9 May, 2012 with 0 comments so far
Padraig Nash recently did an EdLab Seminar titled “Distributed Mentoring: Scaffolding Learning in Educational Video Games” where he discussed his research and findings about the concept of distributed mentorship, how it relates to the learning experience and, in turn, how that learning experience can be translated to video games.
Watch the full video of Nash’s EdLab talk here.
7 Mar, 2012 with 0 comments so far
A Mentor's Virtual Avatar
In epistemic games much of the teaching and mentoring happens in a remote location away from the players. Mentors must respond to players’ questions and issues from virtual communication in the game. Without access to visual cues such as facial expressions or gestures, it can be difficult for mentors to understand where the problem is and how to remedy the situation.
According to a New York Times Magazine article from 2008, Air Force pilots, remote piloting their planes from Nevada, experience a similar issue. These pilots are suffering from an experience called ‘sensory isolation’ that is having adverse effects on their health, performance, and social lives.
“…remote pilots do not receive the kind of cues from their sense of touch and place that pilots who are actually in their planes get automatically. That makes flying drones physically confusing and mentally exhausting.” the article explains, “…it’s hard to grasp your environment when you’re not actually in it.”
Sensory isolation occurs when a person is cut off from a critical sense that may help them in the situation. For pilots it is their sense of touch and equilibrium; for epistemic mentors it is the sense of sight and interpersonal communication tension.
The Epistemic Games project AutoMentor is one way to address the potential tensions that mentors face in virtual interactions. One of the goals of this project is to automate some, or all, of the mentor processes in epistemic games by coding for player issues and mainstreaming the process of game mentoring.
9 Dec, 2011 with 3 comments so far
Students and employers are looking at apprenticeships rather than college degrees to perfect vocational skills. According to an article published by GOOD, these apprenticeships differ from the classic internship, as they combine a classroom education with the master of a skill set.
Apprenticeships are tempting for all parties involved. Employers are looking for employees who have experience and know how to think appropriately. Students are looking to try on vocational hats, and apprenticeships are paid.
Although apprenticeships are slow to trend in the United States, the United Kingdom is seeing an increased demand. The BBC did a study in the UK that found two thirds of graduating high school students are considering apprenticeships rather than college to continue their education.
Apprenticeships have their own downsides. The average apprenticeship requires a four year commitment at a young age. Students take a risk when they commit to a position that they may or may not enjoy.
While apprenticeships are fulfilling a need for the practical application of their learning, Epistemic Games are a low-risk alternative.
Internships and apprenticeships provide on the job learning to complement the classroom education, but Epistemic Games immerse students into a professional learning environment within the confines and protection of a traditional classroom. Epistemic Games give students the opportunity to try on vocational hats in a low risk, learning environment.
25 Oct, 2011 with 0 comments so far
Professions that depend on STEM skills are the second-fastest professional group in the United States according to New York Times blogger Motoko Rich, who references a Georgetown University study. Occupational fields like manufacturing, utilities, transportation and mining, and even sales and management are demanding that workers have a STEM background. In an increasingly technical global marketplace, it’s become a necessity to be able to communicate with engineers and computer scientists in collaborative projects or to sell a product.
So even if young people don’t plan on majoring only in science, technology, engineering, or mathematics, it’s beneficial for them to have some understanding of the STEM world and ways of thinking. Students can complete a double major in STEM and another field, participate in STEM extra-curricular activities and competitions, or play epistemic games like Nephrotex and Land Science that simulate professional workplaces.
Rich sums it up best, “physics and poetry, anyone?”
18 Aug, 2011 with 0 comments so far
Bagley, Elizabeth A. S. (2011) Stop Talking and Type: Mentoring in a Virtual and Face-to-Face Environmental Education Environment. University of Wisconsin-Madison.
http://epistemicgames.org/eg/wp-content/uploads/Bagley-Dissertation-FINAL.pdf
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