I absolutely love this twitter chat group. If you are interested in the intersections of education and LGBTQ (sexual and gender diversity) from and educator’s perspective you absolutely must join this conversation occurring once a month on the third Thursday at 9pm EST.
Check out these links to some of my favorite twitter chats!
Today I either watched for the first time, or rewatched with a greater awareness of the content, Daphne Bavelier’s TED Talk on action video games and the brain embed below. The researchers at Bavelier Lab have recently described playing first-person action games as a way to affect perception, attention and cognition.1 I especially appreciated the information on increasing the perceiver’s ability to search through a cluttered scene. Most middle school passing periods meet that criteria. In addition the researchers were able to determine that action games were able to lead to greater benefits in theses areas than other entertainment games.
Until this round with the video I was focussing on increasing educator empathetic response to bullying based in part on Greitemeyer, Brauer, and Osswald2 as well as experiments like IfYouCan, and other media experiments such as described in this NPR story. The problem with this was developing a literature review that could frame how empathy impacts players. My solution was to research as many studies of games that seek to achieve an impact on player empathy. What has resulted is a frustration with the complexity of empathy and lack of direction. Bavelier’s research helps connecting games more directly to skills and our brains rather than the more difficult to define, though no less exciting, world of psychology.
Getting down to the details, according to what I have read so far action game players can track more objects. They grow to recognize finer distinctions in what they see. What if one of the keys to increasing educator intervention in the marginalizing of LGBTQ youth is to increase, through an action game, educators’ recognition of and ability to track behaviors that contribute to a hostile school climate for marginalized students? Often I hear educators describe their retreat from the chaos of a rowdy classroom or noisy hall and being unable to track the multitude of students. If an action game can increase educator ability to track more students would they not feel more comfortable in those situations and more capably intervene. Well – you can see where my thoughts went on this.
Now I just need to continue to keep my eyes open for additional approaches rather than the empathy bog I was falling into.
Daphne Bavelier’s TED Talk:
1) Green, C Shawn, and Daphne Bavelier. "Effect of action video games on the spatial distribution of visuospatial attention." Journal of experimental psychology: Human perception and performance 32.6 (2006): 1465. 2) Greitemeyer, Tobias, Silvia Osswald, and Markus Brauer. "Playing prosocial video games increases empathy and decreases schadenfreude." Emotion 10.6 (2010): 796.
Today I spent quite a while catching up on research articles themed around LGBTQ discrimination in education. Since I am taking notes I thought I might as well share some summaries here. Besides, LinkedIn and my Blog make for easy searching compared to the vast vault of my hard drive and Google Apps accounts.
Each of the articles includes a citation at the beginning and my thoughts following in italics.
In general I dislike the use of bullying as a term to describe the marginalization of a student or group of students. First I will need to ignore this categorization as most articles will use terms, like bullying, that invite excuse making (my major problem with using terms like bullying and victimization. The categorizations of the forms the bullying (read: marginalization) and outcomes in the first half of the article are actually something I would love to build an infographic on. The language would be useful and easily translatable to a variety of audiences and facilitate greater dialogue. It was the second half of the article which I really found interesting.
Goodstein describes the use of social architecture theory and social scaffolding as a method for creating social change. Actually it is more of guide for educators and others. Teachers stand as role models and set up systems for pro-social classroom behaviors. There is also a description for bystanders and upstanders. The section on encouraging bystanders to become upstanders deserves more consideration as those models may apply to the design of a game intending the same outcome. To support teachers and upstanders there are two major components described by Goodstein: incompatibility and intervention. Incompatibility means creating such an environment of kindness, expectations, service learning, projects, and other things so as to make the school climate incompatible with bullying. Intervention focusses on making sure educators and upstanders, parents, and the community, administrators, and policy all take action when marginalization occurs as inaction relates to a lack of condemnation rather that “ignoring something so it goes away.”
I really enjoyed the metaphor of a broken window. If a window is allowed to sit without repair then additional windows will be broken. The same applies to marginalizing behavior. If no one intervenes and there is not a social stigma applied to marginalizing behaviors then what can be expected to occur? Maybe the broken window would be a symbol for a video game…or graffiti on a locker.
Previously on Rurik lives on the East Coast: “New Jersey? No thanks! Traffic and madness!!”
Currently on Rurik lives on the East Coast: “New Jersey? Bicycling around and to work at a wonderful school this summer! Also, New York City is soooo accessible!”
I always enjoy when my prejudices, whether towards a concept, group, or inanimate object, are challenged. Maybe not during the challenging. The entire time I was moving here I did it heels dragging. Post-challenge I love it. Moving to New Jersey has caused some major growth and a new appreciation for this state that I previously thought of as densely over crowded and full of frustratingly limiting highways. Fast-forward ten years and I am biking around quiet North Jersey villages and crossing the George Washington Bridge whenever I want some city life.
This experience has reminded me of when I watch a reluctant educator approach technology. At first there is trepidation, then some basic use. If they keep it up they have problems and need support but eventually they get to this place where that “new-fangled device” is an unconscious tool in their daily practice. As an educational technology coach I try to keep this in mind and build more playful environments for the initial experience. Elizabeth Morrow School did the same for me. What a great group of educators and adults!
As an experiment in web design and relating back to my prior post I thought I would put up the graphic below. This is a bit of coding that give the look, through html5 of a chart loading as you scroll down to it. Pretty dramatic and exciting for a boring old graph.
This put me in mind of ways in which games can be built for professional workshops. The drama around seeing current progress might be an effective tidbit towards motivation. Reload the page and pan down if the chart has already shown up.
This is an ordered list of the “Happiest Nations”
Data from the World Happiness Report