So, today I found that 5 minutes of trying to use Garage Band last week to make a recording for our "Media Embedded Document" assignment and 10 minutes of tutorial-watching and experimentation last night made me an "expert" at podcasting. I think in my old life I would have thought something snarky about how, "In the land of the blind, the one-eyed woman is Queen." I'm trying instead to think about it terms of Vygotsky's Zone of Proximal Development and peer-facilitated learning. Wish me luck. (Please imagine Queen Barbie here to be one-eyed.)
I'm also still trying to work out how to make my classroom more like a game.
Would it help to have a way of keeping score -- geology money, instead of monopoly money?
What other mechanisms do games use that could be incorporated into a classroom? I think Stephanie's right that there's a certain element of fantasy to some of the games I've loved.
(My current favorite is this one.)
But there also tends to be a strong social element to playing games I like -- it's a fun way of spending time with family and friends. (So much so that the favor at my wedding was playing cards, which some of my family then used to play games instead of dancing:) The fun isn't just in the spending time -- it's also in a healthy competitiveness.
I need to think more about the interplay between competitiveness and game motivation, and whether there is a way to have some students "win" without making others feel like "losers".
Also, (inspired by many of my classmates) I decided to experiment with pictures this post. Which means it took just as much time as my prose posts, but ended up with a lot fewer words. You may sigh with relief now.