Take a look at The War‘s education materials.  I remember how Saving Private Ryan and Tom Brokaw’s book galvanized people into learning more about World War II and US veterans.  I suspect this documentary will have a similar impact. 

My own presentation was challenging: how, in 45 minutes,  to get 20 players playing Making History and help them understand how this rich strategy game works.  Here’s the problem:   When you see an unfamiliar game, your impression is mostly centered on the interface, and figuring out “how to do” things in the game.  But the real playing (and learning) experience comes after you figure that out, and start thinking about STRATEGY.  I chose to “walk” my players through the start of a scenario while “thinking aloud” about the strategies I was considering, and the choices I needed to make.  I was playing the USSR, so geographical distance (and the time required to traverse it) played a big role.  It worked well, and I think it’s a good approach for presenting games:  focus on the thinking that players must do, not just the interface and what you do.

 I was lucky enough to present a paper with David McDivitt, who’s just down the road from West Lafayette, IN (ok, a long road).  We talked about his experiences teaching with Making History and The Sims, and how computer games can contribute to citizenship education.   Games can make students better thinkers, workers, and community members; all essential to good citizenship.  I won’t share the whole paper here, but here are some thoughts:

in Making History, students grapple with the challenges of leadership and diplomacy, as well as the challenges of working in a group. 

Both Making History and The Sims give students active roles.  Their decisions can have wide-ranging impact.  Agency and personal responsibility–rare opportunities for high schoolers, and teachable moments for instructors.

students take on new roles in a game.  With teacher support, they consider others’ perspectives, as well as their own.  Games can support or challenge society’s values and cultural models.

 Games help students develop important workplace skills, as described in the report Are They Really Ready to Work?  Critical thinking, writing, problem-solving, groupwork: all happen in games, and students enthusiastically embrace the challenges.

Ok, enough for now.  I’ll share some of the other presenter’s thoughts in a future posting.

I’m a regular library-goer, borrowing books, DVDs, and CDs, but games in libraries?  The article talks about how game tournaments capitalize on libraries’ strengths and pull kids into the world of libraries; it makes the cute point that games can be a “gateway drug” that interests kids in all that libraries have to offer.  A response to those who argue that games might dumb down a library’s mission–most people don’t go to the library to take out Paradise Lost and Ulysses.  Romances and thrillers are far more popular. 

What’s great about this article is that it explores both the idea and the practice of integrating games into library communities, mentioning the article that this librarian wrote about games in libraries.

I used MAKING HISTORY as a week long project that students could choose to select from a list of a variety of educational technology-related projects. Almost all of the students were very comfortable working with a partner, even on a single player game. The collaborative nature of the project really appealed to them, however those who chose to play as a single player also readily assisted and aided the other players as well!

MAKING HISTORY enhanced the classroom environment by giving those students with an interest in History to expand on what they already know from their Social Studies classes into a subject that, to be quite honest, doesn’t get much attention until they take History in high school. I believe this experience will enhance their high school learning and understanding of World War II and the effects of the war on many nations.

I set up three laptop stations, one for each two-person team. I intentionally grouped students who I knew would work well together, and I did notice by the end of the week that the quieter students at the start were now fully engaged and interacting with their partners. I saw an increase in self-confidence in these students.

I am in a junior high computer setting, and MAKING HISTORY allowed my students to meet these 8th Grade National Educational Technology Standards (both state and federal):
8.3.1-The student will use content-specific tools, software, and simulations to support learning and research
8.5.3-The student will collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems and issues
8.6.1-The student will apply productivity/multimedia tools and peripherals to support problem-solving, collaboration, and learning throughout the curriculum
8.6.2-The student will select and use appropriate tools and technology resources to solve problems

This type of learning through simulation allows students to develop essential 21st Century Skills: critical thinking, creativity and innovation, problem solving, self-direction, and teamwork. MAKING HISTORY fosters a deeper understanding of the subject because of the inherent complex and contextual learning students experience. These solid 21st Century Skills will equip students with tools for success on any educational assessment–local, state or standardized.

I will definitely use MAKING HISTORY in my classroom next year. I believe that interactive simulations that teach the subjects and topics we, as educators, are required to cover is engaging for today’s students. The role of “mentor in the center” is no longer effective with this generation of learners. Being a facilitator, or “guide on the side” is much more empowering for the student and allows for individual success and accomplishment at the student’s own level. I would love to see other topics addressed in this interactive simulation environment, and I would be glad to offer my classroom as a testing ground for future products.

Ferguson is a well-respected academic, but he’s not locked away in an ivory tower.  He uses his skills as a historian to analyze current events, and writes regularly for American and British publications.  (His weekly op-eds can be found in the Sunday Telegraph or the LA Times.)  

Here’s what he had to say, “I’m getting involved with Muzzy Lane because it’s a chance for me to bring my life’s work – not just the study of history but also the questioning of it – to a much broader audience[.]“

Have you read any of Ferguson’s books?  Seen him on PBS?  What do you think about his quote?  How do you help your students question history?

You can also view the reporter’s blog entry. 

(if the CBS clip doesn’t work, it’s also available on You Tube, just click here.)

With that in mind, here are some quick tips:

Tell students about the game!
Students are naturally excited to play a game in class.  As the instructor, you can harness that excitement–get students familiar with the game and with the history.

When you tell students that they’ll be playing a game, you’ll find out which students are “gamers”–fluent in playing and understanding games.  Take advantage of their skills!  Let them (let all students) play the game early and often; when it comes time to officially play, gamers can be a real help to their peers and to you. 

Tutorial & Sandbox Play
The students at Salem State were excited and ready to play.  Chris Mauriello was comfortable with the game world and knew what themes and challenges he wanted his students to address.  The secret?  Before playing as a class, they all played the tutorial.  The 30 minute tutorial explains the basic actions of MAKING HISTORY.  For homework, students completed the tutorial and played a few turns as their countries.  This “sandbox play”–playing a few turns with no expectations or pressure–helped them further explore and understand the game world. 

Handouts
The tutorial shows students how to do things.  The handouts help them understand why.  Country descriptions and briefing points succinctly tell students about their countries’ short and long-term goals.  The students at Salem State received their country handouts before playing the game.  With their professor, they discussed their country goals and anaylzed what first steps they should take to acheive them.  You can find the handouts on our website.

What are your suggestions for integrating new technologies and new materials into a class?   Do you have any specific tips for introducing MAKING HISTORY?

He has a whole section dedicated to MAKING HISTORY, and you can read about his game experiences in January 2007 and March/April 2006. To read them in chronological order, you can start on page 4.

Dave’s postings are great–they range from practical “how tos” for teaching with games to his big picture thoughts on why games teach. We hope to have him as a “guest blogger” on this blog soon . . .

My name is Sarah Grafman, and I’m the content producer and educational designer for Making History.  I have a BA in European History, and an EdM in Technology in Education (although the program is now called Technology, Innovation, and Education).   

I expect I’ll be making all the initial posts, but this is a group blog–we want you to join the conversation!  Please leave your comments and questions and, if you decide you’d like to be a regular poster, let me know and I’ll send you a formal invitation. 

Thanks for finding our blog; I look forward to hearing your thoughts!