| 0:00:00 | well i already to design a like each of these games so instead of just |
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| 0:00:09 | okay well we have the class school that all worlds |
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| 0:00:16 | so we or |
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| 0:00:18 | everything this |
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| 0:00:23 | get |
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| 0:00:25 | it is a one and a workable different have one and a professor at first |
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| 0:00:32 | and then used to design and id problem of designing technology |
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| 0:00:36 | i also run a nonprofit call this way which is again summary space where we |
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| 0:00:42 | develop stuff and then my lifetime examine executive director design this new models for clustering |
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| 0:00:49 | cluster learners and you six created twelve great public school that opens new york city |
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| 0:00:58 | in fall two thousand nine and it's a school that have that headlines for digital |
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| 0:01:02 | cameras |
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| 0:01:03 | and all that needs is that we believe that kids can and you learn a |
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| 0:01:06 | different way to fight off and o access to digital media and access to thank |
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| 0:01:12 | you words and that if we know that marine outside of school matters agree that |
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| 0:01:18 | capability to learn well since we have to pay attention |
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| 0:01:24 | so it's a school that from the ground up has been designed to leverage the |
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| 0:01:28 | kind of digital white kids |
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| 0:01:29 | and it also looks at the notion of how games work is learning system and |
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| 0:01:33 | is developed a pedagogical approach on that delivers will be called gamelike ready |
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| 0:01:38 | and all that uses that capture dropped and complex challenge based contact that they have |
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| 0:01:42 | no we're doing this all the beginning of ten weeks |
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| 0:01:46 | and then not ten we structure what we call dimension is broken down into a |
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| 0:01:50 | series of smaller challenges that scaffold and really engaged acted and learning how to do |
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| 0:01:55 | something that will allow them to solve that |
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| 0:01:58 | and you realise |
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| 0:02:01 | we might be useful now from a uncertainty set |
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| 0:02:08 | really for maybe |
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| 0:02:11 | scrounged replying to prove that game designed to help |
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| 0:02:16 | the deeper |
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| 0:02:18 | and more abstractly about everything else and that we feel that |
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| 0:02:24 | the thing about given this time is that that's this generation's just system only |
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| 0:02:30 | means and or one |
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| 0:02:32 | just likes a number of the hundred usability studies |
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| 0:02:37 | however as possible |
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| 0:02:40 | i don't know some means to |
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| 0:02:44 | how cues |
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| 0:02:45 | social role playing game |
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| 0:02:49 | a lot concerns that parents have only start talking about games is a concern around |
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| 0:02:55 | competition |
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| 0:02:57 | and a concern around edges of kind of as incentives and more |
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| 0:03:00 | and what they get worried about is there's this game stuff for kids get addicted |
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| 0:03:04 | and all they wanna do is get better |
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| 0:03:07 | instead we try to strike a balance but not to say that what what's really |
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| 0:03:11 | also about that is that kids are driven to get better i one thing games |
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| 0:03:15 | do very well as they understand how do we identify as players |
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| 0:03:20 | so we want to get timing and i |
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| 0:03:29 | so the way that our curriculum a structure it is mission in that space so |
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| 0:03:33 | it actually build a natural from online gaming and the ideas that was actually get |
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| 0:03:38 | further |
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| 0:03:39 | as you down because you're actually developing tools and about knowledge and the volume experiences |
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| 0:03:43 | and the goal is that you actually can move to these questions we can see |
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| 0:03:47 | that one prior they're proceeding through is not true some kind of challenge and they're |
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| 0:03:51 | getting closer to some kind of and goal and we found that that's very motivating |
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| 0:03:55 | for that they know where there i |
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| 0:03:57 | you know how for that comment i know what they need to |
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| 0:04:01 | games i is not just sitting in front of the hearing heating gain for some |
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| 0:04:06 | events leading ones or something like this is |
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| 0:04:10 | all about final in there and figuring out all these things and make a good |
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| 0:04:15 | k to the big ideas that has been working on all here one is ideas |
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| 0:04:20 | of teamwork and collaboration which we think it's the central scale on the twenty first |
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| 0:04:23 | century been able to |
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| 0:04:25 | and not only work together with somebody that have a specific expertise table you know |
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| 0:04:30 | able to talk with someone about that share with something about that in kind of |
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| 0:04:33 | cool build something together the secondly the is around this idea of multi modality okay |
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| 0:04:39 | been able to be you can encounter tax |
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| 0:04:41 | and stories and image making it a lot of different kinds of you know this |
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| 0:04:46 | trimester in the sports for the mind class which is one of the central systems |
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| 0:04:50 | thinking classes were kids are making gains as a way to learn about system we |
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| 0:04:55 | decided to work on it kind of translation project so their study no story that |
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| 0:05:00 | he stops tables |
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| 0:05:01 | and we're looking at what is the take to translate the components of the story |
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| 0:05:05 | into why three d game environment and so we're moving from things like a static |
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| 0:05:10 | page into an environment where the kids have created a and class two characters they've |
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| 0:05:16 | built set |
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| 0:05:18 | i and then the final exhibition is the kids will in this three game perform |
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| 0:05:22 | the story live so it's a little bit like a virtual figure performance of a |
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| 0:05:27 | story that has come from kind oral tradition on of storytelling to printed page neutral |
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| 0:05:32 | graphic novel format now what you came |
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| 0:05:37 | i think that |
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| 0:05:38 | design thing t is actually a way of looking at the world it's the way |
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| 0:05:42 | of looking at the world as someone who with active in thinking about how to |
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| 0:05:45 | solve problems |
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| 0:05:46 | is active in analysing can understand how this work that the greatest and |
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| 0:05:51 | they have to look at but generally |
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| 0:05:53 | so we these kids are gonna grow up |
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| 0:05:55 | three working are selected design |
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| 0:05:58 | it doesn't mean that they're all gonna want me designers professional i |
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| 0:06:02 | we would a imaginable that some of the visible step in several of the twenty |
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| 0:06:06 | two scientists |
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| 0:06:07 | pointing writers |
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| 0:06:09 | wanting to be musicians wanting you wanting to be whatever but they still |
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| 0:06:13 | perspective on how they look at the world |
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| 0:06:16 | in that will inform any discipline that they go into |
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| 0:06:21 | if a part of everything we're doing this for trying to help kids understand how |
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| 0:06:26 | to in charge of their own marine |
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| 0:06:28 | and continue to grow as learners across your life because we just understand that's critically |
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| 0:06:33 | important these data are not gonna graduate enter a job but not job why they're |
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| 0:06:38 | gonna need to that |
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| 0:06:40 | we can have to learn you think constantly in so that the type of were |
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| 0:06:44 | working graduate |
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