Information requires context in order to be meaningful.
From this idea follow a couple of points worth discussing: (1) that games can provide something crucial to the learning experience and (2), that the choice of context in learning games matters enormously.
The other day, I saw one of those shareable quotes on Facebook – a particularly whiny one – to this effect: Another day and I still haven’t used that algebra they made me learn in high school. Apparently you can also pay money to have this sentiment printed on a tee shirt for you. I remember hearing a lot of the same sort of whining in school, with students wondering why they needed to learn algebra (among other things), and it seems like some people, long after graduating, are still nurturing a lingering resentment for what seemed like a waste of time when they were 16.
Part III: Strategies
In Part II, we continued to look at data about students in higher education and what they choose to study; we saw that, although the overall student population for all of higher education became more similar from 2002 to 2012 to the overall national population of 18-24 year-olds, student populations in engineering programs are not following the same trend.
In this section, we’ll look at two programs trying to address and remedy representational disparities in STEM fields. Though one targets K-12 students and the other post-baccalaureates, both identify similar sources for, and solutions to, the diversity problem in STEM education.
If you missed Part I of this series, find it here.
Part II: Trends
In Part I, we looked at some numbers: majors and graduates in US four-year institutions in and out of STEM fields. Those data gave us an overview of the state of STEM education in 2012 – who’s pursuing it (mostly men, to varying degrees depending on race and ethnicity) and who isn’t (mostly women across all race and ethnicity groups).
In this segment, we have two objectives. First, I’d like to provide a little more context for the discussion by looking at the value of STEM versus non-STEM degrees for the graduates who hold them. Then, we’ll look at data on higher education in the US from 2002 and 2012 to set up a longer perspective on how disparities have been changing (if indeed they have). In our efforts to make college more accessible to all Americans, have we been making progress? And when we look at STEM in particular, do we see similar patterns? Or are disparities in STEM widening when compared to higher education as a whole? Continue reading
Land of Venn: Numeric Storms is a game app for early numeracy from iMagine Machine, a studio for learning software.
If you’re not familiar with numeracy, it’s essentially the math version of literacy: not a memorization of number-related information, but a comfort with numbers and a fluent approach to solving problems with numbers. Numeracy is key to the common core approach to teaching math to children. I am completely on board with the concept of numeracy and excited to see it explored through gameplay.