“We don’t stop playing because we grow old; we grow old because we stop playing.”
– George Bernard Shaw
My key takeaway from Richard Byrne’s talk was that EduTech is not as scary as it seems, but that you need to dive in and test it out for yourself, and this sentiment flowed nicely into the next speakers presentation. Michael Beilharz, of Knox Grammar School, spoke under the presentation title Games for a creative curriculum, which was a presentation about how he has utilised Minecraft effectively in classrooms and the outcomes from this in regards to learning and engagement as well as the change in the organisation structures of group assignment tasks. This was a talk that I was excited about, having utilised Minecraft whilst on my internship, admittedly in a rather superficial way, to test out the impacts it would have on student engagement.
Michael related how he utilised Minecraft to teach his students about the Australian gold rush as part of a history course. Through the creation of an epoch-accurate replica of Bendigo within the Minecraft world, students were challenged to explore the world and build a goldmine. This required research about the tools available, and incorporated mathematics, geography, science and literacy skills.
Michael showed us two videos. The first video (above) as the teaser video that was shown to the students prior to the learning to whet their appetite and generate some interest, and is available on Michael’s YouTube channel here. The second video that we were shown was a video of some of the student’s products, also available on Michael’s YouTube channel, Whilst showing us a video of what the Minecraft goldrush world looked like, Michael pointed out that we need to be willing to take risks, as teachers. We need to be able to ground our risks in pedagogical value, to justify their value to the learning process, and to the supervisory personnel that invariably want to know why we are trying that crazy new tech stuff.
Michael made reference to the above quote, as noted that it is a sentiment which often seems to be forgotten when teachers lay down methods of completing presentations – speeches, written compositions, posters etc. We need to encourage our students to be creative and take risks when they present the evidence of their learning; just because speeches, written compositions etc. work as methods of evidence of learning, does not mean that they are the best options, or are providing students with a skill that they will need. Encourage them to make a video as part of their evidence of learning, it could be a news report, a documentary-style video, or a skit, but it utilises other skill sets and will challenge them to create something that puts their understanding of the concept into a new application, which will help deepen their understanding and apply it to other disciplines.
Michael went on to talk about a range of functions available to create a safe environment within Minecraft, including the use of Bucket Servers which allow you to set up white lists of approved users within a server to monitor conversations and deal with griefing more effectively, and how to set up zones within a world that allow students to view other and interact with other group’s zones, but not to be destructive. This allows groups to collaborate and share ideas, but forces groups to do their own work to put ideas into action, and prevents sabotaging of other groups efforts.
It is highly important, when looking to implement Minecraft as a teaching tool, to provide professional development opportunities to staff members, to allow them to explore the Minecraft world for themselves so that they are able to help their students, and this can be rather amusing to watch and listen to, as is demonstrated in the below video where a group of teachers are let loose inside the goldrush Minecraft world for the first time, with many of them never having used the software at all. If we were not told that it was a group of teachers, I would have assumed it was some students sharing the world with some friends.
Minecraft as a learning tool also provides opportunities for interscholastic collaboration. A group of students within Michael’s class were actually completing a learning task within Minecraft, collaborating with students based in the US, which then brought about a different learning curve, including dealing with time differences, cultural differences such as language (e.g. Year Five as opposed to Fifth Grade), and units of measurement. As a learning tool, Michael found that Minecraft promoted a lot of core life skills, including communication, conflict resolution, critical thinking, problem solving processes and collaborative skills. All of these are skill sets that will assist students across a multitude of disciplines as they grow.
Returning to professional development for a moment, Michael snuck in a Star Trek reference (whether it was deliberate or not, I don’t know), when he said that designing learning experiences through Minecraft should based on the PRIME Directive: Problem, Research, Investigate, Make, Evaluate. The problem that students are to approach needs to be genuine and real, it should encourage research skills to determine what is known, what isn’t known etc, encourage investigation of the phenomenon to fill in knowledge and skill set gaps, provide an opportunity to make something that provides an authentic opportunity to demonstrate their new knowledge and understanding in a creative way, and then an opportunity to evaluate their production.
Minecraft as a learning tool is not just about building or making objects. Students should be required to justify decisions and this can be done through a portfolio approach instead of the traditional written report. There is nothing stopping students from screen-casting a tour of their production, as the students in the below video have done, affording them the opportunity to explain the thinking and reasoning behind their design decisions.
As I mentioned earlier, I have attempted to use Minecraft as a learning tool in the past, once. It was excellent as far as the engagement side of things went, but it was done rather superficially, as a homework task, where students had to build a rocket ship. I feel much more confident, from a pedagogical perspective, in being able to utilise Minecraft in a learning situation after having heard from Michael. My own ability to actually build the environment in which my students would be learning, however, would require a lot of practice to improve.
That is all for session one, on day one of the ClassTech stream of the FutureSchools expo. Session two will be covered in the next post, and I will be endeavouring to make it a little shorter.
See here for the list of articles in this series.