Taking a Byte of the Teacher’s

Apple

David KleemanSVP Insights Programs and PlayVangelist

Lesson 1:“Transmedia” begins with curriulum and pedagogy,

not platforms

There are digital ways to Learn, Practice, and Play

Videos

Music

Interactive

Games Print

Activities

Transmediated Learning

Curriculum goals across a property ≠ teaching the same thing on all platforms

Ideally, transmedia “pushes” kids to the

✓ right content, on the ✓ right platform, at the✓ right time

and allows them“pull” content from the platformthey want

Case Study in Transmedia Learning

Lesson 2:The medium

does not define the (learning)

message

1-5 scale5= Strongly Agree

An ebook can be more than a book…

…but still needs core literacy features

Back To School In An E-reading World, Volume 2 Of The Abcs Of Kids And Ebooks, PlayCollective and Digital Book World, 2013

Offline is a medium too

Kids as makers

MaKey MaKey

Lesson 3:We don’t need no stinkin’ badges

Gamification is not a panacea

Gamification can help with short-term engagement, but is not a long-term solution

Intrinsic Motivation

Extrinsic Motivation

Instead, focus on the learning design behind games

• Producing and collaborating, not just consuming• Opportunities for informal assessment without “testing”• “Leveling up” and “Failing Up”• Personalization• “Learning Positioning Systems” (LPS) – orientation via a visual

display of progress, with instant feedback

Lesson 4:Kids do love to

learn, but it needs to be byte-sized

Kids are natural learners and explorers

We have to keep time spent playing in mind as we develop

About 1/2 of preschoolers spend 11-20 minutes playing per session; 2/5 only spend 5-10 minutes

Source: Cooney Center. (2010). Learning: Is there an app for that?

Lesson 5:Learning needs to live somewhere along the

Closed-Creativity Continuum

The Closed-Creativity Continuum

Closed Creative

We don’t just want interactive flash cards….

…but how do we assess fully open creative?

Kids make their own play (no matter what you do)

So empower them to PLAY

“Make it theirs, not yours” – Lane Merrifield

Lesson 6:We’ve still got a long way to go with social-

emotional learning

Communication is a key skill

Being able to chat doesn’t mean that kids are learning communication

And as we move to virtual learning, we need

to spend time teaching virtual social skills

We still tend to develop intra-culturally, not with the global world kids live in digitally in mind

Lesson 7: Parents are still figuring it all out

• 900,000 iOS apps / 150,000 in Education• 48,000 kid app developers

The Challenges of Scale

Parents are preparedto believe in Ed Tech…mostly

Parenting in the Age of Digital TechnologyNorthwestern University Center on Media and Human Development, 2013

Parents still place value on non-digital

But, they will pay33% less for ebooks than

for print books.

Parents will pay more for educational ebooks than

for those intended to “entertain.”

But that is still 40% more thanwhat they are

willing to pay for an app!

Back To School In An E-reading World, Volume 2 Of The Abcs Of Kids And Ebooks, PlayCollective and Digital Book World, 2013

Parents still place value on non-digital

Parenting in the Age of Digital TechnologyNorthwestern University Center on Media and Human Development, 2013

But their definition of “educational” value is changing

Accre

dited by t

eachers

No games / enterta

inment

Tests or a

ssessm

ents

Focu

sed on sp

ecific s

kills

Relate to cu

rrent le

sson plans

Teach to

pics in

a subject

area

Encoura

ge creativit

y

Multiple ch

oice questi

ons

Problem so

lving sk

ills

Endorsed by s

chools

22%

4%

25%

66%

18%

73% 74%

29%

81%

18%

Chart Title

So, what makes an app educational for

parents?1.Promotes problem

solving skills2.Encourages creativity3.Teaches topics in a

subject area4.Focus on specific skills

Core 21st Century Skills

Subject area focus

Source: PlayScience, Ruckus Reader Study

Back To School In An E-reading World, Volume 2 Of The Abcs Of Kids And Ebooks, PlayCollective and Digital Book World, 2013

But their definition of “educational” value is changing

Parents want data…but not too much data!

..but when they get too much data they get overwhelmed and “turn off” (or feel guilty).

When parents have data, they become more engaged in the learning process…

Lesson 8:We have to focus

on the ecosystem of

learning

We know that co-play enhances and reinforces learning

Siblings & Cousins

Parents & Kids

Grandparents & Kids

Provide simple-to-use, multidimensional resources

We have to keep teachers in the loop

Reading on Old Tablets?

Back To School In An E-reading World, Volume 2 Of The Abcs Of Kids And Ebooks, PlayCollective and Digital Book World, 2013

Lesson 9:Contextualized learning builds

engagement

Case Study on Context:

Lesson 10:We have a long way to go in understanding how to teach

across platforms

We’ve got smaller tech “generations”

Platforms for play change by age

Younger kids lean toward tablet use, whereas older kids are more computer

and gaming system oriented.

Source: PlayScience, Global Gaming Generations study – includes U.S., Mexico, Germany, China

Enter the (Research) Matrix

Curriculum AreasM

ed

ia/M

ech

anic

sAges

Let’s Play!

David Kleemandavid@playcollective.co

mwww.playcollective.comwww.playsciencelab.co

m

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