Globaloria: The Future of Learning An Innovative Course (blending online and in-class) with a 21st-century STEM Curriculum for Empowering Students to create web-games, learn and collaborate online March 16, 2010 - PowerPoint PPT Presentation


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Globaloria: The Future of Learning An Innovative Course (blending online and in-class) with a 21st-century STEM Curriculum for Empowering Students to create web-games, learn and collaborate online March 16, 2010


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Title: Globaloria: The Future of Learning An Innovative Course (blending online and in-class) with a 21st-century STEM Curriculum for Empowering Students to create web-games, learn and collaborate online March 16, 2010

Globaloria The Future of Learning An Innovative
Course (blending online and in-class) with a
21st-century STEM Curriculum for Empowering
Students to create web-games, learn and
collaborate online March 16, 2010      
BY David Lowenstein State Director, Globaloria
WV 208 Hale Street, c/o
WVCPD Charleston, WV 25301 304-957-8379 (office)
646-425-3020 (mobile)
What is
An Online Social Learning Network, Course
Curriculum, Resources, Tools and Tutorials for
Playing and Making Games Students and educators
learn how to play and create their own STEM
web-games, produce wikis, publish blogs, and
openly share and exchange ideas, game code,
questions and progress using the latest digital
communication technology 
Dr. Idit Harel Caperton Founder President
Practicing the making of games and simulations,
not just playing them, within a virtual design
studio, embedded in a social network and
structured in-class activities, can help students
develop knowledge and the contemporary learning
abilities they need to be successful in todays
global innovation economy.
  • What is Globaloria?
  • Learning Theory
  • 21st Century Skills Needs

A STEM-Enhancer Online Learning Platform
World Wide Workshop Team http//www.worldwideworks
David Lowenstein State Director, West Virginia
Idit Caperton Ph.D. Founder President
Shannon Sullivan Director of Programs Executive
Rachel Rosenfelt Assistant Programs Coordinator
Brian Judy Sr. Flash Curriculum Developer
Meredith Battjer Wiki Webmaster
Amber Oliver Director of Partnerships
Ernesto Santos Database Architect, Lead Web
Partners Funders (2009) http//www.worldwidework
West Virginia Advisory Board References
Co-Chairs First Lady Gayle C. Manchin and Dr.
Idit Harel Caperton
Dr. Steven L. Paine State Superintendant of
Schools, West Virginia Department of
Education Dr. Dixie Billheimer CEO, WV Center
for Professional Development Gaston Caperton
Former West Virginia Governor (1989-97) President
, College Board B. Keith Fulton President,
Verizon West Virginia, Verizon Communications
Lloyd Jackson Former West Virginia State Senator
(1947-70) Chair Senate Education Committee
Tom Heywood Managing Director, Bowles Rice
LLP Former Chief of Staff and Counsel to WV
Governor (1989-93) Jay Cole Chief of Staff for
President, West Virginia University Dr. Bobbi
Nicholson Professor, Graduate School of
Education, Marshall University Dr. Pam
Whitehouse Professor of Technology, Learning and
Culture, West Virginia University Dr. Doris
Redfield President, Edvantia, Inc.
Globaloria helps West Virginia students - who
often feel disconnected - to be creative and
connected with the world. This global program
inspires and prepares them for excellence in
their future lives. Gayle Manchin, First Lady
of West Virginia
As leaders in education, it is critical for us
to jointly transition the Globaloria program from
a small pilot to a large scale implementation
that offers a compelling model for the
transformation of education in West Virginia.
-Dr. Steven L. Paine, WV Superintendent of
Games are a bright light for todays youth.
Imagine if we could turn the power of compelling
game content into an effective learning and
teaching tool. Well, thats what Globaloria has
doneit increases the likelihood of graduating
motivated, lifelong learners with 21st-century
skills. B. Keith Fulton, President, Verizon
West Virginia
Idit Harel Caperton Our curriculum and RD
approach has roots in MIT and Harvard research
and proven educational theories about
multi-disciplinary, innovative and creative
learning through design and programming. http//
Seymour Papert
Seymour Papert
Idit Harel
Harel Papert
The Globaloria Learning Formula Daily,
year-long, project-based, student-centered,
social 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
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.
10 Principles for Integrating Globaloria Course
and Social Game Production 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
MAIN OUTCOME The Six Contemporary Learning
Abilities Developing Games Developing the New
21st-Century Brain Idit Harel Caperton THE NEW
The West Virginia Model Demonstrating the
effect over 5 years
Actual Actual Actual Projected Projected
Game Design Pilot Year 1 (2007-08) Participants 114 7 schools 8 groups 89 students 18 educators 7 principals 30 games Game Design Pilot Year 2 (2008-09) Participants 325 13 schools 24 groups 291 students 21 educators 13 principals 95 games Game Design Pilot Year 3 (2009-10) Participants 996 22 schools 53 groups 938 students 36 educators 22 principals 300 games Game Design Pilot Year 4 (2010-11) Participants 3,000 37 schools 120 groups 2940 students 60 educators 37 principals 1000 games Game Design Pilot Year 5 (2011-2012) Participants 10,000 60 schools 250 groups 9850 students 150 educators 60 principals 3000 games
Research and Evaluation of Program Effectiveness
and Impact
  • How we collect data
  • Pre- and Post-Program Surveys
  • Observations of educators and student activities
    online and on-location
  • Feedback and testimonials on the program
  • Digital media artifacts created by participants
  • Video ethnographic transcripts of filmed
    interviews, discussions and presentations
  • Analysis of peer group interactions and
    self-presentation observed on-location, in video
    footage, and on the wiki
  • Ongoing feedback from bi-weekly interviews with
    educators and administrators
  • Email communications
  • Activity on the Wikis and Blogs
  • Formal evaluation of games using innovative
    rubrics and holistic coding schemes

What we research and evaluate Learning,
engagement and knowledge development of students
and educators http//
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.

Learning to research, share, explore content with
social media tools
Design and Collaboration Using Customized
Community Wikis
Learning by using Wikis, a common space for
project-based learning
Learning to reflect, persuade and critique using
Additional Support to Educators Provided 24/7,
Scheduled and On-Demand
Globaloria Mentor Educators
Mentor educators receive additional stipends to
check in with their mentee educators on a weekly
basis and support them in
  • Modeling Globaloria style learning
  • Guiding students to develop Globaloria style
    learning practices
  • Fostering open communication within class with
    other classes in the virtual community
  • Focusing student games on educational and social
  • Following the curriculum and providing insights
    for improving it
  • Utilizing Globaloria platform regularly and

Professional Development Educators
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

Cultivating Local Vision and Leadership
  • Partnership with school principals and county
    superintendents is vital for establishing a
    sustainable and scalable implementation model at
    each school.
  • Spirit and Goals
  • Program Expansion in current new schools
  • Growing teams of passionate, collaborative
    educators at each school
  • Increased engagement and support
  • Lead Program excellence
  • Principal and Superintendent Colloquium
  • Hands On Workshops

2009-10 WV Pilot Schools
Program Requirements
This is am ideal model for a year-long program,
motivating engaging project-based learning,
using Broadband and 1 Computer/ Student.
  • 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
  • 11 for Students Each participant must have
    daily access to a PC/laptop (no sharing)
  • 11 for Teachers must have a personal laptop
  • Tech School PCs must support
  • High-Speed Broadband Internet
  • Flash CS3 software
  • Photo editing software