Many of you have already posted wonderful lesson activities based on the technologies introduced in this module. As this is our last post, I thought it would be interesting to take a slightly different direction and generate a discussion on a more recent technology related to information visualization and anchored instruction. In module 2, we read about the “importance of having students become actively involved in the construction of knowledge” and the need to “anchor or situate instruction in the context of meaningful problem-solving environments” (Cognition and technology Group at Vanderbilt, 1992, pp. 292-294). Some schools are leveraging the interactivity of video games like Minecraft (EDU) to provide virtual learning environments for information visualization and meaningful problem-solving. Here is a quick intro to the Mindcraft EDU platform:
Microsoft acquired Minecraft EDU and re-released it to the public in November 2016. Through the platform, teachers/students can create and share immersive 3D/VR worlds that engage students in various areas including math and science. For instance, there are interactive worlds that simulate biological cells and structures, climate conditions, lunar phases, states of matter, and chemical reactions (Short, 2012). There are also worlds that challenge groups of students to work together to solve a particular problem (e.g. build a sustainable, organic farm). Here is a Minecraft world created as a visualization/simulation of a biology cell.
To date, I have not implemented Minecraft EDU in my K-12 as I am having difficulty justifying its merits. A number of questions come to mind when exploring the possibility of its implementation – here are just a couple of them for discussion:
- Is it worth the large investment to utilize game-based visualizations and simulations?
- Prensky (2003) argues that “Digital Game-Based Learning can play an important role in learning material that is not intrinsically motivating to anyone, but which needs to be learned” (p.9). Do you think game-based learning should be used strategically for less motivating content?
Cognition and Technology Group at Vanderbilt (1992b). The Jasper series as an example of anchored instruction: Theory, program, description, and assessment data. Educational Psychologist, 27(3), 291-315.
Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21.
Short, D. (2012). Teaching scientific concepts using a virtual world – Minecraft. Teaching
Science, 58(3), 55-58.
Great post! I have had the opportunity to use Minecraft edu in the classroom in the past and found that it is useful for students and highly motivating but it has to be properly set up at the outset that it is for learning purposes. It’s far too easy for students to fall back into game mode and settle in to play. For that reason, when using it in the classroom I found that I had to be very vigilant about checking in with students to ensure they were meeting their learning goals each session. In my case, students used it to create representations of a good quality of life for our four countries of study in Grade 3: India, Tunisia, Peru, and the Ukraine. They built a model world and had to talk about how they knew the elements they included contributed to a good quality of life. I’d definitely like to give it another try, but I’ve changed schools and the one I am currently at has not purchased it. Thanks for putting this back on my radar!
Hi Tracy,
Thanks for sharing your experience with Minecraft EDU. It is interesting to hear the pluses and minuses of the platform. I had a feeling that the gaming aspect of the platform could be a distraction to the learning process. In most implementations that I’ve seen, teachers directed the learning but I like how you made the activities more creative and open. Did you have any students that were completely not engaged with Minecraft EDU no matter what task you assigned?
Dear Gordon,
I always find discussions about 3D game-based learning interesting.
Indeed, there are educational applications of the game Minecraft. However, the key question is, does it have to be Minecraft? Is it the most appropriate candidate for designing virtual worlds? I feel that the Lego-like building block design provides – to an extent enough user flexibility to create content. This would be helpful to describe and explain a variable. Yet, it may be more difficult to use Minecraft to represent the interactions or the relationships between concepts. However, with concepts that has a specific input and consequence relationship, programmable models may be more appropriate. Xiang & Passmore (2015) claim that “Agentbased programming activities can provoke students to make connections between phenomena and the underlying model at a moderate level even when teachers’ intervention is minimized.” (p.324). Currently, there are other applications that also allow students to design virtual worlds. Like in Minecraft, users can view the creation via first person perspective.
Given our discussion about embodied experience, what are your thoughts on constructing VR worlds? Consider Mel Science (https://melscience.com/vr/).
Alice
Hi Alice,
It certainly does not have to be Minecraft, but for most educators the arguments include the fact that it is an extremely popular video game and you can create interactive worlds. Minecraft EDU is a programmable model – I have seen worlds created by educators that have specific input and consequence relationship. In addition, you can navigate these worlds with VR hardware/software if your school has the funding. There certainly is no perfect solution, I have seen some students have low engagement with the platform regardless of the task. In a perfect world, students would have the opportunity to explore concepts in any media they choose.
Cheers,
Gordon
Hi Gordon
I like the fact that you questioned the merits of the implementation of using Minecraft in the classroom. I remember using wikis in my science classes when they first emerged. The wikis we used back then did not have all the bells and whistles as they today — but that was what we had to use.
I wonder at what point does a teacher implement a new technology into their classroom?
Christopher
Hi Gordon,
Your mention of Minecraft caught my eye. From what I understand, at least in North America, MinecraftEDU is no longer supported now that Microsoft has purchased this mod, only schools that were previously using it have been grandfathered over and they cannot create new worlds (see https://education.minecraft.net/support/knowledge-base/minecraftedu/). Microsoft has created its very own version, available for download only to educators and students, called Minecraft Education Edition (see education.minecraft.net). MCEE is available only for computers running Windows 10 or higher or MacOS machines. Our school is a Microsoft school and has recently purchased the rights to provide the game to our students through their Office365 Microsoft login credentials
I have begun using Minecraft Education Edition with my students this year when our Board elected to use it and the IT people updated our Windows and installed it on our machines. We created a Minecraft STEM Club at recess where students from 2-8 are collaborating to build our school, to scale (1 m = 2 blocks), in Minecraft. Within my Library/Technology classes we are also beginning to train the students in game norms and they are using Education Edition in a variety of ways.
For example, our Grade 1s are completing a Science unit on structures. They have built a small “creepy” village out of cardboard and are now working with me to create their own structures (creepy or not) in-game. The Grade 2s are working on non-standard measurement in Math and with me we are preparing to have them use non-standard measures in-game (for example, how many pigs long is this house? how many pumpkins high is this mountain?). The Grade 3s are working with me in Drama to create their own version of Goldilocks and the Three Bears and in Media/Tech they are focusing on building the setting of the Goldilocks tale in-game using information from the text. The Grade 4/5s are reading Willy Wonka and the Chocolate Factory in their homeroom, and with me we are about to begin a Media Literacy unit based on Minecraft and they will eventually build their own candy in-game to pitch to their peers (as Wonka) during a gallery walk. The older grades are exploring the game using a Minecraft BINGO sheet I created which includes a wide variety of STEM and literacy and design challenge options, most of which are to be chronicled using MCEE’s in-game camera and portfolio and/or with writing tasks, and then I will be collaborating with their teachers for a Geography exploration focused on why people settle in certain regions based on the features around them.
In my opinion, if your learning goals are compelling it won’t take very long for students to understand they’re not in the game for free-play time (although if you’re task is volume or area-based Stanton (2017) has found that free-play can teach them better than directed lessons can) and if they have a check-in as a ticket out the door each period that they need to accomplish that should quell most off-task behaviour.
MinecraftEDU was a mod of the commercial version and Education Edition does not support mods so the EDU game worlds do not import into Education Edition, sadly. However, Education Edition is continually updating its repository of created world seeds that teachers can contribute to and download for use. There are a great many excellent learning opportunities with this game, not only for motivation, but for significant learning in both STEM and the Humanities. I would say that if your building is able to use Education Edition it is well worth the investment of money (in Canada about $7/student/year to date) and initial time to get involved. My area of focus for this course’s Framing Issues paper explored the feasibility of using MCEE for STEM topics, in fact.
“The biggest error you can make as an educator incorporating Minecraft: Education Edition is to see this tool as an add-on and not a formative part of how you think about creating learning experiences for your students” (My Minecraft Journey, 2013, Lesson 8).
A relevant primary Mathematics example the above course provided to demonstrate how teachers can create learning experiences that embrace this TELE as foundational rather than additional to their curriculum is the MCEE world seed Subtraction World (https://education.minecraft.net/lessons/subtraction-world/).
I agree with Tracy that beginning the game in class takes some preparation and monitoring. I recommend their training materials to get your feet wet and they have a great Tutorial World for students, that I’ve made all of my younger students go through so we are all on the same page. One great thing about the education iterations of MC is that using Classroom Mode allows teachers to view all players and to manage their in-game permissions or rescue them as needed.
Here are a couple other resources I came across that you might be interested in exploring. These are particularly relevant because, although they can be accessed through the MCEE trainings site (as well as YouTube), they were not created by employees of MCEE but rather by teachers who are using this TELE and wish to model and share their journey with other teachers. Ertmer (2005) notes that professional development from teachers to teachers is the most successful model for achieving actionable results and lasting pedagogical change with individual educators.
– This training video series (https://education.minecraft.net/trainings/minewhat-where-do-i-begin/) was created by a highschool teacher for other teachers wishing to use MEE to create an immersive world for nontraditional classrooms.
– While this video series (https://education.minecraft.net/trainings/first-weeks-with-minecraft-introducing-gbl/) walks teachers through their First Weeks with Minecraft Education Edition specifically for teachers promoting game based learning
I hope you are able to continue your journey with your students using Minecraft Education Edition!
References
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research & Development, 53(4), 25–39. Retrieved from http://galleries.lakeheadu.ca/uploads/4/0/5/9/4059357/pedagogical_beliefs_psts_technology.pdf
Minecraft Education. (2017). My Minecraft Journey OneNote Course. Lesson 8. Retrieved from: https://education.minecraft.net/class-resources/trainings/
Stanton, J. (2017). Effects of Minecraft as an Instructional Tool for Teaching Geometry at the Fifth-Grade Level. Ph.D. Oakland University. Retrieved from https://search-proquest-com.ezproxy.library.ubc.ca/docview/1917682687?pq-origsite=summon on February 1,2018
Hi Christopher,
I think the integration of new technology is less dependent on the technology and more dependent on the mindset of each teacher and the school culture as a whole. When I first took on the position of Tech Integrator at my school, the pedagogical climate was adverse to the implementation of new technology; teachers were too afraid to make mistakes or too set in their ways. No technology is perfect so teachers in this environment would likely get discouraged and give up easily. I think both teachers and school cultures need to be open to change and resilient during the implementation process.
Gordon