People, Spaces, Deliberation bloggers present exceptional campaign art from all over the world. These examples are meant to inspire.
Public spaces have been a place of social interaction from the very early beginnings of the human civilization. Taksim Square in Istanbul, Tahrir Square in Cairo, Maidan Square in Kiev, Tiananmen Square in Beijing, and Plaza de Mayo in Buenos Aires are among just a few common places around the world that have witnessed the most iconic events of the recent history.
If public spaces are so important to everyday life of citizens, whose responsibility is it to create and maintain them? Should citizens have a say in how they are designed?
UN-Habitat, a United Nations programme working towards a better urban future, partnered up with Mojang, a Swedish video game developer, and Microsoft to involve people— especially youth, women and slum dwellers— in urban design by using the videogame Minecraft. The innovative partnership, known as Block by Block, was set up in 2012 to support the UN-Habitat’s work with public spaces. Take a look at the video below to learn more about this innovative approach.
Not a week goes by where I don't receive an unsolicited email from a company touting the benefits of its new 'educational videogame'. Indeed, just last week I opened my inbox to find two separate emails proclaiming how two different mobile gaming apps were destined to "transform learning!!!" Now, in a lot of the cases, I must confess that I am not always sure why something is an 'educational game', and not just a 'game' (although if I am in a difficult mood, I might offer that in too many instances an 'educational game' is 'a game that really isn't much fun'). That said, there is no denying that videogames are big business around the world. So -- increasingly -- is education. Even most people who fear that potential negative effects of some (or even most) videogames on young people would, at the same time, acknowledge the promise and potential for videogames to offer enriching learning experiences. The history of the introduction of educational technologies is in many ways long on promise and potential, however, and short on actual evidence of how they impact learning in tangible and fundamental ways.
Much is made of the potential for ICTs to be used to promote more personalized learning experiences through the introduction of various types of ICT-enabled assessment systems. For me, it has long seemed like the most powerful real-time learning assessment engines have been found in videogames, where actions (or inactions) are often met with near instantaneous responses, to which the player is then challenged to respond in turn. This feedback loop -- taking an action, being presented with information as a result, having to synthesize and analyze this information and doing something as a result -- might meet some people's definition of 'learning'. A good videogame engages its users so strongly that they are willing to fail, and fail, and fail again, until they learn enough from this failure that they can proceed with the game. Even where educational software is not explicitly labeled as a 'game', designers are increasingly introducing game-like elements (badges, achievement bonuses, scoring systems) as a way to promote user (learner? player?) engagement as part of a process known as 'gamification'.
The use of videogames for educational purposes, or at least in educational contexts, is far from an OECD or U.S. phenomenon. Whether I am visiting a school computer lab after hours in central Russia, an Internet cafe filled with students in Indonesia or standing behind some schoolgirls carrying phones between classes in Tanzania, 'educational' videogames seem to be nearly everywhere. Past posts on the EduTech blog have profiled things like the use of video games on mobile phones to promote literacy in rural India and EVOKE, an online game for students across Africa which the World Bank helped sponsor a few years ago. When I speak with young software entrepreneurs in Nairobi or Accra or Manila, they often talk excitedly about the latest educational game they are developing (for markets local and distant).
Do educational games 'work'? Are they 'effective'?
And if so: How can they be used in schools?
Questions such as these are of increasing interest to scholars. Given both their potential for learning, and how aggressively videogames are being marketed to many education systems, they should be of increasing interest to educational policymakers as well. Some recent research brings us a little closer to a time when we can answer some of them.
Today's post comes from guest blogger Arianna Legovini (World Bank).
Over the kitchen counter and with the sound of video games coming from the family room, my friend Marco was telling me how mirror neurons act out the violence and killings we see on movies. Mirror neurons allow humans to read and share emotions. They also mimic what we see, good and bad, and prepare us to act.