globaloria participation on students’ 2009 WESTEST2 scores for each of the four core subject areas (mathematics, reading/language arts, science, and social studies). • Past performance was controlled by using 2008 WESTEST scores as the covariate. Participants in Globaloria performed significantly better on 2009 WESTEST2 science and social studies subtests than those who did not participate in the program. • These findings provide compelling preliminary evidence that Globaloria may have positive effects on student performance in these domains.

12. Professional Development: Educators • Constructionist Model for Creating Leaders • Educators learn by doing and grow by teaching others • “Hands On” Training Sessions • Globaloria Academy – In-person, intensive trainings (3) • Online Mini Webinars - Web-based workshops (7) • Globaloria Mentors Program • Experienced educators take on a leadership role by supporting other educators • “24/7” Virtual Support • Expert Support via wikis, blogs, email, WebEx • Educator Community Development – private educators community wiki, peer-to-peer mentoring, weekly educators newsletter, sharing teaching & learning reports • Rewards and Recognition • Stipends, Graduate credits and Certificates earned

13. We also selected the most pervasive tools for educators. Training and support to Globaloria educators is provided 24/7 (scheduled weekly/monthly and on-demand)

14. Globaloria Mentor Educators Mentor educators receive additional training to check in with their mentee educators on a weekly basis and support them in: • Modeling Globaloria style learning and use of tools • Guiding students to develop Globaloria style learning practices • Fostering open communication within class, and among other classes in the virtual community • Focusing student games on educational topics from school curriculum, social issues and global knowledge • Following the curriculumand providing insights and suggestions for improving it • Utilizing Globaloria platformand tools, resources, tutorials, and demos, regularly and rigorously

15. Professional Development: Students • Globaloria Internship Program – • Creating a path to help students find professional success in the 21st century workforce is a key program component. • Spirit and Goals for Internship: • Establish a network of Globaloria graduates who • stay involved and continue to learn • Offer students leadership, economic and • professional development opportunities • Leverage graduates’ knowledge and skills to • benefit the program and other students • Initiatives: • Interns gain paid job experience plus high school or college credit. • Teachers Aide internships where experienced students help educators at their school for credit

16. Program Requirements “This is a powerful model for a year-long program on computational creativity, a motivating & engaging project-based learning, using Broadband and 1 Computer/Student Ratio.” • Who: Educators who are passionate for new pedagogies (not technology experts) • Time commitment: 8+ hours per week, plus three Globaloria Academies (Jul, Aug, Jan) • Target: Middle, High School, Alternative Education, Community College, University • 1:1 for Students: Each participant must have daily access to a PC/laptop (no sharing) • 1:1 for Teachers: must have a personal laptop • Tech: School PCs must support: • High-Speed Broadband Internet • Flash CS3/CS4 software • Photo editing software

17. THANK YOU

18. Optional: Digging Deeper into Platform and Tools

19. Optional: Digging Deeper into Platform and Tools

20. Optional: Digging Deeper into Platform and Tools

21. More Work examples from Globaloria Teams • Team: The Epic Failz (Liberty HS, Raleigh County, WV) • http://www.myglife.org/usa/wv/lhswiki/index.php/Team:The_Epic_Failz • Game: “WV Animal Rescue Squad” • Learning topic: animal cruelty and proper pet care • Team: • MADII – Team leader, Designer • Social Profile http://www.myglife.org/usa/wv/lhswiki/index.php/User_profile:Mfmpwnshxc • (Check out note on her Board from Bigkillernick, a student at another school, asking for help) • Learning Log: http://www.myglife.org/usa/wv/lhswiki/index.php/User:Mfmpwnshxc/Learning_Log • ( chronicles progress) • Blog: http://mfmpwnshxc.blogspot.com/(reflections on game topic, game making experience, etc) • CELIA – Content, Programmer • User page: http://www.myglife.org/usa/wv/lhswiki/index.php/User:CLaverty • (Personal expression) • Blog: http://ailecsmind.blogspot.com • This entry about her passion for their topic and game value in learning about it: • http://ailecsmind.blogspot.com/2009/12/tropico-topic-o.html • …It's like this; without animals, we wouldn't survive. Without us, in a lot of cases, animals wouldn't survive. Yea, yea..."But we have technology! We'd be able to make our food and anything else we need!". That only lasts so long, you know. And animals...they were here long before us, to my knowledge. I'm pretty sure they can cut it... Sooo, my point to this blog is...animal abuse = bad. Stop. (: Because, I promise, if I catch you, I'ma force you to play the game my team is making over and over again. You shall learn! • JOHN – the generalist • Projects page: http://www.myglife.org/usa/wv/lhswiki/index.php/User:Johnothegreat/Projects • (Every team member learns to think of a game idea, do coding in Flash/ActionScript) • John, a Special Ed student, blogging about learning to do navigation in Flash • http://johnothegreat.blogspot.com/2010/01/navagathion_21.html • navagathion. • ok take an object and move it acrous a path that you made. i made my name jump and move around the skren. its not to herd if you just move your object around in Flash and folow the totorel.

22. TEAM “KLANGFARBENMELODIE” (Liberty HS, Raleigh County, WV) http://www.myglife.org/usa/wv/lhswiki/index.php/Team:The_Epic_Failz Game: “Deceptive Cadence” Learning topic: Music education Team: Heath-Project Manager, Programmer, Team Leader (and now an INTERN for our Foundation) User page:http://myglife.org/usa/wv/lhswiki/index.php/User:Harmonicaheater (Uses media and text to share his personal passion for music) Learning Log:http://myglife.org/usa/wv/lhswiki/index.php/User:Harmonicaheater/Learning_Log Blog:http://harmonicaheater.blogspot.com/ Blake-Graphic DesignerJC-Information ArchitectDavid-Content Developer/Writer, Content Expert/Client, Producer

23. TEAM: THE SMELLY CLOSETS (RTC, Elkins WV) • http://www.myglife.org/usa/wv/rtcwiki/index.php/Team:The_Smelly_Closets • Game: “What Are They Thinkin’?” • Learning topic: Civics game--– a study of US political parties. • These students want to incorporate a word search into their game. Here’s how they have approached the problem • Research http://www.google.com/search?q=flash+wordsearch+tutorialResearch yielded plenty of playable Flash wordsearch games, and one wordsearch maker.  They did not find a step-by-step tutorial about how to build your own wordsearch game in Flash.  Team remained committed to the wordsearch idea…. • Ask an experthttp://www.myglife.org/usa/wv/teamhome/index.php/User_talk:Meridiculous#TravisxTeam leaves a question on Wikimaster’s Talk Page: how do we code a wordsearch?  She writes back: how do you think a wordsearch is coded?   • Travis offers Solution #1: every letter in the wordsearch must be a button. • Wikimaster writes back with two more solutions:Solution #2: make the entire screen look like a clickable button, using the same technique as the Be Kind to Animals game.Solution #3: slice the gameboard up into buttons (actual words) and the smallest possible number of decoy buttons (not actual words). • Think it out, write it out, talk it outhttp://www.myglife.org/usa/wv/rtcwiki/index.php/User:VMal/Learning_LogVMal’s learning log is a detailed record of her Flash and ActionScript learning process – it’s often frustrating, but rewarding when she finally solves the problem.   • Experimenthttp://www.myglife.org/usa/wv/rtcwiki/index.php/Team:The_Smelly_ClosetsTeam’s next approach was to experiment with solution #3. They’re still working on other parts of the game (researching political parties’ stances, drawing, etc.) but they’ve started playing around with this suggestion. The ninth version of their .fla contains dummy buttons.

24. Globaloria Platform & Tools Community website Community wiki Community blog