What’s the Latest in Market Data?

May 2009

Presenters• Ellen Bialo, Moderator

Interactive Educational Systems Design Inc. (IESD)

• Tom Greaves, The Greaves GroupCo-Author of the SIIA Trends Report on Mobile Devices(update)

• Lee Wilson, PCIAuthor of Best Practices in Using EduGames and Simulations in the Classroom

• Mitch Weisburgh, Academic Business AssociatesCo-Author of the SIIA Postsecondary Market Report

• Three presentations

• Free Reports

• Q and A

Mobile DevicesCan an iPod teach foreign language?

Penton Overseas is taking language learning to the next level with products made specifically for the iPod, iTouch and iPhone, with compatible formats supported by other video players and cell phones.

EduGames"Games are largely misunderstood in our society. They aren't necessarily trivial or sophomoric. Gaming is just a young medium," says Suzanne Seggerman, president and cofounder of Games for Change, a resource and support clearinghouse for game developers, nonprofit organizations, and educators. "They're a great way for people to explore serious issues."

"The thing we get with games that is different from what we get with books or other media is that we are able to actually build models of relationships between the different moving parts of a system and let people mess around with them, let people experience what happens when they change one variable or when they introduce a different kind of behavior." (Ian Bogost, associate professor of computational and digital media at the Georgia Institute of Technology and author of Persuasive Games: The Expressive Power of Video Games.)

“…three-quarters of American children play computer and video games outside of school. This is a learning opportunity they intuitively understand and appreciate. We have a choice: fight the tide by grousing about how pervasive video games are, or build upon the many beneficial ways they’re rewiring the way kids think and engage the world.” Joan Ganz Cooney Center at Sesame Workshop

Postsecondary Market

“In 2008-9, there were an estimated 18.2 million postsecondary education students with total revenue of around $400 billion. Technology has infiltrated postsecondary institutions -- affecting classes, textbooks, and operations and opening up opportunities for improving learning, reducing costs, increasing revenues and improving security.”

The Latest Information on Mobile Devices, EduGames, and the

Postsecondary Market:

Tom GreavesThe Greaves Group, LLCtom@greavesgroup.com

Let’s Talk About

• General Landscape

• A Few Specifics– Devices, Operating Systems, Technologies, etc– Applications

• The Crystal Ball

• What’s In It For You

General Landscape

• Stress, options, and confusion abound

• Plethora of Platforms

• Several concurrent major industry shifts

• And no help from the economy

The Big Driver

• Personalization is a vey powerful principle

• Personalization requires digital assets

• Digital assets demand ubiquitous access

The Shift to Mobile

• ADS2006 - 19% to 49% in 5 years

• ADS2009 – Over 2000 1:1 schools with over 1 million students

• Implications

• Opportunities

Cell Phones Smart Phones

• Banned or Boon?

• The Conundrum

• My Crystal Ball says….

• There is a big opportunity for someone

Operating Systems

• Windows and Mac OS X

• Linux

• iPhone vs. Windows Mobile 6.5 vs. Android

• Placing bets

Cloud Computing

• Does it work for Mobile?

• Bandwidth issues

• Positives

• Negatives

• Recommendations

The Crystal Ball• Cloud Computing takes off in schools• A cell phone in every pocket• Cellular data or WIMAX increasingly important• Student devices grow in specialization• GPGPU and other specialized processors • New business models emerge

What’s In It For You?

• Mobile = many more devices

• Mobile = opportunities for new players

• New apps

• New business models

• Wider market beyond schools

• Better academic results = Tech Boost

A Challenge

• Ubiquitous computing will be the catalyst for a new wave of killer apps

• Be the first to bring them to market

Contact Info

Thomas W. GreavesChairmanThe Greaves Group, LLC1803 Parliament RoadEncinitas, CA  92024760-942-7654  (O)858-373-7654  (M)858-630-2714  (F)www.greavesgroup.comwww.ads2008.org

Lee Wilson

Implementing Video Implementing Video Games and Simulations in Games and Simulations in

the Classroomthe Classroom

May 3 2009 – ETIS San FranciscoMay 3 2009 – ETIS San FranciscoLee WilsonLee Wilson

CEO PCI EducationCEO PCI Education

Objectives & Methodology

• Objectives– Blueprint for widespread adoption– Free

• Methodology– Discussion among 7 long term users– Interviews with 5 developers– Focus on implementation – did not address

efficacy

Top Line

• Don’t assume any expertise in Teachers or Students• Set expectationsfor a three year ramp to effective use• Implementation Services are not optional• Think broadly about who can benefit• Using in-class has multiple benefits• Groups of 2-4 are ideal• Best used in a blended learning environment• The teacher is the content expert not the game expert

On EduGame Design• Game play is more important than atmospherics• Make failure fun• Atomized content works best with classroom use

(30 minutes ideal)• Game mechanic must embody the learning

objectives• Best used when the activity is:

– Too dangerous– Too time consuming– Too expensive

Selling the Idea - Basics

• Have evidence• Speak directly, set proper expectations• Connect to the familiar

Selling the Idea

• To Students– It must be a great game first

• To Educators– Peer references – “it works and is safe”– Describe their role as subject matter expert– Address efficacy (for IT too)– Address classroom management concerns –

control– Invest in efficacy research

Preparation

• Implementation services are not optional – this is too new to everyone involved

• Plan on at least 2-3 weeks to address technical infrastructure

• Pick the right teachers for early wins– Constructivist, comfortable with “lab” work– Tech friendly, but need not be gamers– Applying Differentiated Instruction already– Content area experts

Administrators

• Able to manage differentiated instruction for teachers (not students)

• Games are collaborative and cross-disciplinary – coaching and team building are important

• Value Ed Tech and provide air cover for teachers with new tools

Professional Development

• Don’t assume any expertise– Even Teacher gamers don’t grok classroom use– Provide a safe place to ask “dumb” questions

• Tightly link PD and initial student use – any delay is a problem

• ½ Day Minimum On-Site• Quarterly follow up – forever• Support Master Teachers as local resources

Orientation Topics

• Overview of games as teaching tools• Administrative tasks (rosters, grades. Etc.)• Range of implementation options• Roles & responsibilities of teacher and

students• Intro to the game’s structure• Game interface

Lesson Planning

• Think broadly about who can benefit – don’t restrict to one group of students

• Treat it like a “lab” – an opportunity for students to apply, probe, and test what they have learned

• It will take 4x in time for the first plans• Incorporate 21st Century Skills in objectives

Teaching Strategies

• Blended learning using lecture, discussion, game play, essays is the most effective

• Make failure fun and plan for transgressive play

• Stay flexible – teachable moments will arise naturally

Schedule& Location

• In-class rather than in-lab tightly links activity and discussion for deeper comprehension

• In class use insures a common ground of experience– But - make games available in as many places as

possible (media center, public library, home, etc)

Grouping

• Groups of 2-4 are ideal– Match gamers with non-gamers

• Don’t pay as much attention to academic level

– Assign roles (game driver, note taker, etc)– 21st C3ntury Sk1llz

• Encourage meatspace group interaction during play

Classroom Management

• An actively involved teacher is essential– Roam and provide content expertise– Keep groups on-task – distraction is easy

• Games encourage peer to peer tutoring• Set clear behavioral expectations

– Bullying has not been an issue

• Provide in-game and paper based assessment – it is a peace of mind issue

On-line Resources• Terra Nova – A coalition of leading academics who are looking at games

and learning http://terranova.blogs.com/terra_nova/• RezEd– An on-line community clearing house of information on virtual

worlds and learning - http://www.rezed.org/• Educational Games Research – A district tech directors perspective http://

edugamesblog.wordpress.com/• Apopnophenia– Teens and social media research http://

www.zephoria.org/thoughts/• Richard Carey – The developer perspective http://www.richardcarey.net/• Education Business Blog – The industry perspective. http://

www.educationbusinessblog.com/• AHCI Lunch – The American History and Civics Initiative from WGBH -

http://ahcilunch.blogspot.com/• Future Making Serious Games – More of a news feed on EduGaming

articles with commentary. http://elianealhadeff.blogspot.com/

Thanks

• EdRoom on-line focus group• Participating Organizations

– Federation of American Scientists– Global Kids– Muzzy Lane– Plato– Tabula Digita– University of Central Florida– Whyville.com

Download the Paper

• https://www.siia.net/education/foreducators/games.asp

• Or visit www.education-business-blog.com

• Lee’s Contact Info –– lwilson@pcieducation.com– J.lee.wilson on skype– embiron twitter

Postsecondary Market Report

Mitch Weisburgh

Contact Information

• Mitchell Weisburgh• Managing Partner• Academic Business Advisors• http://www.academicbiz.com• Mitch.Weisburgh@academicbiz.com• (914) 833-0273

Academic Business Advisors

• ABA finds and grows companies that seek to transform and improve the education landscape– Strategic Consulting– Marketing, Sales, and Distribution– Product Design, Key Project Management

Market Size

• How big is the market, and what are its characteristics?

Postsecondary Institutions

• What types of institutions make up the postsecondary market, how do they differ from each other and what are their growth rates?

Enrollment

• What are the enrollment trends?

Federal Regulation

• What are the changes forecast from the reauthorization of the Higher Education Act in 2008?

Student Characteristics

• What are the demographics, characteristics and needs of postsecondary students?

Money

• What is the financial landscape of postsecondary education: what are the sources and uses of cash, what is happening to tuition and aid?

Technology

• What is the prognosis for technology spending and what areas are poised for growth?

Instructional Technology

• What is happening with textbooks and learning technology?

The Future

• What are the future challenges and opportunities?

Postsecondary•Please discuss the cross-over between high school and postsecondary programs. (Perkins in particular which is cross-over funding with foot prints in both secondary and postsecondary schools. Generally the funds include expenditures for secondary and community college/vocational schools.)•Please discuss the connections between workforce and postsecondary programs?

Mobile Devices

In your discussions around mobile technology, if you’re talking with district and/or state-level folks, it’d be great to learn a little more about their thoughts on having a standard for meta-tagging as Apple has done with iTunes in various states.

EduGames•How can games and simulations definitively tie back to standards and provide coverage of standards so we know kids will succeed on summative exams?•What are teachers' attitudes towards using games for academic purposes?•What would it take to get teachers to use games in the classroom?•What is currently out there in the way of EduGames and simulations besides Sim City?•What studies have been done about student engagement and improvement when they use games and simulations? What do they show?