2008 Urban Science in Milwaukee
In Fall 2008, we’ll be running an eight-hour version of Urban Science with a group of high school players in an after school program in Milwaukee. In this redesigned version, players will interact with planning consultants using instant messaging instead of interacting in person. Players will also be using a new, web-based iPlan that doesn’t require expensive, licensed software. More updates to come as the game gets underway.
Here is an article about the 2008 Urban Science game in Milwaukee.
Beyond better pencil sharpeners
In a recent national survey, available here, 51% of students in grades 6-12 think games make it easier to understand complex concepts and 50% think that games will help them be more engaged in school subjects. Even higher percentages of parents, administrators and teachers think that games can increase learning for students.
Yet, according to the same study, the number one use of technology by teachers to facilitate student learning?
David Williamson Shaffer interviewed on Madison radio show
In October 2009, David was interviewed on the In Business with Jody & Joan radio show on Madison 1670 WTDY. In the interview, David explains how an epistemic game “is a game that is about a way of thinking”, and describes the Urban Science game and how it teaches kids to think like urban planners. Listen to the podcast of the show here.
Maria revisited
I recently gave a guest lecture in an undergraduate teacher training course on campus. I spent 45 minutes talking about epistemic games, and specifically my work on Urban Science, and then answered questions from the 30 students. Not surprisingly, the students were interested in the demographics of epistemic game players, buying the games and implementing them in their classrooms, and curious about the long-term effects of epistemic gameplay on achievement. When I addressed the last topic, I told the story I previously wrote about here, the story about Maria’s social studies assignment and her creative solution to the task. In the middle of telling the story, one of the students emphatically raised her hand and shouted out, ‘Was that last year?’ I told her it was and the student went on to say, ‘I was in that class! I was observing that class and Maria’s assignment was phenomenal! I totally remember her work!’
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