My Adult Education Diploma – PDIP Journey with Vancouver Community College – is complete…. four years later – August 12th 2020

None of us is as smart as all of us……..
George Bernard Shaw

Genius is one percent inspiration, ninety-nine percent perspiration. 

Thomas Edison – Spoken statement (c. 1903); published in Harper’s Monthly (September 1932).

I often quote myself. It adds spice to my conversation.

George Bernard Shaw

A life spent making mistakes is not only more honorable, but more useful than a life spent doing nothing.

George Bernard Shaw

Life isn’t about finding yourself. Life is about creating yourself.

George Bernard Shaw

What we want is to see the child in pursuit of knowledge, and not knowledge in pursuit of the child.

George Bernard Shaw

Life is no brief candle to me. It is a sort of splendid torch which I have got a hold of for the moment, and I want to make it burn as brightly as possible before handing it on to future generations.

George Bernard Shaw

Teaching without learning is just talking…….

PIDP 3270 Capstone

My approach to this Assignment was to review the course descriptions and then look back on my course materials and what I prepared and the things that jumped out at me when we were tasked to reflect on what we learned in the course. I found this approach of reflection especially useful and looking back on some of my own reflections I have excerpted some of the key things that I was thinking about when I took these courses over several years. There was so much to learn and it was such a rewarding experience and there is not enough space or time to cover all the learning that I took away with me but these are some of the key things that I learned and reflected on as I became a better master of my craft of teaching.

Objective Questions

Objective Questions: What brought you to the program? What is your teaching background/subject matter expertise? Where have you taught in the past? What are you currently teaching? Where? What have you learned during your PIDP journey? • Design, delivery and evaluation of learning? • Instructional strategies and use of media? • Ethics and professionalism? • Adult education theory? What events and accomplishments did you realize? What lessons caught your imagination? What classroom experiences are memorable?

When I first arrived at CNAQ in August 2014 I had to enroll in the ISW program within a year of my arrival (everyone does) and I was really interested so I signed up as soon as it was offered in the fall of 2014. There was discussion during that program that the course was eligible for the VCC program and we could get a Provincial Adult Instructors Diploma after taking their courses and that the College was looking at having people from VCC come out to Qatar to teach us. I was extremely excited and started my journey. We all paid for this ourselves as there was no professional development money.

I had been teaching adults part time since 2003 at the University of Alberta where I taught Major Account Strategy in the Sales Citation Program of which I am a graduate. Once I started to teach, other opportunities came along such as E-Commerce and Strategy at Athabasca University, face to face and online, Public Relations at NAIT and Competitive Intelligence at McEwan.

I first taught fulltime in 2009 when I went to Chandigarh, India for six months with TRU (Kamloops) and then again fulltime in 2011 at Higher Colleges of Technology in Abu Dhabi, United Arb Emirates. I later moved to CNAQ and Qatar in 2014.

My areas of expertise are business – entrepreneurship, marketing, human resources, project management and law to name a few areas and I have written many courses both face to face and recently online. I had the opportunity one summer, to teach conversational English to 14 to 17-year-old Emirati and expat boys during Ramadan and that was incredibly challenging, but we had lots of fun. I had the best attendance of all the classes offered as they loved my classroom and the lessons, I taught them. It took everything I had to keep them on topic for many reasons. I had an accreditation auditor attend my class who was really impressed, and I ended up on television as well.

What I liked about the Adult Instructor program is that I learned so many new techniques in the areas of assessment, course design, motivation, learning and learning strategies. I learned more about BOPPPS and Bloom and really improved my knowledge and skills. I am extremely interested in gamification and wrote about it in several of my courses and I see how they respond to Socrative and Kahoot, so I am a big fan. They forget they are learning.

The instruction was just fantastic and the instructors all modeled good teaching and were so professional. We had some good discussions in our classes and there was always lots of energy. We were all self-motivated and we also motivated each other outside the classroom.

Reflective Questions

Reflective Questions: What were the high points during the program? What were some of your challenges or frustrations? Speaking generally, how did people influence you?

There were so many high points and I learned so much from my colleagues. Learning to be reflective was a great take away for me. When I was working on my Dacum for Professional Selling my colleagues were most helpful and pointed out some things that I did not see. For example, my colleagues gave me these suggested improvements.

Some of the changes I made to the Course Outline after looking at the Dacum were the following.

  1. I simplified the wording – eliminating the double wording where possible.
  2. I revised Section 2.0 on Retailing (we have a course on this and there was duplication and it needed to be simplified). I have struggled with the material in this section in the past.
  3. When I presented my Dacum to my colleagues Patsy and Paul they had some excellent observations that I noted. A) It was very Cognitive heavy – “Peter is there room for Affective and Psychomotor skills?” I replied that the Sales Presentation which is worth 40% – (see below) is very hands on – they have to do a sales presentation which is recorded for review and analysis. They both liked that answer. B) When we discussed the Affective I realized that there is a huge opportunity for improvement to discuss things like Professionalism and Ethics which are so important. Dr. Charles Futrell15 really talks a lot about this. I added another deliverable – Learning Objective called Professional Selling and Ethics – 10.0 and I found some videos on the topic as well to integrate into the course material. Placing others before yourself and how wrong that is – look after your customers and “don’t sell a Camaro to your grandmother”! Charles Futrell’s Video on the sales process.

Another high point was the learning about learning – I had the content down, but I needed some techniques and I got lots of ideas. When we reflected on Cognitive dissonance and how it plays a role in many value judgments, decisions, and evaluations I was most interested.16 Becoming aware of how conflicting beliefs impact the decision-making process is a great way to improve your ability to make faster and more accurate choices and plays an important role in curriculum development and teaching. We had a great round table discussion on this subject.

There were lots of learnings in the course and it was most enjoyable. The Dacum exercise was most useful. I feel that the Cognitive and Affective components are more in focus now and I feel that it is a better course outline for my course with better activities (Lesson Plan exercise was excellent).

The courses kept me busy as work did not wait for me and class sizes increased, new courses needed to be developed and we worked on new degree courses. Because it was so enjoyable the extra work and time were not very noticeable.

There were few low points but two stick out. Both my responsibility. PIDP 3240 Media Enhanced Learning and I has some challenges because I missed deadlines as I was too busy when I signed up and had other responsibilities which resulted in me missing deadlines and having to repeat it more than once. I finally got it completed and enjoyed it very much.

Another mistake I made was not referencing one of my assignments. It was an Assessment tool that I found that was exceptionally good, but I did not reference it properly and I got a zero on my assignment that I deserved. I will remember that lesson.

My colleagues were a big part of my success and one example I recall was the lesson plan Mark Lavin and I developed and our virtual field trip:

Mark and I presented a set called Field Trips from the wonderful book “called Student Engagement Techniques by Elizabeth Barkley”” but as a result of the challenges of going on an actual Field Trip we developed a virtual field trip to help identify the key tourist attractions of Doha for a class taking a Tourism Marketing course.

We developed an interactive game using a Cootie Catcher that students enjoyed to help them select their Top 8 places to see in Doha or the joke went “that they could choose them logically as opposed to the random selection of them by the Cootie Catcher.”

Help each other – Help a brother out
Souk Waqif – The Standing Souk

The final accurate solution based on data, Trip Advisor and previous experience was the following order for the Top 8 activities in Doha –

1. Souq Waqif – Haggle your way around Souq Waqif
2. MIA. – Wander around the Museum of Islamic Art
3. Dune – Bash your way to the inland sea
4. Sheikh Faisal Museum – See prehistoric remains

5. Banana Island – Chill out and spend a long weekend at Banana Island Resort

6. Katara – Hunt down the city’s best Karak

7. Corniche – Walk, run or cycle along the Corniche

8. Brunch – Hit a blow-out brunch

Mark and I worked together so well, and it was a memorable classroom experience We reflected on our learning strategy:

Why do you like the strategy?

I am a big fan of the learning that is provided by a Field Trip as it keeps the students seeing real life examples of their learning experiences. Students like the hands-on learning experience and seem to enjoy the opportunity to engage in a new way.

What are the advantages and disadvantages of the strategy?


Real life learnings that can’t be replicated in the classroom

Engaging, refreshing change of pace, active collaborative learning

Fun, learning that is real and an inclusive activity


Time consuming and observations noted above

Extensive planning required

Can represent cultural challenges in Qatar


…………………………………a virtual Field Trip can solve some of these issues

Doha Skyline

We had lots of fun working on this Instructional Strategy and presenting it and it was well received for being so creative (we presented from our bus – some chairs lined up as bus seats).

Interpretive Questions

Interpretive Questions: What was a turning point for you during the program; an “aha” moment? In what ways did this program change some of your thinking about being an adult educator? What would be one key insight that you now have as a result of this journey? What teaching approaches most influenced you as a professional?

Our societies and economies have experienced a profound transformation from reliance on an industrial to a knowledge base. Global drivers increasingly bring to the fore what some call “21st century competencies” – including deep understanding, flexibility, and the capacity to make creative connections, a range of so-called “soft-skills” including good team working. The quantity and quality of learning thus become central, with the accompanying concern that traditional educational approaches are insufficient.” Dumont and Istane (2010)1

I really like this quote and it was one of my first aha moments in the course about how learning is changing, I really enjoyed what I was learning on my own, through my colleagues or through the course and I learned in many different ways.

We always talk about the 21st century and how different things are from the past and our new knowledge economy where information increases as does our speed of access to it. Soft skills include good teamwork but also other things such as getting along with others, ethics and often referred to as people skills.

Qatari’s are so friendly

There is often discussion around emotional intelligence where the leaders of companies and projects for example need the soft and hard skills to do their jobs. As an educator it is important for me to keep up to the changes that surround me in the new economy where classrooms are flipped (videos are for homework and the students come to class to demonstrate understanding. – P.5 Merriam and Bierema)2 and people talk about bringing their own devices for example. Collectively educators need to look at these trends, understand them and make changes to the way we teach so the leaders of tomorrow will have the skills required to compete effectively. As educators we need to help our students to develop the skills to access current and reliable information, critically analyze it and be able to use that information in a logical and effective way.

I learned about creativity in teaching and not just being the talking head and there is a greater need for instructors to help students be more creative in how they learn.  They need to know how to learn as the game changes so quickly. A quote in the book noted that most professional preparation becomes outdated before one gets situated in a career “. Hewlett Packard has estimated that what one learns in a Bachelor of Engineering Program is outdated or “deconstructs itself in 18 months and for the technology fields the half-life is even less. Students need to be prepared as self-directed, lifelong learners “for jobs that do not yet exist, to use technologies that have not been invented, and to solve problems that we don’t even know are problems yet” (Darling-Hammond et all 2008 P.2 )(Quoted on P.5 Merriam and Bierema)2 They must be prepared to continually advance their knowledge and skills. They will be expected to keep pace with rapid changes and apply their knowledge and skills to diverse situations and environments. What employers want are employees who can process information, understand what is happening, be creative problem solvers, and make good decisions often with limited information. 

Skype and Zoom puts us right there in the room and with Covid 19 we were all as educators, thrown into online learning which I had experience with before at Athabasca University where I taught e-commerce online but there was much to learn and I had to develop a course Workplace Professionalism for myself and my colleagues in D2L using Zoom in less than six weeks for delivery starting in April this year for over 100 students.

With Microsoft Teams and Skype and Zoom and D2L (our learning system at CNAQ) we learned we can work on projects with others almost anywhere in the world. There are challenges though with working with a diverse team as there is a greater chance of miscommunication and misunderstanding. Soft skills become more important so that team members can be respectful and sensitive to differences like age, cultural, etc. when working with each other. 

Another thing I really liked was the Skype call from Glenn at the beginning. I liked the connection and then the Skype call with a partner. It helped make the connection as sometimes you feel very alone when you are online. It is important to be connecting to the course and others. We were lucky to have many of us taking this course online at our company, so we did have some offline pressure to get done as well, as you saw colleagues at CNAQ.

I learned that knowledge and learning comes in many forms. There can be more than one goal when helping students to learn. Meeting the learning objective is just part of what can be taught. How students learn can help them to develop valuable skills in the future and we need as educators to address any gaps required in the 21st Century through learning ourselves how to be more effective. We need to be ahead of that curve.

I did several assignments on gamification, a theme that stuck with me throughout the program and focused on in PIDP 3240 Media Enhanced Learning. I have developed so many Kahoots and learning games in my teaching career and they have been well received by the students and I use them in the classroom as seen from my assignment 2 from this course and classroom video.

Another key discussion area was Lifelong learning. Lifelong learning is not a choice, it is a necessity. Whether we realize it or not, we are all lifelong learners and thus learning how to learn can just train us, to do effectively, what we all do, all our lives- learn. We need to embrace change to learn.

Blooms Taxonomy was an area that we discussed and learned about that became a backbone of my teaching and classes.3

Bertrand Russell

 “When you want to teach children to think, you begin by treating them seriously when they are little, giving them responsibilities, talking to them candidly, providing privacy and solitude for them, and making them readers and thinkers of significant thoughts from the beginning. That’s if you want to teach them to think.”
Bertrand Russell

Another topic in the course was so interesting was Experiential Learning Theory that emphasizes the role that true experiences play in the learning process. It is this emphasis that distinguishes itself from other learning theories. Cognitive learning theories emphasize cognition over affect and behavioral learning theories deny any role for subjective experience in the learning process.

I also learned that scholars in the field of education have two contrasting views when it comes to the concept of experiential learning. The first view defines experiential learning as a sort of learning which enables students to apply newly acquired knowledge in a relevant setting. The relevant setting can be a sponsored institution of learning with trainers, instructors, teachers, or professors to guide the lesson. The other school of thought defines experiential learning as “education that occurs as a direct participation in the events of life” (Houle, 1980, p. 221)4. It was remarkably interesting, and we looked at our teaching styles as well. I am a behaviorist and a constructivist.

PIDP 3210 Curriculum Development. I really enjoyed this course and made some great improvements to my course outlines for Professional Selling and for Entrepreneurship and Retailing. Actively working on the Course Outline and PIRS (CNAQ Learning Objectives) and developing the Dacum was rewarding. I feel that the Cognitive and Affective components are more in focus now and I feel that it is a better course outline for my course with better activities (Lesson Plan exercise was excellent).

Also, we reflected on Cognitive dissonance and how it plays a role in many value judgments, decisions, and evaluations. 5 Becoming aware of how conflicting beliefs impact the decision-making process is a great way to improve your ability to make faster and more accurate choices and plays an important role in curriculum development and teaching.

PIDP 3240 Media Enhanced Learning gave me lots of ideas and I really enjoyed the material and research I did while looking deeper into the topic. I focused on Screen O Matic and worked on my Kahoots and wrote an essay on gamification and media/technology in the classroom”. I did the video lesson on Peter’s juicy meatballs that I presented to my colleague in Vancouver.

I learned more about media and new technology. The role of media in the development of education has been imperative. It has played an important part in influencing the underprivileged and the socio-economic backward sections of the society in recognizing the significance of education. Various forms of media such as newspapers, television, radio, internet and so forth have largely contributed in spreading amongst the masses the viewpoint that they should focus upon the development of the basic literacy skills of reading, writing and arithmetic, in order to make their living efficient.6

Learning is a process to acquire knowledge. It needs hard work and sometimes will make students frustrated and bored. In this case, the use of media in teaching- learning process is needed to attract students’ attention and to make teaching- learning activities more interesting and effective.

I did lots of research in the course on the use of media which leads students to learn by doing. In other words we can say that in learning by doing process, students improve themselves from know nothing to know something, from know something to understand the concept. When students use media in learning then they will have the experience of learning and directly involve in the learning process.7

”Technology arouses interest and enthusiasm in the mind-sets of the students to learn. Therefore, the role of media is significant in the development of education.” 6

Technology can deliver new educational opportunities for everyone. It offers huge opportunities to transform global education at all age levels. Technology continues to develop at a rapid pace and access to technologies such as mobile phones and the internet is growing.

CEO of Silicon Schools Brian Greenberg says that evolving technology doesn’t undermine a teacher’s role in the classroom; instead, it augments it.7

“Technology is important, but it’s really just the means to an end,” Greenberg said. “The real magic is in giving great educators freedom and license into how school works.”7

“The real purpose of education is for the brain to be empowered with information,” said Brian Greenberg. “We’re teaching students to learn to think, to learn to learn, and to critically assess a situation.”7

New technologies like AI, machine learning, and educational software aren’t just changing the field for students, they’re shaking up the role of educators, creating philosophical shifts in approaches to teaching, and remodeling the classroom.8

Digital skills are necessary for taking part in the global economy. Mobile technologies have reached even the poorest parts of the world – but skill gaps remain, and school students are often taught skills that will not help them to access jobs in STEM (Science, Technology, Engineering and Math).8

There is a risk of technology being deployed in a way that rewards young people in richer countries and leaves others in low-income countries lagging behind when it comes to getting the skills needed for the new economies.9

I wrote on the role of media in the classroom as my assessment and did the video on juicy meatballs for my lesson. I figured out YouTube editor and I put lots of effort into my reflections as I was so interested in the topic of technology in the classroom.

Decisional Questions

Decisional Questions: How will this educational experience inform your professional practice? How will you continue your professional growth journey in the future?

I enjoyed the media course – PIDP 3240 Media Enhanced Learning and the first course PIDP 3100 Foundations of Learning but I felt great when I finished a week of face to face courses with my colleagues. We would start class after our workday and carry on through the weekend. I decided I like face to face the most as it motivates and engages me, but I found out I am more than capable and do enjoy learning on line. When I did my MBA with Athabasca University we were in cohorts with timelines and deadlines for assignment and we worked alone and in groups. It was great. When I taught online, I used Zoom to bring everyone together and took attendance. It was well received.

And then it all changed…Online Learning

As an overall teaching strategy: you should create the conditions that will *elicit the behaviour that you want from your class or an individual student. – The English Teacher10

Motivating students to apply themselves in the classroom requires knowing them, their beliefs, their anxieties, and their backgrounds—and customizing approaches that are responsive to each. It does not require “dumbing things down,” a common feature of lower-tracked classes.

Reaching out…touching you, touching me – Sweet Caroline

A more research-driven and student-centered approach would be to push all people toward incremental growth in their knowledge and skills, and to ascertain what motivates each individual student to achieve in a particular class. Teachers can then enlist the student’s help in identifying factors that might elevate his or her motivation, including changes to the classroom and curriculum or changes to the individual’s beliefs and behaviors11.

“Simply having experiences does not imply that they are reflected on, understood or analyzed critically. Individual experiences can be distorted, self-fulfilling, unexamined and constraining.” (Brookfield, 2006 P. 12) 1.

This is an interesting quote as it illustrates the need for self-reflection and the fact that experience does teach us important lessons but it they may not necessarily be enriching.

Brookfield notes that, “Events happen to us but experiences – the meanings to how we understand events – are constructed by us as we make sense of these events” (2006, p. 12)12. We need to put it into our context and reflect on what we learned. Reflection is critical to learning.

Learning is cyclical and very much a path to success that requires reflection. Learning occurs when the path can be examined by the learner in this moment of reflection. The full extent of learning happens when learners can understand this path and the process of learning.

MacKeracher (2006) 14 also describes learning as cyclical, in which the learner:

  1. Participates in experiences and gathers information;
  2. Makes sense of experiences by giving it meaning and recognizing patterns;
  3. Applies meanings in decision making and choices;
  4. Acts within a situation that involves the environment or people, testing decisions made; and
  5. Gathers responses from environment or people, thus providing information for a new learning cycle.

In the article “The Learning Way—Learning from Experience as the Path to Lifelong by Learning and Development.” By Passarelli and Kolb. 12.  The cyclical path of learning has also been described as concrete experience, reflective observation, abstract conceptualization, active experimentation by Kolb (1984); and as disorientation, exploration, reorientation, then equilibrium by Taylor (1979; 1987)4

There can be challenges to learning as noted by Kolb. This can be caused by moving too quickly through the learning cycle, or by skipping parts of the cycle. This would explain why students can become stuck.

A crucial element of the learning cycle is the gathering of feedback of experiences, whether it be from other individuals or the environment itself (MacKeracher, 2006)14. It is so important to be reflective as an instructor or otherwise we may become stuck as well.

There needs to be time for reflection for both the students and the instructor and that is what Brookfield and others are pointing out here.

In consideration of the importance of the entire cycle of learning, I would like to look at implementing the following in my classes:

  1. Discuss that learning is really a learning cycle and that there may be challenges if the learning cycle path is not followed or skipped.
  2. There needs to be time for reflection in class and outside of class.
  3. Some examples of activities that can be used outside of the classroom can include journaling, blogging, podcasts, or discussion forums.
  4. Schedule reflection for the next day before the next topic is introduced. This will also allow time for the student to process their thoughts and gather feedback from others before making a statement. This will work well in my Project Management class where there is considerable information delivered in a short period of time. I want to develop a discussion forum in this course.

I completed the ISW courses and it was great to do mini lessons and present it to my colleagues. One of my lessons was Canva which I presented using PowerPoint, a word handout and Canva itself. I learned to use WordPress and developed a blog on my Adult Education Journey which I will continue to expand.

Lesson planning was a big part of the course and I learned about BOPPPS for the first time and I loved this quote- ”If you don’t know where you are going, you might end up somewhere else – Yogi Berra””

I am also committed in the future to team teaching as the are many advantages and I would like to explore it further as I only did it a little in my EP2200 Business Planning course.

Team teaching involves a group of instructors working purposefully, regularly, and cooperatively to help a group of students of any age learn. Teachers together set goals for a course, design a syllabus, prepare individual lesson plans, teach students, and evaluate the results. They share insights, argue with one another, and perhaps even challenge students to decide which approach is better17.

Teams can be single-discipline, interdisciplinary, or school-within-a-school teams that meet with a common set of students over an extended period. New teachers may be paired with veteran teachers. Innovations are encouraged, and modifications in class size, location, and time are permitted. Different personalities, voices, values, and approaches spark interest, keep attention, and prevent boredom17.

Tornado Tower Doha Qatar

I also set out some goals professionally and this Diploma was one of them. Next is to start my Doctorate. I am about to change jobs and I am taking on a new role where I will not be teaching much. I really wanted to finish this off because I will be using what I learned in my new role as Case Manager for HEC Paris Qatar – writing cases and managing the Centre based in Tornado Tower – above. We will develop MENA and GCC cases that we will use in the classroom for teaching purposes to improve engagement and interest from the students in the Executive MBA programs. I will be teaching people to write cases and collaborating with my colleagues in France and others around the world and across town at other Qatar Foundation universities. The initiative is funded by Sheikha Moza bint Nasser, mother of the Emir Tamim Al Thani and wife of the father Emir Hamid Al Thani. Sheikha Moza bint Nasser is the consort of Sheikh Hamad bin Khalifa Al Thani, former Emir of the State of Qatar. Since 1995, Sheikha Moza has led education and social reforms in Qatar and has founded national and international development projects including WISE and Qatar Foundation. Her daughter is a HEC graduate and she loves the University.

This was an incredible experience and I learned so much over the course of time which was a little longer than I expected but I was busy with increased classroom assignments and new responsibilities to cover.

There are so many learnings that I took from these courses and I became much better at my craft as I worked through the material and did the research and importantly did my reflections on what I was reading and learning from the materials and from my colleagues. As I was preparing this Assignment, I read through my reflections again and used many of them in this document. It was just an amazing experience and I needed to reflect in detail on this Diploma as I change employers and move away from teaching full time for the moment.

I learned lots about teaching, learning, assessments, adult education theory, classroom management, media and putting it all together and it certainly improved my teaching skills and my classroom engagement.

In conclusion, this is longer than I planned but this is fascinating information.  I had fun and I learned so much and I cannot say enough about the experience. I was engaged and motivated. Which is how I want my students to be!

Thank you to all of you – it was an absolute pleasure.



1. Dumont, H., Istance, D. & Benavides, F. (2010) The Nature of Learning: Using Research to Inspire Practice. Paris: OECD.

2. Merriam, S.B., & Bierema, L.L. (2014). Jossey-Bass Adult Learning: Linking Theory and Practice.

3. Bloom’s Taxonomy retrieved from

4. Experiential Learning – Retrieved from

5. Website retrieved from

6. Role of Media in the Development of Education Dr. Radhika Kapur PDF retrieved from

7. How Technology is shaping the future of Education Website Business Insider retrieved from

8. How Technology is shaping the future of Education Website Business Insider retrieved from

9. Technology and Education Website retrieved from

10. The English Teacher – Web Site –

11.  Motivation, Engagement and Student Voice – Web Site –

12. Brookfield, S. (2006). The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom (2nd ed). San Francisco, CA: Jossey-Bass.

13. The Learning Way—Learning from Experience as the Path to Lifelong Learning and Development by  Angela M. Passarelli & David A. Kolb  Department of Organizational Behavior Weatherhead School of Management Case Western Reserve University Cleveland OH  44106-7235 e-mail:

14. MacKeracher, D. (2006). Making Sense of Adult Learning (2nd. ed., Repr). Toronto: Univ. of Toronto Press.

15. Charles Futrell – Linked In –

16. Website retrieved from

17. Team Teaching – Advantages and Disadvantages – Website

Fish – An Amazing Idea

The FISH! Philosophy is a set of simple, practical tools to help you create the work culture you’ve been looking for. It’s a way to build stronger relationships that equip you to face your challenges more effectively. The FISH! Philosophy fulfills the most basic needs of human beings who, in turn, fulfill the needs of the organization—more connected teams, better communication, extraordinary service and higher retention.

What’s that noise?

Documentary filmmaker John Christensen was shopping in Seattle when he heard cheering in the distance. Curious, he followed the sound and encountered a crowd surrounding a small fish market—World Famous Pike Place Fish, to be exact. Suddenly a fishmonger fired a slippery salmon to a coworker, who made a spectacular one-handed catch as the crowd applauded. He invited a delighted customer to catch a fish.

Quotes June 25th 2016

Teaching is the profession that creates all others.

The greatest battles aren’t fought on the battlefield; they are fought in your mind: conquer your mind, conquer the world.

The best way to create your future is to create it – Patti Labelle

I put a dollar in one of those change machines.  Nothing changed.  ~ George Carlin

Personal Learning Networks for Educators: 10 Tips

Personal Learning Networks – Click here for original article…..

EdTech, Platforms & Data, Social Media

By Dr. Mark Wagner

I often begin my workshop on personal learning networks (PLN) for educators by asking these questions: Who is in your learning network? Who do you learn from on a regular basis? Who do you turn to for your own professional development? Some educators are lucky enough to learn from their coworkers or colleagues at their site. Far too many others feel isolated in their room or office, and need to meet with counterparts from other sites in order to have a professional learning experience. All educators (and learners) can benefit from extending their own personal learning network online – beyond the walls of their schools, the boundaries of their districts, and the limits of their experience.

I usually ask these questions at conferences, which are frequently only annual events – and rare treats for many educators. My goal is for workshop participants to leave the session plugged into a global network of like-minded professionals, who will broaden their experience and challenge their thinking on an ongoing basis. I share with participants these ten tips for building their own personal learning network, and I hope these might be useful for you too.

Learning to Network and Networking to Learn

1. Connect – The growth engine of your learning network is your willingness to reach out and make connections with new people. Leave a comment on a blog post or podcast, reply to a question on twitter, or +1 a post on Google+ (or like something on Facebook). Merely reading, listening, or watching is not connecting. The more people you connect with online, the more you can take advantage of the strength of weak ties.

2. Contribute – If you have something to share, post it online where it may be accessible and useful to others. Your expertise (and even your struggles) are valuable to others who don’t have your experience. Anything you create for work (or your own schooling) might as well be shared, and might be valuable to someone else. Making contributions is a way to offer something of value to the new people you are connecting with. Sharing online is even considered a moral imperative by many educators; sharing contributes to the greater good. It’s one way we can pay it forward.

3. Converse – Over time the connections and contributions you make online will evolve into conversations as others respond to you as well. These conversations will in turn grow into relationships, if not friendships. Sharing something about your passions (and challenges) outside of work can also enrich your relationships. Someone you’ve connected with about baseball or raising a toddler might be more likely to respond to your questions about work as well.

4. Request – If you’ve made connections, offered contributions, and cultivated relationships over time… then when you make requests, they are more likely to fall on fertile soil. In circles of educators who connect online, making a request is acceptable and welcome. You’ll find that you’ll receive much higher quality answers and support by asking your network, than you will by simply searching online.

Networking Tools and Anecdotes

The four tips above are the core activities of building a personal learning network, and they can be applied using various tools to connect with others online. Although many other tools, such as wikis, podcasts, instant messages, streaming video, and more can used for connecting this way, the following tools are particularly valuable for building a personal learning network.

5. Blog – Though there will never be another 2004, blogs are still a powerful way for educators (and learners) to connect. Within my first six months of blogging (posting things I had written for work or school anyway), I received comments from six of the authors I had cited in my posts! Over the course of my doctoral research, my blog connected me with more researchers and practitioners than my university ever could have. These trends have continued to this day. If you read many blogs, an RSS aggregator (like Google Reader) can be an essential tool for helping you spend 25% of your time reading and writing blogs for professional development.

6. Tweet – Among educators (and much of the world), Twitter is the most popular social microblogging tool. The posts are short and easy to skim, and because following someone on Twitter is not a reciprocal relationship (unlike friending on Facebook), it is easy to create a custom group of people to follow – and to manage the flow of incoming information. Twitter has been the most powerful tool in the growth of my personal learning network from a half-dozen teachers in the English department lounge to thousands of educators around the globe. Twitter is at least as valuable to me for moral support as it is for technical support. The #lateworkcrew has helped me through many long nights of whittling down my critical tasks.

7. Join Classroom 2.0 – Maintaining a blog and posting regularly to Twitter can feel like significant commitments, and failure to post can generate feelings of guilt. Social networks such as Classroom 2.0, however, are a great place to start with an exiting network (no need to follow, friend, or circle anyone) and with very little pressure to produce. With over 60,000 members, if everyone contributes even a small fraction of what they read, the site is rich with content. For many educators, it is a great starting point for experiencing a personal learning network, not to mention learning more about how these tools are impacting the future of education.

8. Use Google+Google’s new social network allows educators to group the people they follow into circles, such as personal and professional (keeping these circles safely separate in a way that is more difficult on other networks such as Facebook). Or, more specifically, users can organize the people they follow into circles for specific subject areas, grade levels, or or even collaborative projects. Additional features are particularly valuable to educators, especially “hangouts” – video calls for up to 10 people, including screen sharing and Google Docs integration. Google+ is also a great tool for expanding your horizons beyond education. There are rich communities of technologists, photographers, and thought leaders sharing on Google+.

Final Thoughts

These final two tips will help keep your initial frustrations in perspective, and help you avoid the temptation to focus on unimportant metrics as you grow your network.

9. Be Patient – Many educators get frustrated when they first experiment with these tools, but building a personal learning network doesn’t happen quickly, and it isn’t a trivial commitment. It takes time to make connections and build relationships. It’s takes perseverance to continue when you receive no replies to your requests, and it requires patience to build up social capitol over the months that may be necessary before you begin to feel part of a community. But it is well worth the investment to one day have a 24/7 global network to tap into whenever you’re in need – or simply want to learn something new.

10. Be Authentic – As Tommy Spaulding says, It’s Not Just Who You Know… it’s how you know them. Despite the appeal of seeing your number of followers grow, or trying to post something you know will generate comments or re-tweets, it is more important to be authentic in your online connections. Don’t try to game the system, worry to much about your online “brand,” or in any way cajole people into following you or responding to you (with contests or incentives for instance). The more you reveal your humanity the more people will trust you, identify with you, and respond to your reflections and appeals. More importantly, the more you seek out the humanity in others, the more they will want to connect with you – and share with you.

Will Richardson, co-author of Personal Learning Networks: Using the Power of Connections to Transform Education has been a part of my personal learning network for years… and I was lucky enough to see him at a conference earlier this week. He shared with me a challenge he recently placed to educational leaders: “If your school system hasn’t changed a year from now, I get it… but if you haven’t changed a year from now, you’re a failure.” I hope these tips might help you start down the road of building your own personal learning network and becoming a more connected learner yourself – or if you’re well down this road already, I hope these tips might be helpful to pass on to your colleagues to get them started. If you have tips of your own for educators just starting to build their personal learning network, or if you have questions as you begin to build yours… please share in the comments below.

Note: For more on this topic, you might also want to explore Jeff Utecht’s book Reach: Building Communities and Networks for Professional Development.

Note: I’ve also been writing about this topic for some time. If you would like to read a brief article that goes into more depth on a few of these points, please see my article Learning to Network & Networking to Learn from The High School Educator in 2008. You are also invited to access the workshop resources for my personal learning networks for educators workshop, which I led as recently as two days before this post.

Quotes on Learning

“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.”
Haim G. Ginott


Bertrand Russell

“When you want to teach children to think, you begin by treating them seriously when they are little, giving them responsibilities, talking to them candidly, providing privacy and solitude for them, and making them readers and thinkers of significant thoughts from the beginning. That’s if you want to teach them to think.”
Bertrand Russell

Five Emerging Trends for Innovation in Education

5 Emerging Trends for Innovative Tech in Education – Click Here for Article

Five emerging trends for innovative tech in education

<a href="">Matt Ramirez</a>

No longer simply future-gazing, technologies like augmented and virtual reality (AR/VR) are becoming firmly accepted by the education sector for adding value to learning experiences.

Using a virtual reality headset at the Jisc Digital Festival

Using a virtual reality headset at the Jisc Digital Festival
©Jisc and Matt Lincoln

But what next for these technologies? Here are five trends to watch out for in further and higher education.

1. Taking Hollywood to learning

The silver screen may not be the first place you’d naturally take inspiration from for learning, but the tech currently being employed in Hollywood is sure to have an impact in the classrooms and lecture halls of the future.

Summer 2015’s big blockbuster, Jurassic World called on AR while filming, using a simple iPad app by visual effects company, Industrial Light and Magic to frame shots on location, in combination with a 3D structure sensor to measure camera depth. Essentially, this allowed the filmmakers to load their dinosaur models into the program and stick them onto the live image, so they could ‘see’ where the dinosaur would be, including judging depth, height and angle.

It is amazing to think that AR is being used so prominently in top production studios – and what this could mean for education. Imagine a similar tool for ‘seeing’ models in such diverse disciplines as theatre direction, lighting, product design, architecture and construction. Such an application would allow the learner to quite quickly present stunning visualisations and also help them to pre-empt any potential design problems, enabling them to explore alternatives without having to invest significant time and money in creating complex physical models.

2. Engaging, immersive experiences

VR is about to get a whole lot bigger thanks to ever better graphical representations of the real world. One of the applications that impressed me recently was a VR resource built for the road traffic agency in Australia, to dispel the myth that old, heavier cars are more protective in accidents. The experience placed you in the position of a crash test dummy, both in a modern car and one from the 1980s.

The immersion was breathtaking: on the moment of impact the display went into slow motion with shards of glass flying towards you, the crumple zone concertinaing, air bags deploying and the seat shaking with hydraulics. You walk away actually feeling how much safer newer cars are in comparison.

Another example comes from Ford for ‘experiencing’ new car models. Employing VR through gesture-based controllers, engineers and technicians are able to peel back engine components, see detailed cross sections and run quality assurance testing without having to create clay models, which commonly cost over £250,000 and take months to build.

Immersive applications such as these bring home the potential of VR within education for creating interactive worlds. Imagine, for example, being able to experience the awe and adventure of following in Howard Carter’s footsteps uncovering Tutankhamun’s tomb as an archaeology student; hearing the wind blow through a crypt sealed for millennia and being the first to take in the priceless artefacts and mysterious hieroglyphs. Photorealistic simulated environments can give learning a richness otherwise near impossible to achieve.

3. The tech tricks of Pixar – for free

Big news in the world of 3D is that the core-rendering engine used by animation giant Pixar has been made freely available to the public. Integrated into Blender open source software, it has some great features including a realistic hair renderer, denoiser, visual integrator and enhanced physical cameras that simulate the imperfections of real world cameras. Better yet, it can be downloaded with a simple registration, all for free.

This is a real step change from traditional renderer pricing models, often costing thousands of pounds per year, and opens up new opportunities for colleges and universities. Instead of purchasing a costly add-on, they’re now able to experiment with free, industry standard software. I would also encourage organisations to make it available to students, as gaining expertise in this area will provide them with important transferrable technology skills that make them more employable.

4. Science and maths can be fun!

I always struggled as a student of mathematics, with pre-conceived notions of it being dry, devoid of excitement, and not really relatable to anything in life.

The SIGGRAPH 2015 conference I attended in August turned this idea on its head. I saw academics talk through how scientific processes and algorithms could be translated into highly visual effects, from multi-resolution geometric transfer that allow animators to switch between high and low detailed dinosaur models, to the procedural animation technology that went into creating the microbots movement in Big Hero 6.

Hearing about real-life situations where theoretical maths has been applied made the subject much more digestible, and I thought how valuable this activity would be for STEM subjects. Grounding theoretical mathematics in something authentic, tangible and genuinely interesting can help to inspire students and hold their attention especially when represented in such a visual way.

Indeed, if it were to provide part of a blueprint for maths and science teaching of the future, students would surely be more engaged and likely to continue studying these subjects an in turn address the enormous skills shortage in this area.

5. Gamification comes good

In my view, the reason early educational forays into simulated and virtual environments such as Second Life weren’t more broadly successful was due to the vast chasm between the realism of these constructed worlds and that of console/PC games. Young people were used to playing graphically polished games with rich interactivity, and in comparison the education resources they encountered often didn’t live up to these high expectations.

Now, some of the big game engines, including Unreal Engine, Unity and CryEngine, offer an opportunity to develop photorealistic games and experiences for education that can transcend the traditional gap between games and learning.

These platform independent, free game engines that output to a variety of devices have big potential for breathing new life into gamification for the AR market. Unity, for example has the ability to export AR for a number of different app-based solutions including DAQRI, VUFORIA and Wikitude using plug-ins. Furthermore, because the assets created through these engines are not solely locked into proprietary AR experiences, it means they can be easily adapted, so that they can work within VR or act as standalone learning resources for web browsers.

One of my current projects AR-Sci involves developing an AR experience around photosynthesis for secondary school students, which I am hoping in turn to repurpose for use in a similar resource for a VR environment with Unreal Engine.

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About the author

Matt Ramirez

Matt Ramirez

I am the technical lead/project manager on a number of projects, most notably on AR-Sci, a 3 year EU funded project aiming to enhance science secondary education and ultimately inspiring students to work with STEM in their future careers.

Other projects include working with Leeds College of Music, developing augmented reality (AR) resources around their music production studios that has gained worldwide recognition.

In addition, for the past three years I have been collaborating with Manchester Medical School (University of Manchester) introducing AR and other interactive content (iBooks, 3D) around better prescribing and practical skills.

I was previously involved in the award winning SCARLET project and in other projects across a diverse range of subject areas including sociology, business, medicine, geo-spatial data and cultural heritage.

My role also focuses on the research and development of new technologies and form factors (eg wearables, VR, 3D printing, gamification and haptics), investigating how they can enrich and complement current teaching methods.

0161 413 7531


5 Teaching Tips for Professors – From Video Games (2010)

5 Teaching Tips for Professors – From Video Games – Jeffrey Young (2010)

LEARNING IS no game on today’s college campuses. It’s serious work that many students dread. Yet when those same students play video games like World of Warcraft, they happily spend hours on difficult tasks, and actually learn quite a bit in the process.
Granted, what those gamers learn is how to cast spells and fell dragons, which hardly counts toward a college degree. But Constance Steinkuehler argues that there’s a good model of teaching in those popular amusements.
Ms. Steinkuehler, an assistant professor of educational communication and technology at the University of Wisconsin at Madison, studies video gamers. In one recent case study, she noted how players in a chat room had used complex mathematics to argue for a certain plan of attack against some unruly beast.
“People were actually–no kidding–gathering data on things like the game monster’s behavior, putting it in an Excel spreadsheet, and building little mathematical models to try to beat the monster,” she told me recently. The game teaches complex problem solving and collaborative learning, Ms. Steinkuehler argues.
She is certainly not the first scholar to go down that road. But she is part of what I would argue is a new, more nuanced view of the possibilities of games in higher education. It is a view that contains specific lessons about what works and what does not.
Call it the third level of video games inside the ivory tower.
Level 1 could be called the Edutainment Years. The earliest educational video games leaned far more toward entertainment than education. Many people who spent hours as kids playing The Oregon Trail or Where in the World Is Carmen San Diego? now have no recollection of the factoids taught by the games.
The second level brought the label Serious Games, with scholars designing their own video games about the weightiest of topics and social issues. Award-winning titles include Darfur Is Dying, and Global Conflicts: Palestine.
The problem is that many of the games aren’t much fun. That was the complaint of Will Wright, designer of the best-selling Sims games, when I sat down with him last summer to talk about the state of educational games. “Because they’re serious subjects,” he said, “there’s a tendency to treat them too seriously–to say, Let’s not be too playful or flippant about this.” And isn’t fun what makes games attractive to students in the first place?
Hence the need to advance to Level 3, which could be called Smart Gaming. Part of Smart Gaming is recognizing that games are often not the best tools in an educational setting, but when they are, they should carefully balance substance and sport.
At that level, it’s possible to deconstruct video games, looking for takeaways that professors can try in their own teaching, whether or not they ever pick up a joystick or click “play.”
Here are five lessons I gleaned from recent talks with several leading researchers involved in education and gaming:
1. Give frequent and detailed feedback. Just about every video game prominently displays a scoreboard. It can be incredibly detailed, with tallies of gold grabbed, enemies slain, levels won, shooting accuracy attained, and more. “What kids do in entertainment games,” says Jan L. Plass, an associate professor of educational communication and technology at New York University, “is they say, ‘I need to work on my stealth or my potion-making skills’ or whatever,” thanks to that detailed accounting. “It’s part of that drive to know yourself–what you’re good at and what you’re not good at. We really want to know.”
Professors in most college classes don’t always give feedback as rapid or exhaustive as that. Sure, they return papers and other assignments with number grades and occasional comments, but that hardly resembles those score screens on an Xbox 360 game. “What if, for each of the aspects of the assignment, you got a subgrade,” suggests Mr. Plass. “Students could see that ‘in these parts I got an A, but in these other parts I got a failing grade.'” That might be more meaningful than a big red C at the top of a paper.
2. Test before going live. The big videogame companies use hundreds, even thousands, of beta testers before ever putting a title on store shelves. That has impressed Mr. Plass, who is a director of NYU’s Games for Learning Institute and has worked with Microsoft’s video-game group to see how the company tests its popular game Halo.
“One of their concerns is whether the game is too hard and you might die in places that you’re not supposed to die,” he says, noting that Microsoft runs testers through the game and uses tracking software to identify rough spots, like one area where players routinely fell off a cliff because they couldn’t tell it was there.
Mr. Plass says he now tests his center’s educational games in a similar way, though with fewer testers than Microsoft uses. “If we find in a particular game that there’s a particular problem that most kids fail to solve, even though the problem isn’t all that hard, we would try to figure out why that is,” he says.
The same concept could be applied to testing online courses, even if they are not in game form.
“I’d freely admit that we don’t do enough user-design testing in the online courses we make,” says Jared Stein, director of instructional-design services at Utah Valley University, when I ran the idea past him recently. “We tried to implement that as part of our process last year, and we just ran into too many other fires that we had to put out,” he says. But it is a good goal for any online program, he adds, and can be as simple as sitting one student down and observing her work through a course.
3. Narrative can answer the question “Why are we learning this?” Stories are powerful ways to engage people, and an immersive story line is one reason players of World of Warcraft work so hard to solve puzzles in the game, argues Ms. Steinkuehler. the Madison assistant professor. On her blog she explains that the player who created the mathematical model delivered it in a playful way that fit the story line of the game, disparaging some spells and character types as he went, rather than simply stating raw numbers.
The idea that stories are powerful motivators drove a recent experiment at the Florida Virtual School, one of the nation’s largest online public schools. Last year the school began offering a semester-long course in American history in the form of a 3-D online video game.
Players take on the role of a secret agent and walk around a futuristic city, trying to stop a shadowy group from overthrowing the government. The students collect clues (which take the form of articles about American history) and expose bad guys (the ones who state incorrect facts). “Everything students do is on target with the story,” says Jeramy Gatza, a curriculum-innovation specialist for Florida Virtual, who previously taught history in the classroom. “There’s no busywork, there’s no ‘you’ve got to do this because it’s on the syllabus.'”
4. Don’t be afraid of fun. Perhaps remembering the worst of “edutainment,” many professors still shy away from the idea that a college course can be fun.
“There’s an assumption that learning is supposed to be dry and tedious and painful and awful,” says David Wiley, an associate professor of instructional psychology and technology at Brigham Young University. “If it looks like a game, it immediately gets written off.”
That shouldn’t be so, says Mr. Wiley. He’s clearly not afraid to be playful himself though. Last year he delivered a course about online learning that was modeled on a role-playing game (think Dungeons and Dragons, where the professor is the dungeon master).
5. Not every subject works as a game. There’s a vast graveyard of serious games that have failed, commercially and educationally. “Blindly throwing games at an instructional problem is not a good solution,” says Brett E. Shelton, an assistant professor of instructional technology at Utah State University, who has developed some educational games. “I’d actually consider myself to be more of a skeptic rather than an advocate of instructional games, believe it or not.”
Educational games, in fact, are actually much harder to design than other teaching approaches because they have to do so many things well.
“It has to be a good game, and you want deep learning with assessment closely married to the learning,” says James Paul Gee, who wrote a book called What Video Games Have to Teach Us About Learning and Literacy (Palgrave Macmillan, 2007) and is part of the Games, Learning, and Society research group at the University of Wisconsin. “It’s a double challenge.”
PHOTO (COLOR): Florida Virtual School delivers a 16-week-long American-history course as a video game. Students explore a futuristic city to collect clues, then submit papers about what they have learned.

Other Gaming Resources

New Insights

In this section I will add new insights to the variety of roles that adult educators play and the opportunities for more Gamification in education.

Young, Jeffrey R. (2010). 5 lessons professors can learn from video games. The Chronicle of Higher Education.


Young asserts that video games are “a good model of teaching” (Young, p. 1) for young adults as they can happily play for hours and can learn and develop skills in the process (used World of Warcraft as an example).

  • Problem solving / critical thinking
  • Collaboration
  • Communication
  • Creativity


There are 3 levels of video games as an educational model:

  1. Level 1: Edutainment Years
    • Educational video games we played as kids (e.g. Oregon Trail or Where in the World is Carmen San Diego?)
    • While students played these games for hours, we often cannot recall what it is we learned from them as kids
  1. Level 2: Serious Games
  • Scholars designing their own video games about serious topics and issues (e.g. Darfur is Dying or Global Conflict: Palestine)
  • Problem: many of these games are not fun so students don’t want to play them (would rather learn through another method)
  1. Level 3: Smart Gaming (what Young considers to be the most appropriate model)
  • One important aspect: recognizing that games are often NOT the best tools in an educational setting but when they are, they should “carefully balance substance and sport” (Young, p. 1)
  • Can develop your own games or use pre-existing games as a teaching tool (e.g. Age of Empires, World of Warcraft)


Young outlines 5 lessons learned from researchers about education and gaming:

  1. Give frequent and detailed feedback
  2. Gamers like to see their stats through achievements (break down their assessment)
  3. Test before going live
  4. Make sure the logistics work
  5. Make sure the game is not too hard (or too easy)
  6. Update and make changes along the way
  7. Use narrative to answer the question “why are we learning this?”
  8. Stories are powerful ways to engage people and help them remember and WOW’s immersive storyline is what grabs player’s attention
  9. Don’t be afraid of fun
  10. Challenge the assumption that “learning is supposed to be dry and tedious and painful and awful” (Young, p. 3)
  11. Not every subject works as a game
  12. Blindly throwing games out is not a good solution (takes preparation, testing and a lot of hard work)
  13. Even with the positive results gaming can offer, they are much more difficult to use as instructional tools

Martin, Vance. S. (2011). Andragogy, organization, and implementation concerns for gaming as an instructional tool in the community college. New Directions for Community Colleges, No. 154, p63-71.


Martin’s article examines the potential for using video games at the community college level, possible arguments against it, and necessary support from administration, information technology departments, and libraries to make the most of this digital technology.


Stat: 99% of boys and 94% of girls aged 12-17 play video games (these are the people entering college over the next few years) (Martin, p. 63)


Teachers and administrators have various concerns about integrating games into instruction:

  1. Negative preconceived notions against video games (particularly from older instructors who do not regularly game)
  2. Time constraints for planning
  3. Money as games can be costly and the concern of who pays (school, teacher, student)
  4. Bandwidth for online gaming
  5. Security (viruses, personal info, etc.)


Argument for Video Games:

  1. “Active learning through video games fills a hold in the traditional passive educational model” (Martin, p. 64)
  2. Based on the seminal work of James Gee (2003) who integrates the constructivist theory into his model of gaming and education
  3. Allows for scaffolding: games allow people to begin slowly at a lower level then as they go through the game, they become more experiences and become experts. As the player progresses, they can tinker with the game (mods) and become a community leader (Martin, p. 64)
  4. Flexible and can be incorporated into teaching through various ways
  5. Will only be successful through collaboration (administration, the library, chairs, teachers, IT department)
  6. Studies show higher engagement from students when gaming is done right (Vance, 69)
  7. Can be used for in-class, online and hybrid learning


“The community college is best poised among educational institutions for integration of games” (Martin, p. 69) because there is more freedom for teaching than in primary and secondary schools (which have strict curriculum and standardized tests) and smaller bureaucracies and more autonomy than larger state universities (in the US model)


Further Resources


“80Days—Around an Inspiring Virtual Learning World in Eighty Days.” (n.d.). Retrieved October 15, 2009, from


Begg, M., Dewhurst, D., and Macleod, H. “Game-Informed Learning: Applying Computer Game Processes to Higher Education. Innovate: Journal of Online Education,2005, 1(6). Retrieved October 1, 2010, from


Bixler, B. “Twenty Billion Reasons to Build an Educational Gaming Initiative in Higher Education.” Paper presented at the Games+Learning+Society 6.0 in Madison,Wisconsin, 2010.


Entertainment Software Association. (n.d.). “Industry Facts.” Retrieved October 1, 2010, from


Gee, J. P. What Video Games Have to Teach Us about Learning and Literacy. New York: Palgrave Macmillan, 2003.


Gillispie, L., Sheehy, P., and Lawson, C. “Learning with the Lich King: Education in World of Warcraft.” Paper presented at the Games+Learning+Society 6.0 in Madison, Wisconsin, 2010.


Halverson, R., Bauman, E., Wolfenstein, M., Millar, S., and Patterson, N. “Progression: Advancing the Development and Adoption of Games for Learning.” Paper presented at the Games+Learning+Society 6.0 in Madison, Wisconsin, 2010.


Lenhart, A., Kahne, J., Middaugh, E., Macgill, A.R., Evans, C., and Vitak, J. “Teens, Video Games, and Civics.” Pew Internet and American Life Project. 2008. Retrieved September 29, 2008, from


Martin, V. S. “Online Video Games in an Online History Class.” Paper presented at the Second IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning DIGITEL in Banff, Alberta, Canada, 2008.


Shafer, D. W. Epistemic Games. Innovate: Journal of Online Ed, 2005, 1(6). Retrieved October 1, 2010, from


Squire, K. Video Games and Education. Unpublished manuscript, Madison, Wisc., 2010.


Travis, R. and Young, M. “Operation KTHMA—Reign of the Demiurge: Game Worlds, Greek History, the Classics, and Situated Learning.” Paper presented at the Games+Learning+Society 6.0 in Madison, Wisconsin, 2010.