marc prensky & the digital divides

© 2004 Marc Prensky© 2004 Marc Prensky

Marc [email protected]

Secretary’s NCLB eLearning Summit July 13, 2004Orlando FL

© 2004 Marc Prensky

in a game environmentSerious training


I am speaking to you

today…


…from thepoint of view…



…of theMillennials


Naturally, we’ll be going at

(slides available) © 2004 Marc Prensky

WHAT CAN YOU[Educational Policy Makers]

DO FOR US?[The Millennials]



“Give us21st Century

Tools!”



We are growing up during a

VERYDIFFICULT

TRANSITION© 2004 Marc Prensky

“For the first time in history, we are no

longer limited by our teachers’ ability and

knowledge.”– Mark Anderson



Sadly, YOUare

LIMITING US



So we ask you, as Policy Makers

To please

SET US FREE !



BY GIVING USTHE TOOLSWE NEED


Today, you are so focused on

CONTENT( testing, etc.)


FOR MOST OF US,OUR BIGGEST NEED

IS NOTBETTER CONTENT


WE NEEDBETTER

UNDERSTANDING&

21st CENTURY SKILLS


E.G.Knowledge filtering

Using our connectivityMaximizing computer cycles

Speaking in game, etc.


OUR TEACHERSCAN

PROVIDE US WITHBETTER UNDERSTANDING


BUT WE CAN’T GET21ST CENTURY SKILLS

from ourTEACHERS


THEYDON’T HAVE

THEM!


E.G.Knowledge filtering

Using our connectivityMaximizing computer cycles

Speaking in game


EVENIF YOU

“RETRAIN”THEM!


WHY?


BECAUSE WE ARE THE


• 10,000 hours Video Games• 250,000 emails• 10,000 hours on cell phones• 20,000 hours TV (incl. MTV)• 500,000 commercials


• < 5000 hours book reading



• 2 billion ring tones per year

• 2 billion songs + movies per month

• 3 billion text messages per day


Conventional Speed

Step-by-Step

Linear Processing

Text First

Work-Oriented

Stand-Alone


Our e-Life

Communicating email, IM, chat

Sharing Blogs, webcams

Buying & Selling ebay, papers

Exchanging music, movies, humor

Creating sites, avatars, mods

Meeting 3D chat rooms, dating

Collectingmp3, video, sensor data

Searching Info, connections, people

Analyzing SETI, drug molecules

Reporting Moblogs, photos

Programming Open systems, mods search

SocializingLearning social behavior, influence

Growing UpExploring, transgressing

Coordinating Projects, workgroups, MMORPGs

Evaluating Reputation systems–Epinions, Amazon, Slashdot

Gaming Solo, 1-on-1, small & large groups

LearningAbout stuff that interests them

EvolvingPeripheral, emergent behaviors


OURTEACHERS,HOWEVER,

ARE MOSTLY…


TO US THEY HAVEA DIGITAL IMMIGRANT

ACCENT


AND MOST OF THEMDON’T UNDERSTANDTHE NEW TECHNOLOGIES

OR EVEN THE LANGUAGE


• Quantum entanglement• Search technologies

• Texture mapping• Steganography

• 3D modeling• Wikis


FOR A LOT OF WHAT WE NEEDOUR DIGITAL IMMIGRANT

TEACHERSCANNOT

HELP US MUCH


andDIGITAL NATIVE

teachers

WILL NOT TRULYBE THERE


UNTIL WE GROW UPAND BECOME THEM!


WHAT CAN YOUGIVE US?


WHAT DO WE

DESPERATELYNEED FROM YOU?


WHAT YOU CAN,AND MUST,

PROVIDE US WITHIS:




POWERFUL



ENGAGING



TOOLS



THAT WILLLEAD TO


THEUNDERSTANDING

&

SKILLS


THAT WILL

E-NABLE US


TO GO BEYONDOUR TEACHERS’

ABILITYAND

KNOWLEDGE


AND TOSUCCEED

IN THE21ST CENTURY



POWERFUL



ENGAGING



TOOLS


E-LEARNING

E-NABLEMENT© 2004 Marc Prensky


Out of Schoolwe are

EMPOWERED


“Whenever I go to school I have to ‘power down’”

– a high school kid




GOOD TOOLS EMPOWER USAS LEARNERS


“On the Internet you can play games, you can check your mail, you can talk to your

friends, you can buy things, and you can look up things

that you really like.” – A High School Student


Yahoo Born to be

Wired Conference

The e-Life

Communicating email, IM, chat

Sharing Blogs, webcams

Buying & Selling ebay, papers

Exchanging music, movies, humor

Creating sites, avatars, mods

Meeting 3D chat rooms, dating

Collectingmp3, video, sensor data

Searching Info, connections, people

Analyzing SETI, drug molecules

Reporting Moblogs, photos

Programming Open systems, mods search

SocializingLearning social behavior, influence

Growing UpExploring, transgressing

Coordinating Projects, workgroups, MMORPGs

Evaluating Reputation systems–Epinions, Amazon, Slashdot

Gaming Solo, 1-on-1, small & large groups

LearningAbout stuff that interests them

EvolvingPeripheral, emergent behaviors


POWEREDBy Our

INTERESTS© 2004 Marc Prensky

What’s different about our new technology is that it is

programmable.

– Alan Kay



What we put into the Internet is much more

important to us than what we take out of it.

– Tim Berners-Lee



We are producing as much as we are consuming

– perhaps more.– JC Herz



If we don’tmake it ourself,

it’s not fun.

– Stuart Bonn,Former VP at EA, now VP Fun, There



The most important things to remember are:

multi-playercreative

collaborative challengingcompetitive

– a high school student



HERE’S HOW YOU CAN

EMPOWER US



1GIVE US THEHARDWARE TOOLS

THAT WILL

EMPOWER US



EMPOWERMENTMEANS HAVING

OUR OWNCOMPUTER



GET US TO

1:1 ASAP



BUT…



DO IT RIGHT!



BE SURE THERE IS

CONSISTENCYAND

MINIMUM STANDARDS!



“Project Inkwell”



SCHOOL COMPUTERS

NOTRANDOM BUSINESS

COMPUTERS



WITH BASIC MINIMUMS FOR

RUGGEDNESSPOWER

GRAPHICSSCREEN SIZE

ETC.



… in our pockets!

Help us take advantage of the computers we already have…


DON’T BANOUR CELL PHONES


MAKE THEMLEARNING TOOLS


• Always in our pocket• Powerful and inexpensive• Communication-first devices• Full-featured e.g. Cameras, GPS, internet

• Easy to download content into• Open to external input & output

CELL PHONES ARE:

Missing: Imagination & Funding© 2004 Marc Prensky

2GIVE US THESOFTWARE TOOLS

THAT WILL

EMPOWER US



YOU SHOULD BE DOING

INFINITELYMORE

FOR SOFTWARE


IT IS ANATIONAL SCANDAL

THAT WE HAVE NOT DEVELOPEDSOFTWARE THAT…


…TEACHES ALL KIDS TO READBEFORE THEY ENTER

FIRST GRADE


…TEACHES ALLHIGH SCHOOL STUDENTS

ALGEBRA


WE CAN’TRELY ON

THE MARKETPLACETO PROVIDE THE BEST

EDUCATIONALSOFTWARE


We need a

“MANHATTANPROJECT”

ForKEY EDUCATIONALSOFTWARE TOOLS


EXAMPLES:Tools for:

• Teaching the basic subjects• Creating persuasive arguments

• Enabling effective communication• Building common databases

• Sharing points of view© 2004 Marc Prensky

EMPOWER USTO BUILD THEM


“Hidden Agenda”




TOOLS MUST BENOT ONLY POWERFUL

BUT ALSOENGAGING


WE ARE NOT“ADD”BUT

“EOE”© 2004 Marc Prensky

ENGAGE MEOr

ENRAGE ME© 2004 Marc Prensky

HOWCAN YOU MAKE OUR

SOFTWARE TOOLSENGAGING?


DUH!(A TECHNICAL TERM)


WHATENGAGES

US?© 2004 Marc Prensky

GAMES!


So UseGAMES


As

LEARNINGTOOLS!


3GIVE USGAME-TOOLS

TO

ENGAGE US



WE KNOWGAMES PRODUCE

LEARNINGWITH

ENGAGEMENT© 2004 Marc Prensky

WE WANT TOLEARN

WITH ENGAGEMENT

ALL THE TIME© 2004 Marc Prensky

WE WANT GAMESNOT BECAUSE THEY ARE GAMES,

BUT BECAUSE THEY’RE THEMOST ENGAGING INTELLECTUAL

THING WE HAVE…


…AND WE KNOWHOW MUCH WE LEARN

FROM THEM!


IN FACT, LEARNINGIS THE BIG SECRET

REASONWE PLAY GAMES!



Why Games Engage UsFunPlay

RulesGoals

InteractiveOutcomes & Feedback

AdaptiveWin states

Conflict, competitionProblem solving

Interaction with peopleRepresentation & Story

Enjoyment and Pleasure Intense involvement Structure Motivation Doing Learning Flow Ego Gratification Adrenaline Creativity Social Groups Emotion © 2004 Marc Prensky

1. Doing and reflecting2. Appreciating good design3. Seeing interrelationships4. Mastering game language5. Relating the game world to other worlds6. Taking risks with reduced consequences7. Putting out effort because they care8. Combining multiple identities9. Watching their own behavior10. Getting more out than what they put in11. Being rewarded for achievement12. Being encouraged to practice13. Having to master new skills at each level14. Tasks being neither too easy nor too hard.15. Doing, thinking and strategizing16. Getting to do things their own way17. Discovering meaning18. Reading in context

19. Relating information20. Meshing information from multiple media21. Understanding how knowledge is stored22. Thinking intuitively23. Practicing in a simplified setting24. Being led from easy problems to harder ones25. Mastering upfront things needed later26. Repeating basic skills in many games27. Receiving information just when it is needed28. Trying rather than following instructions29. Applying learning from problems to later ones30. Thinking about the game and the real world31. Thinking about the game and how they learn32. Thinking about the games and their culture33. Finding meaning in all parts of the game 34. Sharing with other players35. Being part of the gaming world36. Helping others and modifying games, in addition to just playing.

Why We Learn From Games(James Paul Gee: What Video Games Have to Teach Us About Learning and Literacy

visual selective attentionmultiple task processing rule understandingstrategymoralityethics identity flow traditional literacy digital literacy new media literacy concentrationsocial skills

stress relief scientific thinking intellectual development affective development social development transfer comprehension skills academic skillsstrategies & procedures use of symbols problem solving sequence learningdeductive reasoning

What We Learn from GamesAreas various researchers claim are improved by Playing Video Games


What We Learn from Games(simplified)

• How (to do things) • What (Rules)• Why (Strategy)• Where (Environment)• When / Whether (Ethics)


“…after Joan of Arc’s victory, the entire myth of English invulnerability was

destroyed.” – Alex, Age 9



“I don’t want to study Rome in high school.

Heck, I build Rome every day in my online game

(Caesar III).”– Colin, Age 16



WE KNOW WHAT WELEARN FROM OUR GAMES

IS VALUABLE


• History• Professional Skills• Resource Management• Math/Science

Valuable Learning: 93% +

“Objectionable” Learning: < 7%


GettysburgThe New WorldCivilization IIIPharaohMedieval Total WarViking InvasionRampage Across BritainStronghold CrusaderCaesar IIIThe Age of KingsThe Age of EmpiresThe Rise of NationsShogunQin

History

Emergency RoomEmergencyEmergency EMTVet EmergencyRoller Coaster TycoonAirport TycoonCruise Ship TycoonBig Biz Tycoon, Roller Coaster TycoonMall TycoonStartupTheme Park TycoonZoo TycoonRestaurant Empire

Job Simulation

Resource MgmtBusiness

PhysicusChemicusGreen Globs and Graphing Equations

Math-Science

Commercial-off-the-Shelf (COTS) Games

Virtual LeaderTraderObjection!Strategy Co-PilotMarketing Co-PilotSales Co-PilotVirtual U


RevolutionEyewitnessSpanish InquisitionQinMaking HistoryTropical AmericaMass BalanceCity PlanningCorporate GreedPower PoliticsThe Political machinePresident ForeverQuandries (Ethics)Sim HealthBalance of Power

Social Studies

Building a HomeEntertechReaL LivesVirtual U.Incident CommanderRoad QuizStreetwiseFlood RangerPark RangerWaterbusters

Job Simulation

Resource MgmtLanguage

The AlgebotsThe Monkey Wrench ConspiracyEnvironmental DetectivesSuperchargedRapunselKinetic CityMission MaxNational GeographicSpace Station SimProject ConnectNitrogeniusEpisims

Math-Science

Custom Games

English TaxiListening SkillsAchieve NowSlideProspero’s Island


AND WE WANTSOME CREDIT

and RECOGNITIONFOR IT!


WE THINKALL

OUR LEARNINGSHOULD BE AS ENGAGING

AS OUR GAMES


WHEN IT ISN’T,WE EITHER

“PLAY SCHOOL”


“We have learned to "play school." We study the right facts the night before the

test so we achieve a passing grade and thus become a

successful student.”

– A high school student


…OR WE JUST TUNE YOU OUT


MOTIVATION ISMORE IMPORTANT

FOR USTHAN CONTENT!


DON’TBORE US!


“[The Millennials] call the shots. Anyone who bores

them will be getting blocked, zapped and tuned

out for years to come.” – Business Week, July 12, 2004

WE CAN GETMOTIVATION ANDENGAGEMENT…


THROUGH

GAME -TOOLS


GAME DESIGNIS CRUCIAL

TO MOTIVATIONAND ENGAGEMENT


KEY THINGS ABOUT GAME DESIGN:

• FOCUS IS ON THE USER’S ENGAGEMENT

• DECISIONS COME REALLY FREQUENTLY

• GAMEPLAY TRUMPS EYE CANDY!


• Engagement

GameDesign

CurriculumDesign

Focus

Mode

Decisions • Frequent and important

• Gameplay

• Content

• Relatively Rare

• Presentation


WHAT WE DON’T YET LEARN IN GAMES

IS THE CURRICULUM,


But…


CURRICULARGAMES

ARECOMING


AND YOU CANHELP US!


BY SUPPORTINGTHE DEVELOPMENT

OF

CURRICULARGAME-TOOLS


MAKING THESETOOLS

IS NOT EASY


It’s

ART,NOT SCIENCE


We

CAN’T USETRADITIONALPEDAGOGY


“Whenever you add an

instructional designer, they

suck the fun out” – A Game Designer


GAME DESIGNERS HAVEALREADY INSTINCTIVELY

INCORPORATED THE MOST EFFECTIVE,

PRAGMATIC, PEDAGOGY


James Paul Gee:

“What Video Games Have To Teach Us

About Learning and Literacy”

PLEASEHELP!


Today:

TOOLS AND GAMES CAN ENRICH OUR CLASSES


Very Soon:

TOOLS AND GAMES WILL REPLACE

CLASSES AND TEACHERSin many situations


“Beat the Game,Pass the Course”


Game Examples


“Logical Journeyof the Zoombinis”

Elementary: Logical Thinking


In Stores. Also:

“Lemmings”“The Incredible Machine”

“Rapunzel”

Elementary: Programming


From NYU

www.maryflanagan.com/rapunsel

“The Typingof the Dead”

Middle School: Keyboarding


In Stores

“The ESP Game”

© 2004 Carnegie-Mellon

Middle School: Language

From Carnegie-Mellonhttp://www.espgame.org/cgi-bin/login


“The Algebots”


Middle School: Algebra

Coming, from Games2train.com and DigitalMultiplier.orghttp://www.games2train.com/games/algebots/thealgebots.html

Middle School: Science

“Space Station SIM” (NASA)


Coming, from GRS Gameshttp://www.grsgames.com/products/game1/DGoals.html

“Revolution”


High School: Social Studies

From The Education Arcade at MIThttp://www.educationarcade.org/modules.php?op=modload&name=Sections&file=index&req=viewarticle&artid=9&page=1

“Tropical America”



Available Onlinehttp://www.tropicalamerica.com/

“Making History”



Coming, from Muzzy Lane Softwarehttp://www.muzzylane.com/products/making-history.htm

“Eyewitness” (Nanking Massacre)



Coming (free download)http://www.mic.polyu.edu.hk/nanjing/index.asp

“Under Siege”(Palestinian Freedom Fighters Game)



Available for downloadhttp://www.underash.net/

“The Monkey WrenchConspiracy”

GAME3 levels, save station

TASKS30 graded, w/self-evals

HS: Mechanical Design


Demo Copy Availablehttp://www.games2train.com/site/html/tutor.html

Immune Attack (NIH)

High School: Biology, Virology


Design Onlyhttp://www.educationarcade.org/gtt/Virus/Intro.htm

Coming

Replicate (MIT)

“Corporate Greed:Names, Faces and Deeds”


High School: Ethics

Avaliable Online. From Games2trainhttp://www.games2train.com/games/MatchIt/MatchIt.html

High School: Law

“Objection!”


Online demo availablehttp://www.objection.com/

“Virtual Leader”(Interpersonal Relationships)

High School: Business

For Sale athttp://www.simulearn.net/SimuLearn/simulearn_home_page.htm


“Airline Tycoon”


In Stores(along with Casino Tycoon, Cruise Ship Tycoon, Big Biz Tycoon,

Roller Coaster Tycoon, Mall Tycoon, Railroad Tycoon, School Tycoon, Theme Park Tycoon, Zoo Tycoon,

and Restaurant Empire. )


“Start-Up,” “Capitalism,” etc.


Available in Stores


“Environmental Detectives”

HS-AP: Environmental Science

Available From MIThttp://cms.mit.edu/games/education/Handheld/Intro.htm


“Supercharged”

HS-AP: Physics


Available From MIThttp://www.educationarcade.org/gtt/EM/Intro.htm

www.socialimpactgames.com


EducationHealth and Wellness

Public PolicyMilitary

Political and SocialAdvertising

COTS

REFERENCE

RECAP


WE WANTYOU

TO GIVE US


POWERFUL


ENGAGING


21st CENTURY


TOOLS


1GIVE USHARDWARE TOOLS

TO

EMPOWER US




SUPPORT 1:1(WITH STANDARDS)

+CELL PHONE INITIATIVES


2GIVE USSOFTWARE TOOLS

TO

EMPOWER US



3GIVE USGAME-TOOLS

TO

ENGAGE US



“For the first time in history, students are no longer limited by their teachers’ ability and

knowledge.”– Mark Anderson



E-LEARNING


E-NABLEMENT


Give us the21st Century

Tools we need!



www.games2train.comwww.marcprensky.com

www.socialimpactgames.comwww.dodgamecommunity.com

www.gamesparentsteachers.com www.digitalmultiplier.org


[email protected]


marc prensky & the digital divides

Technology