james paul gee
success today, you have to have
grit (passion plus persistance)
no one is putting in 10000 hrs of practice unless they have a passion.
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putting his latest here: what is a human (2020)
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Jim got us a private session with James.. in 2010..
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Human minds/brains/bodies do not work well when they are sick. Perhaps the deepest human sickness is a lack of agency, a lack of the feeling that one counts and matters.
from his latest book:
book links to amazon
a couple here:
Institutions are particularly dangerous when they freeze thinking and fail to face new realities.
Until the advent of digital media, as we will see below, humans had no way to coordinate the activities of large groups of people other than via formal institutions with their structures, rules, and often top-down chains of authority.
Imagine a college that was nothing but hundreds of linked affinity spaces built around many different important problems or endeavors.
imagine a city – no?
Knowing how to follow rules will become less important than knowing how to make them and change them.
Formal schooling tends to demand that humans use their memories the way computers do, rather than the way humans do.
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find him on wikipedia
on his site:
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thursday, march 24, 2011
james paul gee
James Paul Gee from New Learning Institute on Vimeo.
games are so complex, things a kid will never get in school
assessments drive school today. we’re not going to change the paradigm unless we change the test.
why are we not tempted to test a person after playing 6 weeks of halo, but we feel compelled to test a person after 6 weeks of algebra
you trust the design and learning of that halo game better than you trust the design and learning of that algebra class
design learning that is so rich and so deep, the idea that we let a test made in a different state, trump what happens outside of that learning will become primitive
not pushing digital media, but situated and embodied learning: being able to solve problems with what you know, just not knowing a bunch of facts, being able to do stuff
return to earlier age, 18-19th cent most scientists were amateurs, people wrote letters, instead of journal articles, helped each other, mentored each other
schools in america, for 1st time in history, have genuine competition, you can learn whatever, however, outside of school, some are doing it for profit
it’s in some schools, library, and affluent homes
it’s making skill and drill schools look bad
already operating by deeper forms of assessment, where assessment is integrated and used to customize learning
Henry Jenkins interview with Gee
Like many new ideas, the idea of games for learning (better, “games as learning”) has been often co-opted by entrenched paradigms and interests, rather than truly transforming them. We see now a great many skill-and-drill games, games that do in a more entertaining fashion what we already do in school. We see games being recruited in workplaces–and lots of other instances of “gamification”–simply to make the current structures of exploitation and traditional relationships of power more palatable.
situated embodied learning: that is learning by participation in well designed and well mentored experiences with clear goals; lots of formative feedback; performance before competence; language and texts “just in time” and “on demand”; and lots of talk and interaction around strategies, critique, planning, and production within a “passionate affinity space” (a type of interest-driven group) built to sustain and extend the game or other curriculum.
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wednesday, march 2, 2011
james paul gee
Your brain’s important, but not all that important,” said Dr. James Paul Gee, a professor at Arizona State University and a leading authority on literacy and the potential of educational games, during a talk at the Learning and Brain conference last week.
By that he means the following: What we’d assumed about the importance of brain functions — following rules and logic and calculating — are no longer relevant. There’s been a revolution in the learning sciences and the new theories say that human beings learn from experiences — that our brains can store every experience we’ve had, and that’s what informs our learning process.
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tuesday, february 21, 2012
james paul gee
via
comprehension is grounded in perceptual simulations (of experience) that prepare agents for situated action -barsalou
everything about the brain says.. you’re not going to learn anything unless you choose to.
then our system says everything against that..
kids who are 7 master yugioh
rules written at super phd language.. reading college level
every piece is married to a physical action in the game, and completely
explicated in the movies
lucidly functional
that’s the way physicists look at language
can kids mod their curriculum in school?
success today, you have to have grit (passion plus persistance)
no one is putting in 10000 hrs of practice unless they have a passion.
how do we give kids grit.
how do we get them to find a passion.
if you’re just giving skill and drill – not doing any better than books in school.
you too can be a star if you want to put in your 10000 hrs of passion.
expertise is not individual.. tied to community.
affinity spaces:
learning is an individual responsibility, but proactively ask for help
collaboration is essential
everyone still a learner
how many of these 10 features are still in school.
question – taking game and putting it into school… not enough freedom
now that we know how this works for learning, can we bring it to school or destroy school as we know it.
gee – we need to break the mold of schooling..
this is where he says learning has to be by choice, and the system says it doesn’t matter, doing it anyway.
please make games that break the paradigm,,, don’t make trivial pursuit games, et al, that keep the paradigm of school as we now know it ongoing.
dang.. this is from 2009
dang…
sunday, april 4, 2010
james paul gee’s articles
We know much more about how they learn to decode print, which is ironic because more children fail or quit school because they cannot handle academic language than because
they cannot decode.
students’ learning in science and, in parallel, their acquisition of academic styles of language.
school and new ones they are being asked to take on in school.
At the same time, failing to teach all learners new ways with words privileges those whose conversational styles already incorporate aspects of academic language.
(people who can read or understand texts from or about the social practice).
Schools will continue to operate this way until they (and reading tests) move beyond fixating on reading as silently saying the sounds of letters and words and being able to answer general, factual, and dictionary-like questions about written texts (Coles 1998, 2000). You do, indeed, have to silently say the sounds of letters and words when you read (or, at least, this greatly speeds up reading). You do, indeed, have do be able to
answer general, factual, and dictionary-like questions about what you read: this means you know the “literal” meaning of the text. But what so many people—unfortunately so many educators and policy makers—fail to see is that if this is all you can do, then you can’t really read.
People have not had the same opportunity to learn a given social language unless they have had equivalent experiences dialogically with people who know that language and who have used it in rich enough contexts to allow the learners to “guess” what perspectives the word and forms being used mean.
Sixth principle
sunday, april 4, 2010
james paul gee
if you didn’t get the info for tomorrow (attachement) here’s a screen capture of it
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bit on visit with Gee:
sunday, april 18, 2010
redefining assessment
I’m betting they’ll use this networking when it comes time for their AP Calc prep.
And better yet..what if they started using it daily. What if they started using their favorite tools and sites to teach each other…
Hey – off your phone… wait… what?…that looks like math… carry on.. :)What if success is determined by how well your network is doing…? Wouldn’t that be validation that you had success?
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wednesday, june 16, 2010
on grades
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unday, september 19, 2010
game design
[i can’t convince myself that we all need algebra… please help]more links from laura..
the current edition of new york times magazine is dedicated to education:
http://www.nytimes.com/2010/09/19/magazine/19video-t.html?ref=education
http://www.nytimes.com/2010/09/19/magazine/19Essays-cellphone-t.html?ref=education
http://www.nytimes.com/2010/09/19/magazine/19Essays-online-t.html?ref=education
http://www.nytimes.com/2010/09/19/magazine/19Essays-kodu-t.html?ref=educationmonika, thought you may be interested in this teacher’s town hall:
http://www.educationnation.com/index.cfm?objectid=DC9A4C20-BE68-11DF-B09C000C296BA163
other speakers on education are scheduled to appear next week on nbc’s “education nation” summitoprah is discussing education on monday (9/20) and friday, (9/24)
http://www.oprah.com/showinfo/Waiting-for-Superman-The-Movie-That-Can-Transform-Americas-Schools
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wednesday, july 13, 2011
james paul gee
games are about problems
future of learning – is about well -designed problem solving – not learning facts
future of learning – interactive, adaptive in a customized way, copious continuous feedback, production vs consumption, data mining,
not measuring what you did on tuesday at 11, but over timea passionate social space, where they learn to articulate their knowledge, to carry on the learning
you’ll actually not know you got assessed.
that will balance the budget right there – testing system is gone engagement and discovery 24/7 inside and outside of school who’s going to step to the plate…and make this happen