http://serc.carleton.edu/NAGTWorkshops/games/workshop08/kelly.html#discussion http://serc.carleton.edu/NAGTWorkshops/games/workshop08/kelly.html#post2425
Mel]]> Mel Huff 1208875620 http://serc.carleton.edu/NAGTWorkshops/games/workshop08/kelly.html#post2425 http://serc.carleton.edu/NAGTWorkshops/games/workshop08/kelly.html#post2432 Frank Wattenberg 1208876400 http://serc.carleton.edu/NAGTWorkshops/games/workshop08/kelly.html#post2432 http://serc.carleton.edu/NAGTWorkshops/games/workshop08/kelly.html#post2437
Is that even possible in situations where the learning goal is hard to measure (especially in an automated way)?]]> Sean Fox 1208878200 http://serc.carleton.edu/NAGTWorkshops/games/workshop08/kelly.html#post2437 http://serc.carleton.edu/NAGTWorkshops/games/workshop08/kelly.html#post2438
Frank - I totally agree about looking deeper into the process of student decision making. If we could assess more of the steps not only could there be intervention and correction but also reinforcement of new interesting and valid pathways, giving credit (better grades) even if the "answer" was off due to calculation. I think students would buy into this as well.]]> Mike Kelly 1208878500 http://serc.carleton.edu/NAGTWorkshops/games/workshop08/kelly.html#post2438 http://serc.carleton.edu/NAGTWorkshops/games/workshop08/kelly.html#post2440
On a separate front:

'The change occurred when we used an immersive and somewhat collaborative environment as the multimedia intervention.'

So those are two very different things/effects in my mind. Do you think both are important, one is dominant? Why do you think they are important? Can you say more-- or should I read the paper more completely?]]> Cathy Manduca 1208878500 http://serc.carleton.edu/NAGTWorkshops/games/workshop08/kelly.html#post2440 http://serc.carleton.edu/NAGTWorkshops/games/workshop08/kelly.html#post2451
I like what you are doing. I too am interested in the nuts-and-bolts issue of assessment. Some way to track the way a student approaches a problem/game is as much an issue for me as the 'right' answer.

Sam]]> Sam Swanson 1208879880 http://serc.carleton.edu/NAGTWorkshops/games/workshop08/kelly.html#post2451 http://serc.carleton.edu/NAGTWorkshops/games/workshop08/kelly.html#post2457
The students in the study published in JGE reported that the stereo virtual world representation of SP Crater gave them survey knowledge (see Montello) of the field area, which I think was the major change. The collaborative nature had an effect of forcing them to complete the exercise in the time constraints - many students reported afterward that they wanted to use the geowall by themselves!]]> Mike Kelly 1208880420 http://serc.carleton.edu/NAGTWorkshops/games/workshop08/kelly.html#post2457 http://serc.carleton.edu/NAGTWorkshops/games/workshop08/kelly.html#post2467
I'm "game" for something where students document their game/sim experience as say blog, narrative, media (audio, video) format, as something of a personal assessment.]]> Alan Levine 1208882160 http://serc.carleton.edu/NAGTWorkshops/games/workshop08/kelly.html#post2467 http://serc.carleton.edu/NAGTWorkshops/games/workshop08/kelly.html#post2475 Great idea about the student documented personal assessment but it could be harsh! Have you read some of those reviews on "rate my professor"? ]]> Mike Kelly 1208883480 http://serc.carleton.edu/NAGTWorkshops/games/workshop08/kelly.html#post2475 http://serc.carleton.edu/NAGTWorkshops/games/workshop08/kelly.html#post2476
My intro meteorology textbook co-author Steve Ackerman (at UW-Madison) and I are looking to go very virtual with the next edition of our textbook. So far, partly due to publisher pressure (our publisher is moving into the 20th century shortly), our electronic applets have not been as fully integrated into the overall content as we'd like. With a new edition and new publisher, we intend to do much more. Would like to be in touch with you about how to do that, since you've done it in physical geology.

Back to your question about team learning, the online weather forecasting contest I mention on my own page does do team as well as individual scoring methods. Since different teams may have different numbers of participants (minimum 5), the team score is a combo of the top 5 scores, the median five scores, and all team members' scores. This is one small step toward encouraging team learning, since it attempts to measure the aggregate of multiple individuals' learning and rewards participation by all. As minimal as it sounds, this is affecting curriculum--to improve our team's score, I'm looking into creating a 1-credit course for all team participants next fall that will encourage/require daily participation in a group forecast discussion. ]]> John Knox 1208883540 http://serc.carleton.edu/NAGTWorkshops/games/workshop08/kelly.html#post2476