Return to the One Room Schoolhouse (on Steroids)

Return to the One Room Schoolhouse (on Steroids)

During a recent trip to Boogersburg School with my son and his 3rd grade class, it struck me that the type of activities that we are aiming to perform on a tablet PC are similar to the tools available in the old days (and since have seemed to disappear). While in a spelling lesson at the school, the teacher asks the students to take out there slate (not a slate computer, but the old style slate with chalk). The students would use their slate to practice their spelling words (and then erase them), and then draw maps for geography (and then erase them). After performing each activity, they were asks to hold up their slate so the teacher could see their work. They were all proud to do so.

There were some other interesting concepts that the one room schoolhouse model contained that seem to have become almost extinct. One was the role of student as a teacher. In the schoolhouse which had students from grade 1 to 8, the older students would help younger students. With our current segregation by grade and specific topic, opportunities to take advantage of the 'learning by teaching' concept are limited. The school also had many families with multiple siblings in the class. This was also good for older children teaching younger children.

The schoolhouse in general was an excellent learning opportunity for the children to learn about true sustainability. They did not waste items. They did not use paper (instead the slates), they were careful to conserve water (primarily because they had to walk to the nearby farm to get water), they used natural ventilation in the building, and they even had a very early model of the waterless urinal (an outhouse).

While we have come a long way in education, sometimes we may wish to reflect on what we have given up in the process, and take advantage of the past...

Everything Bad is Good for You

The book 'Everything Bad is Good for You' by Steven Johnson contains some interesting arguments that support the notion that video games (along with other media forms) are making people smarter. This argument is composed of the premise that video games encourage 'probing' and 'telescoping' as compared to activities such as reading which encourages following a story. Therefore, video games can teach people how to solve problems by setting goals and objectives. Another interesting point is that most complex video games are hard. They are not mindless escapes as they are typically portrayed, and they can teach patience. Also, smaller puzzles are embedded into the game. Probing was defined by a 4 step process of 'probing', 'hypothesis', 'reprobing' and 'rethinking'.

The lure of the video game relys upon rewards. The reward system is critical to game design. Incremental incentives keep players in the game. This reward system involves the same physiological response as other addictions.

Games contain a game 'physics' which describe how things function within the game (or simulation). The physics can include physical properties (e.g., gravity), but also includes different simulation variables such as the economy, political environment, etc.

Another argument within this book focuses on the fact that television programs are becoming more complex with more threads and fewer pointers. They force viewers to fill in the blanks and follow many threads of a story at the same time, therefore invoking more thinking during the viewing.

Some general thoughts on the application of these ideas to Computer Integrated Construction Research:

First, the argument supports the justification that games (or advanced computer simulations) assist in developing learning capabilities. The book does not focus on content, but instead on the development of learning skills.

Second, there is a need to develop a game 'physics' that will support more advanced simulation applications within the construction fields. This physics should look at different levels within the construction environment. For example, the physics associated with detailed planning and execution on a site could differ (yet be related to) the physics of operating a construction business and the higher level project development / delivery decisions for a project. Dr. Toole's initial efforts to model the physics of a construction project within iThink could be one interesting initiative to investigate. On a company level, the efforts by the developers of the Arousal simulation application also provides a reference point.

Field Guide to Educational Simulation

Clark Aldrich posted a Field Guide to Educational Simulation on the web. It has a discussion and framework regarding different types of educational simulations. Aldrich is the developer of the Virtual Leader simulation and has written several books on educational simulation. This is a good starting point guide.