Digital Pedagogies for Building Peaceful & Sustainable Societies

Discovering how Digital Technologies can Transform Education Systems and Shape a Better World

Features +91 11 23072356-60

35 Ferozshah Road, - Digital Pedagogies for a better world – Foreword by Chief Minister, ICSSR Building, 1st Floor, /MGIEP.UNESCO.ORG State of Andhra Pradesh, India New Delhi, 110001, India /MGIEP -Learnification : Encouraging Learning Through Video Games /UNESCO_MGIEP Website: http://bluedot-mgiep.org/ Email: [email protected] /UNESCO_MGIEP - The role of ‘creators’ in shaping a sustainable world – Foreword by Global Head of Education, Unity Technologies - Education is a Serious Matter ISSUE 8, 2018

PUBLISHED BY UNESCO MGIEP =VQ\ML6I\QWV[-L]KI\QWVIT;KQMV\QÅKIVL+]T\]ZIT 7ZOIVQbI\QWVd5IPI\IUI/IVLPQ1V[\Q\]\MWN -L]KI\QWVNWZ8MIKMIVL;][\IQVIJTM,M^MTWXUMV\

.MZWb[PIP:WIL1+;;:*]QTLQVOst .TWWZ 6M_,MTPQ16,1)

<0-*4=-,7

SUBSCRIPTION

MANAGING EDITOR )SZQ\Q5MPZI=6-;+75/1-8

DESIGN 8ZI[]V5Ib]ULIZ,M[QOVd___XULQVLQIQV

© UNESCO MGIEP The Blue DOT is UNESCO MGIEP’s bi-annual publication, featuring articles showcasing our activities and areas of interest. The magazine’s overarching theme is the relationship between education, peace, ,Q[KTIQUMZ"

7 1 EDITORIAL COMMITTEE

ANANTHA K. DURAIAPPAH

Director

NANDINI CHATTERJEE SINGH

Programme Specialist - Science of Learning

ADITI PATHAK

Digital Intercultural Exchange Specialist

AKRITI MEHRA

Communications Specialist DIRECTOR’S MESSAGE Technology: A Game Changer in Education

wherein children do not have to undergo The big question here is how do we exam anxiety when being assessed on achieve these ambitious goals with limited their learning outcomes. They provide a resources. The present educational natural approach to learning by making it system relies heavily on teachers and fun and relevant to the learner. conventional tools such as textbooks, standardised curriculum, traditional iii. Virtual reality offers an immersive exam-based assessments and large environment whereby learners can classrooms. To scale this up to achieve actually “feel and experience ” the topics the SDG 4 will require huge investment in they are learning. the educational sector. This is seen by the demand by educators for governments in In this issue of The Blue Dot, I am “Look again at that dot. a majority of countries to increase spends happy to see some of the most prominent That’s here. That’s home. That’s us. on education. M`XMZ\[QV\PMÅMTLWN LQOQ\ITXMLIOWOQM[ ENSURE INCLUSIVE AND EQUITABLE share with us their views and perspectives On it, everyone you love, QUALITY EDUCATION AND PROMOTE But there is a cheaper and more QV\PQ[OZW_QVOÅMTLNWZML]KI\QWVCARL SAGAN Intelligence (AI) can be instrumental in systems. ‘Inclusive’ would suggest catering opportunity to invite you to our annual PALE BLUE DOT: A VISION OF THE HUMAN FUTURE IN SPACE providing the personalised learning that to all kids in a personalised manner - the TECH conference which will be held this has been the holy grail of education. A ever-elusive personalised learning that year from November 15 to 17 2018 at the \MIKPMZPI^QVO\PMJMVMÅ\WN M`XMZQMVKM[ all educators advocate as the best way to beautiful coastal town of Visakhapatnam of thousands of other teachers and learn. ‘Equitable’ would imply that all City in the State of Andhra Pradesh, students is an invaluable resource that is students get access to the same education India. worth tapping to improve the learning of irrespective of their social, economic and each learner. or geographical situation. ‘Quality’ would I wish you happy reading and, as always, indicate using the latest research results look forward to your comments and ii. In the same vein, digital games offer to guide the future of our education and suggestions on how we can improve our an immersive experience while learning. learning systems. Last but not least, publication. They also offer a non-threatening learning has to be seen as a lifelong environment for students to learn, make process. This means accommodating mistakes and progress. Additionally, games learning material and tools to the broad allow an informal approach to assessment, age spectrum of learners. ANANTHA KUMAR DURAIAPPAH Director, UNESCO MGIEP 0 1 ISSUE • 8 FOREWORD 3 0

NAIDU Better World World Better Digital Pedagogies Pedagogies Digital for a SHRI NARA CHANDRABABU SHRI NARA CHANDRABABU INDIA OF ANDHRA PRADESH, STATE CHIEF MINISTER, will play a key role in establishing peace in the minds of in establishing role a key will play all people. seed an entrepreneurial, research-driven ecosystem for answering answering ecosystem for research-driven seed an entrepreneurial, the tools for pedagogical EdTech well-designed the demand for of The Government global market. Andhra Pradesh has a vision a critical to transform technology will play and education the State the Agenda for Development the Sustainable in achieving role 2029. in line with Andhra Pradesh Vision State builds that education The about through transformation brought intellectual and emotional intelligence using digital pedagogies will be transformational Andhra Pradesh and recognising in impact for of the State this opportunity, Andhra Pradesh will lead the way The state and deeply engaging initiatives. innovative such through of of the establishment applauds UNESCO for Andhra Pradesh Gandhi is relevant how MGIEP in India. The Institute has shown NWZ\PMKWV\MUXWZIZa_WZTLIVL1IUKWVÅLMV\\PI\\PM1V[\Q\]\M

st \I\M This will be one of the

century skills among learners and enhance learning outcomes. of the State These skills will enable Andhra Pradesh to lead in ofthe development for a highly sought after talent pool required the necessary traction to and create jobs and employment, future ÅZ[\QV\PMZMOQWVIVL_QTT[MZ^QKM\PMVMML[WN VW\WVTa\PM[ J]\\PMMV\QZM)[QI8IKQÅKZMOQWVIVL\PMOTWJM

century st 8 • he sunrise state of Andhra Pradesh believes ofthat the ultimate goal a holistic and is to its development approach sustainable happiness for its people. creating

Accessibility and equitable education can be achieved can be achieved education Accessibility and equitable

ISSUE ISSUE through the digital medium to empower personalised learning. personalised learning. the digital medium to empower through of Government The State Andhra Pradesh has collaborated Eﬀective education opportunities in the 21 Eﬀective FOREWORD development focused on cognitive, emotional and physical emotional and physical on cognitive, focused development lifelong learning and the and skills building; development; ofcreation priorities for are the youth gainful opportunities for aims to be the ‘Skill Capital’ of The state the government. India 2020, upskilling teachers people by crore than 1.3 skilling more by of becoming a fountainhead and striving towards global talent. has enthusiastically government the state this, to achieve In order technology in transforming by embraced the opportunities offered landscape and tying up with knowledge the education these challenges. to address powerhouses KZQ\QKITOZW_\PLZQ^MZ[QLMV\QÅMLJa\PM[\I\MMIZTaKPQTLPWWL

need to be designed with the learner at the centre of the be designed with the learner at the centre need to system. T FOREWORD The Role Of FOREWORD ‘Creators’in Shaping a Sustainable World

JESSICA LINDL GLOBAL HEAD OF EDUCATION, UNITY TECHNOLOGIES

he creators of tomorrow will shape many of Engaging Projects are the basis for creators to build a Equally important to the creative learning process is Now more than ever digital pedagogies have the power our global experiences. They will create across concrete understanding of the technologies and the Practice and Feedback. Learning opportunities should to shape our world, let us as global leaders in education T multiple industries - including Virtual Reality (VR) / components that help them achieve desired goals. give creators the practice they need to ideate, craft, empower a future generation of creators to build a Augmented Reality (AR), Machine Learning and Big With engaging projects, creators learn how they come evaluate, and assess how they are doing and where they are going. peaceful and sustainable world. I am pleased to note that Data - impacting individuals, organisations, and environments. together to form a project and how components can be the UNESCO Mahatma Gandhi Institute of Education for Peace Therefore, how we choose to nurture and cultivate the reconstructed in ways that are meaningful to creators and As the Global Head of Education at Unity Technologies, and Sustainable Development has taken the lead in creating an power of creativity in our learners will have exponential their visions. I am deeply optimistic about our future based on what I ecosystem for games & digital learning to foster partnerships eﬀects on global peace and sustainable development. am seeing from the creators we enable. Consider “Antura between a diverse set of stakeholders in order to develop digital and the Letters” and “Feed the Monster”, both winners of the pedagogies for a peaceful and sustainable world. At Unity, we believe the world is a better place with diverse During learning experiences, creators will Decide and EduApp4Syria prize to help Syrian refugees learn to read and creators and thus everyone should have the opportunity to become Do. While acquiring skills and knowledge, creators are improve their psychological well-being. War Child Holland’s Can’t a creator. This belief mandates that our learning principles encouraged to apply what they are learning to projects Wait to Learn programme provides education to over 30 million support all types of backgrounds and learning styles; they are as that are individually relevant. By deciding and doing, KPQTLZMVLMVQML[KPWWTL]M\WKWVÆQK\>:M`XMZQMVKM[[]KPI[ follows: creators also move their newfound skills and knowledge The Last Goodbye build awareness and empathy by providing from short-term to long-term memory which will be users an opportunity to listen to one of the oldest holocaust Motivation is one of the greatest factors of learner utilised in the creation of the next great digital survivors. Programmes such as the Global Nomads VR distribute success. Creators should be provided learning experience. curriculum to generate youth-produced VR stories to “help incite opportunities with the right amount of challenges along curiosity and expand our perspectives.” with support from a community.

0 5 ISSUE • 8 How Digital Pedagogies can Build Peaceful and 38 Sustainable Societies CONTENT Roza Otunbayeva ISSUE 8, 2018

Director’s Message 01 • Learning to Read on Mobile Devices By Stephanie Gottwald Technology: A Game Changer in Education By Anantha Kumar Duraiappah | Director, UNESCO MGIEP • Education is a Serious Matter By Catherine Émond

• Digital Pedagogies for Development of Better Societies Foreword 02 By Shwetaleena Bidyadhar COVER STORY • Digital Pedagogies for a Better World • Using Technology as a Bridge Towards Peace and YOUTH VOICES By Shri Nara Chandrababu Naidu | Chief Minister, State Of Happiness A New ‘Digital Ecosystem’ for Whole Brain Learning Andhra Pradesh, India By Anumukonda Ramesh • Digital Education: An Exceptional Opportunity Nandini Chatterjee Singh, Cathie Norris, Elliot Soloway & Bringing New Challenges Vs. A Big Challenge Anantha K. Duraiappah • The Role of ‘Creators’ in Shaping a Sustainable World Offering Massive Opportunities By Jessica Lindl | Global Head Of Education, Unity Technologies By Veronika Soboleva

34 • The Role of Technology in Education for Building 46 Peaceful and Sustainable Societies? 06 By Taskeen • Lessons Learned with Technology in Education By Ishan

TECH 2017

TECH 2017: Experts Convene from Around the World OPINIONS Abel Caine & Akriti Mehra

• Learniﬁcation : Encouraging Learning through Video ACTIVITY BULLETIN Games FEATURE ARTICLE By Zigor Hernandorena Juarros INTERVIEWS What we’ve been up to at UNESCO MGIEP 51 Virtual Reality in education The Role Of Robotics in Achieving Peace • Learning Empathy by Playing Video Games Archana Chaudhary and Akash Saini By Matthew Farber Heather Knight COMIC STRIP 70 Where learning is fun! OPINION Expert Learniﬁcation : Perspectives Encouraging Digital pedagogies for building peaceful Learning Through and sustainable societies

Read about what academics, policymakers, practitioners and Video Games researchers have to say about digital pedagogies and their potential to build peaceful and sustainable societies. From ZIGOR HERNANDORENA JUARROS mainstreaming games into education systems and teaching socio-emotional skills such as empathy through digital pedagogies to facilitating reading through mobile devices, he EdTech market is soaring, enjoy reading diverse and contradictory views on and so is the amount of digital Games are the most how technology interventions in education can lead to T learning solutions that are ancient and time- released every year. societies that are more peaceful and sustainable. honored vehicle for Among them, we can detect a strong education. They are the \ZMVL\W_IZL[\PMOIUQÅKI\QWVWN pedagogical content. To make it more original educational fun. More appealing to a public used to technology, the natural electronic devices. More in-line with the world we live in than a chalkboard, a one, having received the teacher and desks in a classroom. seal of approval of natural selection. Unfortunately, despite great applications Armed with a PhD in law, Zigor went The question: Can games straight into video games, helping to such as Dragonbow, Lightneer, Kahoot, create the Third Party Development Scratch, and a few others, more often have educational value? department at Ubisoft. \PIVVW\OIUQÅMLIXX[UMZMTaKWV[Q[\QV dressing traditional pedagogical content is absurd. Game-playing After joining Apple and then with more or less ‘cute’ graphics and is a vital educational Handspring as Partnership Manager sugar-coating the content with a thin layer function for any creature for Europe, he moved away from the of interactivity. There is no reassessment tech industry and worked for 10 years of the pedagogical method. Knowledge capable of learning. as Art Director at Jeune Afrique, a is still being delivered, out of context, the French publishing group. Chris Crawford old fashioned way. The pill has just been made a bit easier to swallow. Back at Ubisoft since 2016, Zigor is Senior Project Manager of the newly since playing is the most natural, and fun, created Fun Learning department There is no question that computers and is in charge of developing and communication technologies can, way of learning, let’s have a closer look at games that will provide the player and should, be used by the education how it would be possible to use the most with actionable knowledge and/or systems. But they have much more to perfect form of digital entertainment for expertise. WNNMZ\PIV[]XMZÅKQITOIUQÅKI\QWV)VL educational purposes: video games.

0 7 Usually, after one or a few short video sequences that immerse the player in the fantasy, tell him/her who he/she is and inform him/ Science without conscience is but the ruin It is common, even custom, to oppose environments: plains, mountains, woods, Will there be a day/night cycle? How will PMZWN PQ[PMZÅVITOWIT\PMOIUMO]QLM[PQUPMZ\W_IZLI[M\WN video games and education. It drives cities, caves, or whatever the imagination it affect the player? Will there be climatic missions. of the soul. teachers and parents crazy to see their of the creators allows. They are populated changes? Will rain affect the ability of François Rabelais SQL[\PW[M[IUMSQL[_PWIZM[WLQNÅK]T\ with Non Player Characters, either hu- the player to climb? All the surfaces, or solar system. The game gives him/her missions such to conduct electricity, use a piece of his/her role in life is. It also teaches the or RPG video games could be used to teach mathematics, as escaping the atmosphere, reaching a stable orbit, landing on Long gone is the time when the players meat from an animal you just hunted to player about the rules, the tools at disposal geometry, physics, a foreign language… whatever, really. Even an asteroid, creating space stations, etc. While the simulation of _MZMKWVÅVML\W\PMTQUQ\[WN \PMQZ[KZMMV attract a bigger prey, etc. The designers’ and their effects on the environment. the Humanities. reality is not perfect, the developers have paid special attention to or when static backgrounds scrolled from imagination is the limit. Typically: you are the hero, you have to reproduce the actual laws of physics as accurately as possible (as top to bottom or left to right. By then, you save the world (or the princess, or both) Take a game like Assassins Creed Unity, set during the French accurately as playable, in fact). While playing the game, the player hardly had to explain to the player how And all this is created ex-nihilo. Whether by killing everybody else, and here is the Revolution of 1789, for example, and change the narrative. Say will learn, literally, rocket science. And not only that. If the player to play the game. Today, the players can the world is meant to be a realistic armory. Fortunately, it is often a bit more that a group of bitter royalists have found a way to come back in choses the « career mode », he/she not only has to build a rocket evolve in vast real-time 3D environments. environment or an alien planet, subtle than that. time and plan to disrupt the historical events in order to prevent and send it to space, but also has to deal with all the business Some games have playgrounds of over 60 developers always start from scratch. the Revolution from happening. The player’s goal is to stop I[XMK\[WN Q\"ÅVLN]VL[NWZPQ[PMZXZWOZIUUMJ]QTLIZMX]\I\QWV square kilometres. In the case of massive Since it is impossible to reproduce all The really interesting thing is how it is them, and in order to achieve his/her missions, he/she will have for himself/herself, deal with marketing issues, complete contracts, multiplayer online games, they can even the laws of physics and all the systems done. Of course, every game is different, to understand what the forces at play were, who were the key etc. be virtually limitless. governing a real world, the creators and every development studio has its protagonists, their ideas and motivations, etc. The missions are have to choose which ones are the most habits and idiosyncrasies, but it is fairly considered a success when the historic events happen the way they Kerbal Space Programme comes with interesting multiplayer These worlds are made of all sorts of relevant for their game. easy to distinguish some constants. really happened. The player is not told what happened: he/she functions, such as the possibility for the players to set challenges

0 9 ISSUE • 8 OPINION

he current crisis calls for a worldwide concertration of robot have to be built? To what purpose? With what resources? all the efforts made towards a renovated education. In Are these limited or unlimited? Are they all accessible, or will This is especially true when considering the long-life learning the player have to trade with other players? Or to steal them challenge. Students can no longer expect to build a whole career 20 years, education could transform the social order and T at gunpoint? Depending on how they answer these questions, on what they have learned during their college or university years. establish a spirit of cooperation susceptible of finding solutions the game can be violent and competitive, or constructive and They are going to have to learn through their entire lives, whether to our present problems. cooperative. The ethics of the designers, and their intention to to get a job, to keep a job, to change jobs, or simply for the sake of develop a game for learning instead of meaningless entertainment, it. People need a way to learn whatever they want or need to learn, Only an education that completely redefines the relationships will decide of that. Not their professional competence. Not the whenever they want or can. That means an always-on, always-up with the children can start a new era, freed from the ruinous technology. to date system, able to provide at any time a personalized service to a constantly changing amount of people. It seems impossible to competitions, the biaises, the concerns and miseries so Communication technologies, along with the exponential growth do in the brick and mortar world. characteristic of our civilization, chaotic and worrisome. A new WN [KQMV\QÅKSVW_TMLOMIZMXZWNW]VLTaINNMK\QVO\PM\ZILQ\QWVIT education is necessary, based on the following principles: pillars of our societies. They are changing the way we socialise, the Such a platform is perfectly doable with the current way we organise, the way we work, the way we think… And these communication technologies, though. As a matter of fact, video economic and social changes are happening faster than ever before games developers have been doing exactly that for almost two Education has to help children understand the in human history. decades, with massively multiplayer online games, and have complexities of the social and economic life of IKY]QZMLIV]VXIZITTMTMLM`XMZ\Q[MQV\PQ[ÅMTL our time There is growing evidence, from scientific studies, from The future ain’t what it used to be. employer surveys and from educators themselves that our Also, sandbox games such as Minecraft, and now Roblox, have current education systems do not properly prepare the new proven to be incredibly successful. More than games, these are It must respond to the intellectual and affective Yogi Barra generations to thrive in our increasingly shifting, complex and social platforms that allow the users to freely imagine, create, needs of children of very diverse nature and uncertain world. socialize and play together in immersive 3D worlds. All the allow them to express themselves in their own games and experiences present in Roblox, and there are about way Education can no longer be mainly focused on reproducing 30 million of them, have been created by the players themselves. for each other, or to organise tournaments. But the multiplayer content knowledge; it evolves too fast, and has never been so This demonstrates that if provided with the right environment and capabilities of modern video games extend far beyond that and It must help the children to voluntarily adapt broadly shared and so easily accessible. Educational success is tools, people are eager to implicate themselves, to share and to could be used to great advantage for learning purposes. now more about what people are able to do with what they cooperate constructively. to the requirements of societal life and replace know, how they adapt and how they behave. It is more about Imagine a game in which a robot has to be conceived and built. discipline based upon constraint and fear being versatile, about constantly adapting and constantly learning As Artificial Intelligence, Virtual Reality, and Natural User That involves acquiring knowledge on a broad set of disciplines: with incentives to personal initiatives and and growing in a fast-changing, hyper-connected world. Interfaces come to fruition, the access to digital content will physics, mechanics, electricity, ergonomics, coding. Since it is responsibility become increasingly easy and natural . Blockchain, for its part, unlikely that a player will be interested in all this he/she will have A renovated education needs to balance content knowledge and will certainly lead to original business models and innovative \WÅVLW\PMZXTIaMZ[\WKZMI\MIKWV[Q[\MV\\MIUIVLKWWXMZI\M It must promote the collaboration between understanding with skills that will help students extrapolate what organisational models. These technologies could help make with them. The internet being global, his/her mates will probably they know, and with curiosity, motivation, and socio-emotional even more compelling digital learning apps or platforms. When all the members of the school community by come from a completely different socio-cultural or economic intelligence that will teach them to consider the wider implications not developing them itself, the video games industry is rapidly background, be of a different gender or age-group. He/She getting teachers and pupils alike to understand of their actions, and to act mindfully. assimilating and mastering them. _QTTPI^M\WLMIT_Q\P\PQ[LQ^MZ[Q\aIVLÅVL_Ia[\WMNNMK\Q^MTa the value of diversity and critical thinking cooperate with them. 8[aKPWTWOQKITIVLVM]ZW[KQMV\QÅKZM[MIZKPKWV[Q[\MV\Ta All this expertise and know-how accumulated over the years by It must lead children to appreciate their emphasises that active engagement leads to far better learning the video games industry to produce meaningless games could be So not only will the player deepen his/her knowledge on cultural heritage and to welcome the original outcomes. Educational environments that encourage students’ used to develop and massively deploy extremely effective digital his/her center of interest and broaden the scope of his/her IK\Q^MQUXTQKI\QWVIVL[MTNZMO]TI\QWV\PI\NW[\MZZMÆMK\QWV learning solutions, adapted to the 21st century. contributions of all other nations to the knowledge on other fields than his/her own, he/she will also communication, and collaboration skills, and are socially relevant develop his/her creativity, critical thinking, communication and universal human culture. To ensure a peaceful to the learner, greatly enhance learning, as well as the transfer of Education needs to change in order to prepare the future collaboration skills. and secure modern civilisation, the citizens of what has been learned to new situations. generations not only to thrive as individuals, but also to take up the world are not less necessary than the good the incredibly complex challenges humanity as a whole will face in This, again, is « just » a matter of design. As it is to introduce citizens of their own country. Video games specifically designed for learning are definitely the the near future. We need a renovated education system to save the and teach and train not only knowledge, not only skills, but also way to use communication technologies at their best in order to world. And, as counter-intuitive as it sounds, we might need video character qualities such as curiosity (the very base of access to transpose such learning environments into a digital form. They games to save education. knowledge), mindfulness, empathy, resilience, etc. CONGRESS OF THE INTERNATIONAL IZMVW\UMIV\\WZMXTIKMOWWLWTL[KPWWT[ÆM[PIVLJWVM\MIKPMZ[ LEAGUE FOR A NEW EDUCATION, NICE or real-world physical interactions. But they can help deploy When conceiving that game in which the player has to build a (FRANCE), 1932 active pedagogies to the greatest possible number of i.e. people, at robot, the creators will have to decide on a narrative: why does the a fraction of the cost of traditional educational infrastructures.

1 1 ISSUE • 8 OPINION

guilt over watching a protagonist make forged items. Making a wrong decision ILMKQ[QWVQVIÅTUJMKI][M\PM^QM_MZ can affect Arstotzka, but also the player’s is doing just that: watching the virtual family. Each “level” is a day, and Learning Empathy experience. Perspective-taking the scoring system is money the player through player agency in needs to heat his or her apartment games, however, can and to feed dependents. As create such emotions and a result, the game presents by Playing can potentially drive players with a multitude of empathetic thinking. LQNÅK]T\M\PQKITLQTMUUI[ Video Games Social Teaching with MATTHEW FARBER, Ed.D. Impact Social Impact Games Games

Really good Some teachers have video games can begun to adapt social “A [good] game is a series be seen as spaces impact games to help of meaningful their students better of interesting choices.”— inquiry, situate content. For where players example, one colleague Sid Meier, creator of the learn through I spoke with struggled to bestselling Civilization series. experience. Games, teach about the Syrian civil TQSMÅTUKWUMQV war when using traditional various genres. And media, like news articles and TQSMÅTU\PMZMIZMJQO video clips, to espouse a sense of budget productions and empathy for the horrors taking place. ne of my earliest forays students, “Why was the game was so hard smaller, more intimate games So, he developed a series of lessons to into using games to teach to “play?” created by independent designers. teach the Syrian refugee crisis. First, he students about world issues While some games are designed for pure used BBC’s free text-based news game, Matthew Farber, Ed.D., is an O and others smiling, are dragged by players was when I had children In an educational context, video entertainment, others are made with the Syrian Journey: Choose Your Own Assistant Professor in the Technology, until all are smiling and are happy (no Innovation, and Pedagogy Programme play Darfur Is Dying—a game from games like Darfur Is Dying defy the intent of informing and teaching about Escape Route (https://bbc.in/2loszrS). easy feat!). at the University of Northern 2006 set in war-torn Darfur. At the time bounds of what can be taught using serious topics. These sorts of games, In it, readers click on choices, which then Colorado. He has been invited to the I was teaching United States and World traditional media, like books, or even sometimes called social impact games, put create different story branches, or threads. Another social impact game of note White House and to keynote twice for History to 12- and 13-year-old children in real life, like class ﬁeld trips. Clearly, players into unique situations and often Often students replayed, or reread, is Papers, Please (http://papersplea. UNESCO, and has been interviewed (currently I am an Assistant Professor of I could not take students to Sudan! Even utilises the empathetic skill of perspective passages, to discover many or all of the about games and learning by NPR, se), which has won multiple awards Technology, Innovation And Pedagogy at more compelling than using games as taking. This phenomenon framed and possible choices. As they played, students Fox News Radio, USA Today, and worldwide. Set in 1982, it is a dystopian the University of Northern Colorado, in QUXW[[QJTMÅMTL\ZQX[Q[\PMMUW\QWV[ shaped some of the questions Dr. Karen wrote journals from the perspective of The Wall Street Journal. With Karen social impact game about what it would the U.S.). I learned about so-called serious that these sorts of experiences can elicit Schrier and I recently explored in our being a Syrian refugee. His students also Schrier, Ed.D., he co-authored the like to be a border agent in Arstotzka—a games—games made to inform people from students. After all, outcomes in UNESCO MGIEP Working Paper, The followed 8-year-old Bana Alabed’s Twitter UNESCO MGIEP Working Paper, The ÅK\QWVIT;W^QM\MZIJTWKKW]V\Za1V about real-world issues such as health games are ultimately controlled by the Limits and Strengths of Using Digital feed (@AlabedBana). Alabed, along with Limits and Strengths of Using Digital it, players are challenged to inspect pandemics and the effects of war. agency players perceive to have over their Games as “Empathy Machines.” PMZUW\PMZÆML;aZQINWZVMQOPJW]ZQVO Games as “Empathy Machines.” Dr. immigration documents. Sometimes Farber’s books include Gamify Your experiences. Turkey, and each tweet spoke about players are presented with bribes or Classroom: A Field Guide to Game- In Darfur Is Dying, players took on the One example of a social impact game is realities about this ongoing refugee crisis. Based Learning — Revised Edition, role of a Sudanese person who had to This ownership players feel from the Web-based Parable of the Polygons and Game Jam Guide. His latest book, forage for water for his or her family. making a series of meaningful choices (http://ncase.me/polygons). About cause- In my recent book, Game-Based Learning Game-Based Learning in Action: How The challenge was to get to the water in game worlds can evoke interesting and-effect relationships pertaining to in Action, I interviewed several teachers an Expert Aﬃnity Group Teaches with X]UXÅTT]X\PMKWV\IQVMZIVL\PMVZ][P emotions. For example, playing a game segregation and discrimination, designer about how they adapted social impact Games, has a foreword from James back home, all in a barren open desert like Darfur Is Dying can make players feel Nicky Case, along with researcher Vi games into their classrooms. One teacher, Paul Gee. landscape, and all without getting caught guilt, or even complicit, in their actions. Hart, created a fully playable blog post Norway-based Aleksander Husøy, has his by the militia. After playing, I asked Comparatively, one does not usually feel where polygon shapes, some frowning students play This War of Mine, a game

1 3 ISSUE • 8 OPINION

an unwinnable Twine game about the black plague.

Working with Games for Change in 2016-17, we ran a series of social impact game jams across New York City. In game jams, participants design games based on themes or topics—all in a brief period of time. Game jams can be used in any classroom, too (ours were on weekends, in afterschool spaces, like museums and libraries). This model of design creation inspires and engages deep learning about serious topics, as youth work collaboratively using iterative design thinking to create game experiences on social impact topics that others might play. All of our work was documented and is freely available in a downloadable Game Jam Guide, published by Carnegie Mellon University’s ETC Press (http://bit.ly/2z0DuBa). Sharing over 20 ÆM`QJTMTM[[WVXTIV[IVLVM_QLMI[NZWUM`XMZ\[_PWTMLOIUM jams in NYC, it is the culminating work of the four game jams that focused on three themes: climate change, smart cities, and immigrant history.

Consider having your students play social impact games, reflect on their experiences, and then make their own. By doing so you [M\QVIÅK\QWVIT_IZ\WZV-]ZWXMIVKW]V\ZaStudents become from Mexico into the United States the game and can be played will boost your students’ ability to perspective-take, which in turn emotionally connected in the experience, as they make difficult twice, from two perspectives: once as a U.S. border patrol agent, will encourage them to contribute to making society more peaceful decisions about the overall well-being of the characters in the and again as an illegal migrant. National Public Radio (NPR) and sustainable. game that they control. In his classroom, Husøy will ask his ran a story on how I used the game with children. Using Digital students about what happens to the rules and norms of a civilised Games—And Empathy—As Teaching Tools can be streamed society when the fabric of that society breaks down, and there here: http://www.wnyc.org/story/using-digital-games-and- is no police or courts of law. Then he asks, “What is good—and empathy-teaching-tools/. what is evil—when there is no forces to punish or reward society?” The game, therefore, situates these otherwise abstract concepts in ways traditional teaching could not. Students Making Social Impact Games Another educator I interviewed was John Fallon, a U.S.-based English language arts teacher. Amongst the many commercial In teaching, consider using games as spaces of experiential game experiences he uses in his instruction, he includes the learning and inquiry, like a shared experience or digital field educational game Quandary to teach ethical decision making trip. Students should go through the process of playing a social and digital citizenship. The game involves players in colonising QUXIK\OIUM\PMVLMJZQMÅVOIVLZMÆMK\QVOWV\PMM`XMZQMVKM planet Braxos, which comes with a unique set of problems to You can also have students use free game design tools, like Scratch address issues like distribution of income, water conservation, P\\X["[KZI\KPUQ\ML]WZ\M`\JI[MLQV\MZIK\Q^MÅK\QWV\WWT[TQSM and even digital privacy concerns. As his students play, they Twine (https://twinery.org) to extend and deepen their learning. write a Star Trek-inspired “Captain’s Log” narrativisation of their In history class, I had a student play the game Mission US (http:// ÅK\QWVITUMLQI\MLM`XMZQMVKM[;\]LMV\[\PMV[]XXWZ\KTIQU[\PMa www.mission-us.org), which teaches historical empathy (feeling UISM_Q\PQVOIUMM^QLMVKM)[IZM[]T\_Q\PZMÆMK\Q^MXZIK\QKM[ how people felt in the past) alongside factual content. Following Fallon is tasking his students to demonstrate their learning from play, I challenged students to retell more historical events. One within the game to spaces outside of it. of my 12-year-old students authored a branched story set in the Valley Forge encampment during the American Revolution, in I, too, have adapted social impact games in my teaching practice: 1777, written partially in French (she used Google Translate), as ÅZ[\_Q\PILWTM[KMV\KPQTLZMVIVLK]ZZMV\Ta_Q\P\MIKPMZ well as English. She did this to intentionally confuse the player: in education students at the university level. In my courses I use her story you become a 17-year-old who meets French General

1 5 ISSUE • 8 OPINION Learning to Read on Mobile Devices

herever you travel on relationships for the language they are the planet, it seems that most comfortable speaking. Research W everybody has a phone. shows that children who learn to read in The ubiquity of mobile their mother tongue are more successful devices has changed the lives of people in school and when they transition to living in wealthy countries, but it has learning to read in another language. revolutionsed the lives of many of the But children need more than exposure world’s poorest. From mobile banking to to the alphabet or characters of their communications to agriculture, access language. They also need large amounts to mobile technology has allowed many of easy-to-read and engaging text to millions of people to be included in the practice their reading skills and expand Curious Learning has been conducting research in this space W\PMZLM^MTWXMZ[QV\PQ[ÅMTL

1 7 ISSUE • 8 OPINION OPINION Education is a Serious Matter

CATHERINE ÉMOND, ALLIANCE NUMÉRIQUE’S EXECUTIVE DIRECTOR

The power of play The best games provide a fun experience throughout, and not simply when the he enrollment of the first player has achieved the goal. After all, digital generation in our this is the true power of play: having fun schools makes gamification while learning enhances your motivation T to further develop your skills. of education a necessity. How do we make it happen? Serious academic studies have Learning through play, especially video demonstrated that play stimulates games, is a very powerful tool that can learning and positively affects [QOVQÅKIV\TaQUXZW^MW]ZKPQTLZMV¼[ motivation and tolerance. education. In the best-case scenario, a game can even raise awareness about social Catherine Émond has a political Although video games are primarily science degree from the University perceived by most people as issues and boost empathy. The game of Montreal. Her career path led her entertainment, nowadays they are often PeaceMaker, for example, provides to occupy various positions within used as training tools in the marketing, players with the opportunity to take on cabinets of political representatives, the role of either the Prime Minister of Learning took on the task of localising Feed the Monster to 25 and for the world when they do not become literate. Non-literate PMIT\PÅVIVKQIT[MZ^QKM[IVLML]KI\QWV both at the municipal and provincial Israel or the President of the Palestinian languages so far with more to come over the course of the year. adults are unable to take part in or inform themselves about [MK\WZ[?PI\\aXQÅM[I[MZQW][OIUMQ[ levels. She has been active in public Authority. The goal of the game is to The app is in use among Syrian refugees and across many African local elections or political issues, unable to read warning labels that it incorporates an educational aspect organisations within key sectors of ÅVLI^QIJTM[WT]\QWV\WÅVITTaZM[WT^M\PM and Southeast Asian countries. Early results show that after 3-4 on medicines, unable to respond to warnings in the press of to its playful and entertaining scenario. Quebec’s development plan and can KWVÆQK\JM\_MMVJW\P[\I\M[1VWZLMZ\W PW]Z[WN VWVKWV[MK]\Q^M][MKPQTLZMVJMKIUMXZWÅKQMV\QV LIVOMZW][_MI\PMZKWVÆQK\WZPMIT\PLQ[I[\MZ[

1 Jeu Sérieux, Vicky Gagnon-Mountzouris, Marie-Michèle Lemieux, Jean-Philippe Pouliot, Groupe de travail de la promotion du développement des compétences informationnelles (GT-PDCI), Université du Québec, 2016, p. 4 1 9 ISSUE • 8 2 -UXI\PaXMZ[XMK\Q^MIVLKWUXTQKQ\a"0W_LQOQ\ITOIUM[KIV[]XXWZ\8MIKM-L]KI\QWVIVLKWVÆQK\ZM[WT]\QWV8I]T,IZ^I[QAWZS=VQ^MZ[Q\a Mahatma Gandhi Institute of Education for Peace and Sustainable Development, November 2016 OPINION

Why is serious and strong ethics to lead our Political power and the use of digital gaming so powerful communities. resources in education among youth? Ethics, creativity and If serious gaming should play a stronger role in our children’s )VL_PaQ[Q\[WLQNÅK]T\NWZ innovation are skills where education, how eﬀective are governments and public the digital generation to focus human beings will always institutions at integrating new technologies? In many instances, in a traditional educational keep the upper hand, as they are clearly lagging behind since technology evolves at a much environment? opposed to technical and data faster pace than legislation. management skills, which will The answer is simple: because be delegated to technological One of the issues we are facing has to do with the decision- they are digital natives. tools readily available. making level. Typically, national or regional governments are in The new generation’s charge of public education. Success in the digital age, however, brain development Learning by simulation, will often require the input of international institutions on one evolves according to new however, can actually side, and local actions on the other. parameters. Most of the enhance the development social references are thus of social skills. Immersive International cooperation appears to be essential for addressing shaped by the technological experiences can improve our macro issues about data transfer. For example, whether we are tools and methods used on a understanding of multiple talking about intellectual property, the protection of personal data daily basis. environmental, political and or collecting taxes on digital services, individual countries cannot social dimensions in any go at it alone. At the other end, new technology initiatives are /IUQÅKI\QWVQ[\PMZMNWZM given situation. often best implemented at the local level, where schools are free to effective with them because it UISMLMKQ[QWV[IKKWZLQVO\W\PM[XMKQÅKVMML[WN \PMQZKWUU]VQ\a respects the pace and volume Serious gaming, then, of information that typical becomes the perfect tool to Resisting change is part of human nature, and it is particularly members of this generation develop key human skills true when it comes to something as important as education. are used to. such as empathy, judgement On one hand, more conservative parents believe that having fun and fairness that will help cannot possibly be part of studying because “studying is serious!” A multimedia experience us navigate through changes Education was quite strict in their days, and they turned out quite that includes spoken and/ in data management, well. So why should it be so different with their children? or written language, images, information and security. audio, animation or an immersive virtual reality simulation is becoming the norm of communication, Teachers can also resist integrating these technological changes in The video game industry and our children’s and the standard for their their teaching methods. We already ask them to constantly change education recipients. the content of what needs to be taught, so changing the tools they use as well can often seem a little much. Implementing new Video game studios are willing and able to help implement new technological tools can also make them uncomfortable: not only technological tools and methods at various levels. The digital LW\PMa[WUM\QUM[PI^MLQNÅK]T\a][QVO\PM[MVM_\WWT[XZWXMZTa industry is well aware that the next generation will heavily depend What about the but children are usually better than them! on a mastery of technology to advance their career, and they take human dimension? this responsibility seriously. What we need to explain to them, however, is that a successful Perhaps somewhat digital shift may be the best thing for a teacher as it can lead to Making captivating games is a complex art that requires paradoxically, many jobs more attentive students, a better understanding of subject matters technological innovation, technical ability, coming up with an in the future will require on their part and, ultimately, better academic results. original plot and interesting characters. Adding an educational purely human competence twist to it makes it even more challenging and often requires that cannot be handled additional members to the development team and, therefore, directly by a computer. More [QOVQÅKIV\ÅVIVKQITQV^M[\UMV\[ than ever, we will rely on emotional intelligence skills

2 1 ISSUE • 8 OPINION FRENCH TRANSLATION OF OPINION - EDUCATION IS A SERIOUS MATTER OPINION by CATHERINE EMOND

Conclusion

The video game industry is becoming an increasingly powerful sector where many people now want to work. Games are already L’éducation : un widespread in our society and they are here to stay. This new industrial revolution −a digital revolution − requires new norms and codes, much the same as when cars revolutionised transportation at the beginning of the 20 th century. véritable (en)jeu

The transition from horses to cars imposed a large number of changes. Nowadays, driving skills are evaluated in order to receive de société a driver’s license, cars are now equipped with brakes and signaling lights, and drinking and driving is criminalized in many countries. CATHERINE ÉMOND, ALLIANCE NUMÉRIQUE’S EXECUTIVE DIRECTOR The city of Detroit, where the automotive industry took its roots, _I[\PMÅZ[\KQ\a\W][M[\WX[QOV[TIVMUIZSQVO[WVM_Ia[\ZMM\[ IVL\ZINÅKTQOP\[?PW_QTTXTIa\PMZWTMWN ,M\ZWQ\QVW]ZK]ZZMV\ Le pouvoir du jeu pédagogique quant à lui, aborde l’objectif digital revolution? d’apprentissage de manière explicite et a présence de la première le fait de performer dans l’apprentissage We should all embrace this change and invest in our human, génération numérique génère le plaisir inhérent au jeu . \MKPVWTWOQKITIVLÅVIVKQITZM[W]ZKM[\WXZMXIZMNWZ\PMN]\]ZM L dans nos écoles fait en sorte que la ludification Les jeux les plus performants demeurent After all, what is at stake here is the ability of our children to de l’éducation devient une nécessité. ceux qui sont amusants tout au long de fully play their role as citizens in the digital future. Much of the Comment réussir cet important tournant l’activité et non pas seulement qu’au [KQMV\QÅKM\PQKIT[WKQITIVLMV^QZWVUMV\ITN]\]ZMLMXMVL[WVQ\ dans nos sociétés? moment de récolter le sentiment de réussir l’objectif d’apprentissage. Car L’apprentissage par le jeu, notamment voilà tout le pouvoir du jeu : s’amuser le jeu vidéo, est un outil très puissant en apprenant nous pousse à aller plus pour aborder cette pièce maîtresse de loin dans le développement de nos compétences. Catherine Émond has a political l’éducation d’aujourd’hui et de demain. science degree from the University Plusieurs études bien documentées In the context of getting involved in public education, one is struck of Montreal. Her career path led her Bien que le jeu vidéo soit d’abord perçu en ont fait la démonstration : le jeu by how few studios have developed relationships with government to occupy various positions within comme une activité de divertissement, cabinets of political representatives, provoque des apprentissages et and political leaders, apart from a few studios that truly specialise il est de plus en plus utilisé comme un both at the municipal and provincial affecte positivement la motivation et la in “Edtech”. outil de formation dans les secteurs levels. She has been active in public du marketing, de la santé, des services tolérance. organisations within key sectors of The gaming industry needs to do more by involving its designers ÅVIVKQMZ[M\LMT¼uL]KI\QWV+MY]Q Quebec’s development plan and can Dans le meilleur des scénarios, le jeu peut and creators in more educational projects. The industry must caractérise le jeu sérieux c’est qu’il handle economic affairs and integrate même sensibiliser sur des enjeux sociaux accept that its business model will be transformed from a strictly them into Quebec’s public policies. comprend un aspect pédagogique et stimuler l’empathie. À titre d’exemple, B2C model to integrate a “B2G” component. She distinguishes herself by her keen qui s’ajoute au scénario ludique ou le jeu PeaceMaker propose aux joueurs sense of leadership and strategy and divertissant. de se plonger soit dans le rôle du premier On the other hand, public leaders, educational institutions, the by her ability to mobilise various ministre israélien ou alors, du président media and teachers should better appreciate the involvement people around a common project. Le jeu vidéo est efficace pour stimuler Palestinien. of studios and facilitate their participation in the education Catherine’s mandate includes the l’apprentissage parce qu’il est overall administration of Alliance MKW[a[\MUAM[\PQ[QVKT]LM[UWZMN]VL[\WÅVIVKMM`\ZI particulièrement captivant et stimulant. Numérique. She aims to lead and L’objectif du jeu est de parvenir à une employees that studios must hire for these types of projects. carry out the various activities Il existe une distinction entre « jeu solution viable entre les deux États pour of the organisation, particularly éducatif » et « jeu pédagogique ». Dans Zu[W]LZMTMKWVÆQ\)\\MQVLZMT¼WJRMK\QN by promoting its position and le premier cas, l’objectif d’apprentissage implique non seulement de faire les development, while paying attention meilleurs choix pour répondre aux to its influence on the community. est implicite et le plaisir lié au fait d’avoir appris est donc accidentel. Le jeu besoins et du groupe qu’ils représentent,

The Detroit News, 1900-1930: The years of driving dangerously, April 2015 1. Jeu Sérieux, Vicky Gagnon-Mountzouris, Marie-Michèle Lemieux, Jean-Philippe Pouliot, Groupe de travail de la promotion du développement des compétences informationnelles (GT-PDCI), Université du Québec, 2016, p. 4 2 3 ISSUE • 8 https://www.google.ca/amp/s/amp.detroitnews.com/amp/26312107 OPINION mais également de tenir Et la dimension pour régulariser les avancées technologiques en matière de gestion compte de la situation de son humaine dans tout du data, de l’information et de sécurité. opposant . cela?

Le jeu peut donc générer des En parallèle, curieusement, apprentissages liés tant au Le pouvoir politique et l’utilisation des on situe de plus en plus ressources numériques en éducation savoir-faire qu’au savoir-être. les métiers d’avenir autour des compétences S’il apparait évident que le serious gaming est appelé à que l’informatique et le prendre plus de place dans l’éducation de nos enfants, qu’en numérique ne pourront pas Pourquoi le serious est-il de la capacité de nos pouvoirs publics à intégrer ses couvrir. Plus que jamais, gaming est-il si changements dans nos institutions? Force est de constater que, nous compterons sur des puissant auprès de bien souvent, ils sont à la traine puisque l’évolution technologie est aptitudes d’intelligence la jeunesse? beaucoup plus rapide que la législation. émotionnelle et une conscience citoyenne étoﬀée -\XW]ZY]WQM[\KM[QLQNÅKQTM L’un des enjeux se situe au niveau du palier décisionnel. pour mener nos sociétés à pour la génération numérique L’instruction publique relève habituellement des gouvernements bon port. de se concentrer dans un nationaux ou encore régionaux. Or, pour réussir ce virage environnement éducatif numérique, il faudra plutôt faire appel aux instances L’éthique, l’analyse sociale, la traditionnel et magistral? internationales d’un côté, puis locales de l’autre. créativité et l’innovation sont des compétences qui resteront Parce qu’ils sont nés La coopération internationale apparait essentielle pour régler des toujours à dimension avec le numérique, le questions macros qui ont trait au transfert des données. On parle humaine par opposition aux développement du cerveau ici par exemple d’enjeux de propriété intellectuelle, de protection compétences techniques et de la nouvelle génération des données personnelles ou encore de taxation des services. À de gestion de données qui, évolue selon des nouveaux l’autre extrême, c’est à l’échelle de l’école qu’il faudra implanter elles, seront déléguées aux paramètres. La plupart de ces nouvelles initiatives technologiques, en faisant les adaptations supports technologiques déjà leurs références sociales sont nécessaires pour chaque communauté. disponibles ou qui seront ainsi façonnées autour des KZuM[I]ÅTL]\MUX[ outils technologiques et des Les sources de résistance au changement sont multiples à ce méthodes d’utilisation qui niveau. D’une part, une frange plus conservatrice chez les parents Apprendre par simulation s’y rapportent. croit que s’amuser ne peut pas être synonyme d’étudier puisque, L’industrie du jeu vidéo et l’éducation de permet de pousser plus “étudier c’est sérieux! “ L’approche éducative à leur époque était, loin le développement nos sociétés 4IT]LQÅKI\QWVM[\LWVK elle, très sérieuse et – voyez-vous? – ils s’en sont très bien tirés. de compétences MNÅKIKMXIZKMY]¼MTTMZM[XMK\M Pourquoi en serait-il si différent pour leurs enfants? Les studios de jeu vidéo sont en mesure d’agir en catalyseur des “expérientielles” et le rythme et le volume technologiques dans des pratiques éducatives de divers niveaux. transversales. Une d’information auxquels le Les enseignants peuvent aussi résister à implanter ces changements Sachant à quel point la relève sera dépendante de son habileté expérience immersive jeune de cette génération technologiques dans leurs méthodes pédagogiques. On leur à maîtriser les avancées technologiques dans son cheminement nous aide à mieux capter numérique est habitué. impose déjà plusieurs changements à intégrer au niveau de professionnel, il s’agit d’une responsabilité importante pour les multiples dimensions la matière à enseigner. Intégrer de nouveaux outils peut leur l’industrie du numérique. environnementales, L’expérience multimédia qui sembler un trop grand bouleversement. L’implantation d’outils politiques et sociales d’une inclue du langage parlé ou technologiques de pointe peut également les rendre inconfortable : Mais faire des jeux captivants est un art complexe qui lie situation donnée. écrit, des images, de l’audio, VWV[M]TMUMV\WV\QT[XIZNWQ[LM[LQNÅK]T\u[o]\QTQ[MZKM[VW]^MI]` innovation technologique, exactitude technique, originalité de l’animation ou carrément outils correctement, mais les enfants sont habituellement meilleurs de l’intrigue ainsi qu’une ambiance et des personnages Le serious gaming une simulation immersive en qu’eux! intéressants. Y ajouter un aspect pédagogique ou éducatif est devient donc un outil tout réalité virtuelle est en train de LWVK]VKWMNÅKQMV\LMLQNÅK]T\uXM]JIVITY]QLMUIVLM]VM indiqué pour travailler les devenir la norme du medium Pourtant, un virage réussi vers le numérique peut s’avérer la M`XMZ\Q[MUIZY]uMMVXT][L¼QV^M[\Q[[MUMV\[ÅVIVKQMZ[QUXWZ\IV\[ compétences-clé telles que pour présenter du contenu meilleure chose pour l’enseignante puisqu’il peut engendrer l’empathie, le jugement et par conséquent, la norme des élèves plus attentifs, de la matière qui est mieux intégrée et, Or à ce jour, en dehors des quelques studios spécialisés en Edtech, et l’équité dont nous ne aussi pour celui qui l’absorbe. ultimement, de meilleurs résultats scolaires. les concepteurs de divertissement numérique ont trop peu de liens pourrons plus nous passer constants et stratégiques avec les leaders politiques.

2-UXI\PaXMZ[XMK\Q^MIVLKWUXTQKQ\a"0W_LQOQ\ITOIUM[KIV[]XXWZ\8MIKM-L]KI\QWVIVLKWVÆQK\ZM[WT]\QWV8I]T,IZ^I[QAWZS 2 5 ISSUE • 8 University, Mahatma Gandhi Institute of Education for Peace and Sustainable Development, November 2016 OPINION OPINION Digital Pedagogies for Development of Better Societies

SHWETALEENA BIDYADHAR

for the implementation of cutting-edge “We are moving from an learning solutions. era characterised by stocks of explicit knowledge to So how does technology in pedagogy create better solutions for different learner flows of tacit knowledge.” groups? Here are a few compelling reasons: John Hagel Availability: Educational opportunities can now be availed by many who may lack access to courses through traditional s educationists, it classrooms. It helps the sentiment behind L’industrie du jeu dans son ensemble a la responsabilité de Le passage du cheval à l’automobile a imposé un grand is our endeavour the ‘No child left behind’ movement s’intéresser à son rôle social en valorisant l’implication de ses VWUJZMLMKPIVOMUMV\[)]RW]ZL¼P]QWVY]ITQÅMT¼PIJQTM\uLM Shwetaleena is a training professional to provide and the call for ‘inclusive/integrated concepteurs et de ses créatifs à des projets technologiques dans des conduire par des permis de conduire, les voitures sont désormais A classrooms’, even if virtual. and instructional designer. She transformative pratiques éducatives. L’industrie doit faire la paix avec le fait que obligatoirement munies de feux de freinage ou de signalisation, la has been at TIS for 17 years and has education to support 21st century learners son modèle d’affaires en sera transformé et passer d’un modèle notion du virage à gauche s’est répandue et l’alcool au volant est nearly 23 years of work experience. and help build sustainable societies. This So it increases the potential reach of B2C à “ B2G “. criminalisé dans plusieurs pays. She has devised learning solutions in effort can surely be strengthened with education and caters to target audiences the domains of K-12, Higher Ed and the use of immersive, contextual and such as working professionals who do not De l’autre côté, les acteurs publics, institutions d’enseignement, La ville de Detroit, pionnière du développement de l’automobile, corporate areas such as Learning personalised digital learning pedagogy. have the option of attending these courses médias et professeurs doivent valoriser l’implication des studios a été la première ville à utiliser des panneaux d’arrêt, des Disability, HR, OB, Strategy, IT, Interestingly, attitudes towards the physically. It also helps children who may et en faciliter au maximum leur participation dans l’écosystème marquages de voies, des rues à sens unique et des feux de Banking, Finance, Sales, Soft Skills, adoption of technology to enhance need home schooling for a multitude of d’éducation, en valorisant leur rôle et leur permettre de rémunérer circulation. Qui jouera le rôle de Détroit dans cette révolution to name a few. Shwetaleena consults learning strategy vary widely. Some reasons. les créatifs qu’ils emploient. technologique? with Fortune 500 companies in a wide variety of verticals, several perceive technology as a distraction from UN and Public Sector organisations, academics while others feel it can only be .WZMÌUXTMIÅZ[\ZM[XWVLMZQVIV Autant aborder cette transformation en la regardant en face et en Government and Defense Agencies used for entertainment. There also exist emergency situation can access ‘just- QV^M[\Q[[IV\VW[ZM[[W]ZKM[P]UIQVM[\MKPVW[M\ÅVIVKQvZM[XW]ZTI and International Universities.She strong views that one should focus only on in-time’ performance support due Conclusion propulser positivement. holds a doctorate in Organisational classroom/traditional teaching techniques to the availability of this channel of Psychology and certificates in and stay away from digital resources information. We have designed courses Le jeu vidéo est un créneau culturel et éducatif puissant, et Il en va de l’habileté de nos enfants à trouver leur place et à Accessible Technology and Learning completely. for Fire services and Ambulance recherché. Les jeux sont déjà très répandus dans notre société pleinement jouer leur rôle de citoyen dans la société qui les Disability. She started her career services employees to access this kind et ils sont là pour rester. Cette révolution industrielle – celle du I\\MVL1TMVÎI][[QLMTI[uK]ZQ\u[KQMV\QÅY]Mu\PQY]M[WKQITMM\ with Robert Kennedy College 1VUaUQVL\MKPVWTWOaQ[TQSMÅZM· of information on tabs they use in their numérique – exige un nouveau code de conduite, un peu à environnementale de l’ensemble de nos sociétés. as a Professor of Organisational harmful if used injudiciously but most vehicles. Sometimes this makes all the l’image de ce que la révolution du transport a généré avec Behaviour. productive if its power is harnessed difference between losing or saving a life! l’arrivée des voitures au début du 20ème siècle. properly. Technology can be an enabler

3. https://www.google.ca/amp/s/amp.detroitnews.com/amp/26312107 2 7 ISSUE • 8 OPINION

Accessibility: Technology makes things convenient “Many disabled Wearables, for example, make technology pervasive by “We don’t have plan B because for us. But for people with people have interweaving it into daily life. We could design induction training, disability, it makes things process training, SOPs, and performance support where wearables there is no planet B.” to spend long make some of it possible. possible. It provides them Ban Ki-moon with opportunities that would hours alone. not exist otherwise. Voice-activated Similarly, Mixed Reality merges a virtual world with our real computers are world. This gives rise to a hybrid environment where physical The availability of assistive a means of and digital objects co-exist and interact in real time. technology also helps on their parents’ mobile devices. The pilot has already shown communication that 30% of the children are able to read using this app. Their us design courses to be that can prevent a Headsets such as Microsoft HoloLens are used to experience this compatible with WCAG/ environment. iBeacons are used for Location and Contextual aim is to create, localise, distribute, and optimise open source Section 508 requirements. sense of isolation.” Awareness and help build location-based training like trouble- mobile software so every child can learn. Can we even imagine As we know, we have a moral shooting a gas-leak in a factory for example. such an initiative without the use of technology? Such initiatives and legal responsibility to Christopher go a long way in providing access to education to many backward design accessible courseware. Reeve Innovative Design Formats: Technology augments communities and provide sustainable equal opportunities. It also makes commercial instructional design strategy and has become an integral part sense as it opens up the access of current learning interventions. We are able to use it to make Recent research around Neuroplasticity shows that our current to a larger target audience. PQOPÅLMTQ\aLM[QOVNWZUITQ\QM[[]KPI[M`XMZQMVKMKMV\MZ[[MZQW][ educational frameworks provide skills to train the ‘thinking ZMILQVOLQNÅK]T\QM[)VW\PMZ games, simulations, virtual labs etc. Such solutions have been brain’ and memory. The focus of new curriculum models Such projects open up doors interesting product in this made possible only due to technological advancements. should focus on developing competencies such as critical inquiry, for learners with special needs genre` is a web-based training mindfulness, empathy and compassion. These help train the or physical disabilities. There which we co-produced with 21st Century Skills: Today’s learners have changed from being ‘socio-emotional brain’ and lead to sustainable societies. have been many mobile UK’s leading advisory service passive recipients of knowledge to the ones who actually analyse If we look at designing learning experiences around these four apps and games designed on inclusion and technology. and synthesise content. They need these skills to survive in the competencies, then we cannot but utilise technology. Most of the speciﬁcally to help learners As subject-matter experts stringed together to form a highly personalised learning plan for a current environment, where capability is the key to success and design formats can be used to provide problem-based and active with Dyslexia as such multi- we designed this training for single learner. importance and not only competence. Thus the ‘Learning by learning experiences to train the ‘socio-emotional’ brain. There is sensory experiences really other software developers Doing’ mantra is now all encompassing. even available research around how we can try to prevent violence facilitate their grasp of on how they could create Standardisation: Interestingly, along with an ability for through the use of digital games. concepts. products that comply with the customisation, technology helps us provide some sort of Traditional classrooms cannot always provide scope for such W3C Guidelines. standardisation in the curriculum coverage and presentation. It hands-on learning activities. This type of teaching does not The time has come for us to redeﬁne and reimagine education. Digital material is easily provides a platform for various learning objects which can then typically go beyond knowledge and comprehension levels due to The content, available technology, and relevant frameworks, accessible with the use of Personal Pedagogies: be accessed by a batch of learners. It provides the same type of lack of application level opportunities and other such practical all need to come together to provide comprehensive learning screen readers, audio, video Personal learning ecologies delivery for all learners. It is especially useful in settings where restrictions. solutions for future citizens so that together we can build a captioning, transcripts, are needed to support we lack quality teaching staff or teachers are just not available. sustainable world. OCRs and input devices self-development through +WVKMX\KW^MZIOMQ[\PMV]VQNWZUQV\MZU[WN TM^MTWN LQNÅK]T\a It is a very exciting time for us as designers of learning such as head wands, joy customised learning nature of examples used and so on. experiences. We have the potential of choosing the right sticks, trackballs and eye experiences. This is made technologies and creating blended learning that utilises the best trackers too. Let us not possible by the use of mobile of traditional and digital learning. For example, formats such as forget that Stephen Hawking technology. This connects Emerging Technologies: Wearables, Augmented, Virtual simulations, serious games, augmented reality, iBeacons, etc., can could contribute as much to informal, non-formal and WZ5Q`ML:MITQ\a)Z\QÅKQIT1V\MTTQOMVKM;WKQIT5MLQI, help learners practice and internalise high-level concepts. The science as he did only due formal instructional strategies Animations and 3D printing, Interactive Walls, Holograms, use of social competitive quizzing has also gained popularity and to the availability of such and aids deep learning. Motion Graphics, iBeacons, Interactive Kiosks, Big data & usually retains learner attention more than traditional tests. technology. analytics, Video projections, Cloud computing, IoT– these are all So how do all these technologies and instructional strategies Technology facilitates the buzz words that aid in the conceptualisation and implementation integrate into a learning solution? And how do these learning We have worked on several design of micro learning of immersive learning solutions. solutions tie in to the ulttimate aim of building sustainable diagnostic tools such as WJRMK\[UIXXML\W[XMKQÅK societies? Dyslexia and Dyscalculia enabling or terminal Each of these terms deserves a thesis in its own right! We are screeners, video-based objectives and create a menu seeing many innovative applications of these in areas such as Let’s take the example of the Curious Learning App. It’s a simple modules that train teachers of options. These units can be UMLQKIT\ZIQVQVOMVOQVMMZQVOKWV[\Z]K\QWVÅZ[\ZM[XWVLMZ language learning app that will bring literacy skills to almost WVMIZTaQLMV\QÅKI\QWVWN training, etc. 100+M of unserved users. It helps children learn using this app

2 9 ISSUE • 8 OPINION Using Technology as a Bridge Towards Peace and Happiness

ANUMUKONDA RAMESH

The state of existing The issue with the existing education education systems system is that it gives us all the answers, thus training learners’ minds to function he K-12 education system as “tape recorders”. By providing us in some countries has been ready-made answers, the education Technology will be a key driver pretty much the same over the system subconsciously directs the of education in the future. As T learner to be “reactive” as opposed to past two decades. With rapid “responsive”, wherein more often than it stands, technology is being advancements of digital technologies, the used as scaffolding on the current state of the education systems not the learners are awarded for their almost resembles an elephant made of ability to effectively memorise what is Papier-mâché elephant that we the art of Papier-mâché struggling to taught to them in class. earlier termed the education move and adapt to the future jobs of the system, in order to make the digital age. An elephant that is perceived Very few organisations are asking where elephant stand. as valuable as it takes a big share of time the spinal cord of the education system Ramesh leads Unity Education efforts in one’s life. has disappeared. As children, while in in the APAC region, and focuses on our formative years, the greatest learning educators, educational institutions, However, the elephant (i.e. the education experiences happened as a result of the and education policymakers. system) is so big such that a basic QVY]Q[Q\Q^MVM[[_MPILNWZ\PMÅZ[\\Wa Ramesh previously served as CEO that we were exposed to or when we Education is labelled in school. We cannot How education systems can 1) Curiosity of Media and Entertainment Skills primary act of making the elephant attempted to follow our parents to the classify education as being “in class” and be transformed 2) Creativity and Council, as a Chief Producer at Bharti stand on its own is challenging. In an VM`\ZWWU_Q\PW]ZÅZ[\[\MX_PMV_M “outside” – it is prevalent throughout 3) Compassion to promote happiness Softbank, Chief Gaming officer at attempt to keep the elephant standing as is evident in the case where we learn, The goal of education should focus Kreeda Games, and Digital Media and cover the cracks and gaps, dollar could barely crawl. The very reason when we catch a bus, while we cook, etc. upon bringing happiness and peace in The education system will not be Specialist at IBM, Global Services. bills are pasted on the elephant’s body. for our learning was the curiosity we We need to bring back the “curiosity” individuals through holistic education – transformed overnight. We need to use an Prior to IBM, Ramesh worked on Institutions and Corporations – are had to explore and discover. However, into learning – we want learners to be which will serve the purpose of the spinal incremental approach. To begin with, these several 3D animated movies and all attracted to this elephant due to its this curiosity was slowly caged as we cheerful, happy and devote themselves cord of the Papier-mâché elephant – three aspects need to be brought back game development projects across extraordinary value and the high stakes progressed through our education system, the world. Ramesh believes that to lifelong learning through the games making a solid institution in the education into content and delivery of education associated with the elephant. Billions of thus changing our ability to respond and “education” is a powerful tool to they play and other such interventions system. in which key stakeholders such as the dollars are constantly being invested instead developing our ability to react. deliver sustainable development. in the education and learning system. educator / teacher need to take the lead. into the system to cover the cracks. Our socio-economic dynamics promoted I think play is a natural way in which In order to achieve this, we need to For instance, when a teacher is teaching Alongside dollar bills, “technology” and this behaviour by rewarding reactions – humans learn. focus on bringing forth three aspects her class about the basics of English “innovation” are other means used to recognising those individuals who were in education through gamification and grammar (i.e. verb, nouns, adjectives, etc), \MUXWZIZQTa¹Å`º\PMML]KI\QWV[a[\MU IJTM\WMNÅKQMV\TaZMIK\I[¹[]KKM[[N]TºIVL “prosperous”. Thus, a majority of human play as an integral part of the course instead of simply writing a sentence on beings over time became “efficient delivery: the board and then attempting to explain machines”. the various elements of a sentence, the

1. Papier-mâché (sometimes spelled Paper mâché) is a French phrase for “chewed paper.” Papier-mâché products are made of 3 1 ISSUE • 8 paper pulps or shreds of paper that can be moulded into shapes when wet. teacher can make this exercise more interactive, challenging The role of technology as the ‘bridge’ students to think and come up with answers. Instead of simply writing “There is a beautiful tree outside the house”, if the Technology will be a key driver of education in the future. teacher encourages students to close their eyes and imagine “what As it stands, technology is being used as scaﬀolding on the is outside the house and hears out all responses, relating each Papier-mâché elephant that we earlier termed the education response to either a noun, verb or adjective, the entire process of system, in order to make the elephant stand. In other words, TMIZVQVO_W]TLJMUWZMQV\MZIK\Q^MXTIaN]TOIUQÅMLQUIOQVI\Q^M an attempt is being made to replace technology as the spinal and collaborative, heightening the curiosity and creativity of the cord of the education system. The scaffolding has different layers learners. Instead of a monologue in the conventional education that are being supported at different levels by stakeholders of the system, the teacher will be able to transform learning into a education system – governments, schools, universities, educators, dialogue, generating curiosity and collaborative behaviour. corporations and others.

Additionally, a very important aspect that we need to reconsider Instead of being used as the scaffolding, technology needs is how our education system rewards success. Currently, our to be used as the method of delivery. Augmented reality education system is extremely reliant on an assessment framework applications, virtual reality applications and gamified – wherein ranks and grades are awarded for memorising what applications can act as a bridge to reach the brighter side of is taught in class. Where we have ranks and grades, how is it education – which leads to happiness, compassion and human that creativity can be measured? Instead, can the system nurture flourishing. We need to understand and accept that technology is creativity by being mindfully aware and empathetic towards a vehicle, not the saviour. Technology cannot put life back into a different learners and their needs – appreciating different answers human being; instead it can accelerate things – with its advantages by students and even appreciating those who do not answer, since of low-cost, accessibility and ability to make learning more their understanding and comprehension of the subject matter interactive, immersive, fun, experiential and learner centric. may be different. This would help limit comparison with other learners and rewards, thereby making the education experience Around half of the 7.6 billion people across the world have more learner centric. Instead of punishing a child for an ‘incorrect varying degrees of access to technology as a pedagogical approach answer’ or no answer for that matter, the system should encourage focused on “Play as a medium” in all forms such as physical students to respond. By practising such empathy and responding board/card games, outdoor games, video games, mobile games, instead of reacting to students, we would be able to cultivate which are immersive, interactive. I hope in the near future game behaviours of empathy and compassion in the students. based learning pedagogical approach can help the 3.5 billion to be transported to the other side of the bridge that comprises Download #YouthWagingPeace now. happiness and peace. Also available, Action Guidelines for Prevention of Violent Extremism (English and French versions) Details, visit : http://mgiep.unesco.org/youth-waging-peace

ISSUE • 8 FEATURE ARTICLE FEATURE ARTICLE

Cognitive Expert Advisors Machine Learning Software - Defined Security

Autonomous Vehichles Connected Home Nanotube Electronics EXPECTATIONS Blockchain Software-DefinedAnything (SDx) Smart Robots Micro Data Centers Gesture Control Devices Iot Platform Commercial UAVs (Drones) Affective Computing

Smart Data Discovery Natural-Language Question Answering

Virtual Personal Assistants

Brain - Computer Interface Conversational User Interfaces Enterprise Taxonomy and Ontology Management Volumetric Displays Smart Workspace Personal Analytics Human Augmentation

Quantum Computing Data Broker PaaS (dbrPaaS) Neuromorphic Hardware

Context Brokering Augmented Reality Virtual Reality 802.11 ax Virtual Reality General -Purpose Machine Intelligence 4D Printing

Smart Dust

Education TIME in Innovation Peak of Trough of Slope of Plateau of Trigger Inflated Disillusionment Enlightenment Productivity Expectations

ARCHANA AKASH CHAUDHARY AND SAINI YEARS TO MAINSTREAM ADOPTION:

less than 2 years 2 to 5 years Many new and emerging technologies have the potential 5 to 10 years to inﬂuence the experience of learning and teaching more than 10 years for both students and teachers. As immersive technologies obsolete before plateau

become more and more human centric, technologies such as Figure 1: Hype Cycle for Emerging Technologies, 2016 (Gartner, 2016) 4D Printing (programmable matter that transforms over time), Augmented Reality (AR), Virtual Reality (VR) and Gesture +WV\ZWT,M^QKM[_QTTÅVLQVKZMI[QVO][MQVML]KI\QWV.]\]ZQ[\[ Thus, new-age pedagogies are continually undergoing allows for deeply engaged learning to occur. predict that over the next decade, smart machine technologies a massive change facilitated by technology and placing feeding on computational power, big data, and unprecedented the learner at the centre of all education eﬀorts in order An immersive world of VR can provide a giant laboratory with advances in neural networks will disrupt the way we can to make learning more personalised, engaging and endless possibilities for educators/teachers/facilitators/learners harness data in order to solve problems. Technologies such as relevant. to experiment and play; and explore new opportunities and machine learning, virtual personal assistants, conversational user IT\MZVI\Q^MKWVÅO]ZI\QWV[

1. Gartner Inc.’s press release on the Hype Cycle for Emerging Technologies, 2016: http://www.gartner.com/document/3383817 2. Balamuralithara, B., & Woods, P. C. (2009). Virtual laboratories in engineering education: The simulation lab and remote lab. 3 5 ISSUE • 8 FEATURE ARTICLE

“Learning must be fun and what better way to learn and build understanding of the diﬀerent histories and cultures of humankind than through virtual reality experience; it deﬁnitely beats just using textbooks!”

In many parts of the world, Virtual Field trips to museums are performance. VR can also be a powerful technology to teach & learners around the VR project. The curriculum is designed intervention to build SEL skills in the learners. quite popular (the Smithsonian or the Louvre, for example, MUXI\PaIVLKWUXI[[QWV#\PM=6PI[][ML>:ÅTU[\W[PW_\PM with special focus on UNESCO MGIEP’s mandate of embedding have several virtual tours, using a variety of technologies) and plight of refugees and immigrants by “walking in their shoes” concepts of sustainable development, respect for diversity and Samsung India, through its CSR in education project, will the learning derived through such immersive experiences is and experiencing their distress. These are deeply moving and developing competencies of critical inquiry and social and be providing this experiential content to Jawahar Navodaya truly transformative. Singapore has its own Learning on the transformative experiences. emotional skills (SEL) among learners. Vidyalayas (JNV), where over 500 Samsung Smart Classes Move (LOTM) method that uses the entire city as an entry point have been implemented since 2013. The Samsung Smart Class for immersive learning, using the smartphone for continuous According to Dr. Anantha Kumar Duraiappah, Director, XZWOZIUPI[[WNIZJMVMÅ\\MLW^MZ[\]LMV\[IVLPI[ I]OUMV\MLZMITQ\aIVLQUUMZ[Q^MM`XMZQMVKM[ZMLMÅVQVO\PM_Ia UNESCO MGIEP’s foray into Virtual Reality UNESCO MGIEP, “Learning must be fun and what better trained over 8,000 teachers on how to effectively use interactive people discover places. way to learn and build understanding of the different technology in the Samsung Smart Class to teach students. The An interesting and novel collaboration between histories and cultures of humankind than through programme aims to bridge the digital gap between rural and Similarly, specialised training for medical procedures such as UNESCO MGIEP and Samsung India brought together virtual reality experience; it definitely beats just using urban India and provide equal opportunities for students to learn. []ZOMZaWZ\ZIQVQVONWZLQNÅK]T\IVLLIVOMZW][RWJ\ZIQVQVONWZ their respective expertise to create immersive learning textbooks!” UNESCO MGIEP believes in transforming It will also equip students with right amount of engagement to ÅZMÅOP\MZ[IVLZM[K]M\MIU[KIVJMKWVL]K\ML][QVO>:VR experiences. Using UNESCO heritage sites in India as the entry education for building peaceful and sustainable societies. It sees develop high order thinking, challenge the intellectual capacity, can simulate environments offering second chances that points of exploration, a Memorandum of Understanding (MOU) immersive experiences such as VR as an integral part of SEL for foster creativity, and deepen their understanding of their own life often does not, it can replicate laboratory conditions was signed between Samsung India and UNESCO MGIEP to our younger generations as they face 21st century challenges to and others’ human experience while enhancing students’ ways of when expensive labs do not exist. Universities are teaching build such curriculum for 28 UNESCO heritage sites of India. build a peaceful and sustainable planet.” observing, responding to, and representing the world. IZKPQ\MK\]ZMLM[QOV][QVO^QZ\]ITZMITQ\a\WWT[IVLQ\Q[ÅVLQVO][M In this partnership, UNESCO MGIEP oversees the components M^MVQV\PMÅMTLWN [XMKQITML]KI\QWV of educational pedagogy for immersive learning and curriculum The VR project facilitates immersive learning, enhances These are exciting times and we are at the dawn of and Samsung is responsible for providing the technology intercultural understanding and education for sustainable this transformational way of learning with endless UNESCO MGIEP collaborated with Google to develop assistance. UNESCO MGIEP is responsible for overall development. Students across India and the world experience possibilities at the service of humanity. several 360-degree expeditions, including one on tea gardens conceptualisation, gathering of the expert curriculum designer UNESCO World Heritage Sites in a more experiential and in Assam, complete with lesson plans and teacher instruction team, design and smooth delivery of the curriculum, lesson plan QUUMZ[Q^MUIVVMZ#IVL=6-;+75/1-8¼[[XMKQÅKK]ZZQK]T]U manuals. Some sports academies too are using VR for improving and development of an instructional strategy guide for teachers for each of these sites helps utilise this experience as a classroom

3 7 ISSUE • 8 COVER STORY A New ‘Digital Ecosystem’ for Whole Brain Learning

DR. NANDINI CHATTERJEE SINGH & DR. CATHIE NORRIS DR. ELLIOT SOLOWAY DR. ANANTHA K. DURAIAPPAH

he rapid advancement classroom violence, social isolation and in technology has made even depression (Benjamin, Costell, T information accessible and & Warren, 1990; Kessler & Walters, transmissive to all learners. 1998 ). In fact, lack of good socio- This technological leap has led to the emotional skills has emerged as one progression of education from oral to of the most important reasons for print and more recently from print to negative outcomes in adolescents, digital (Castells 1996, 1997, 1998; Best such as substance abuse, educational and Kellner 2001) and the creation of an underachievement, and school drop-out ‘information age’. (DeVoe & Murphy, 2011).

The impact of digital technology is visible Thus, SEL needs to scaffold all in schools and universities in the form learning and be a priority for of learning platforms, Massive Online education. Targetting socio- Open Courses (MOOCs) and audio- emotional skills’ intervention is visual devices. In fact, the impact of thus an urgent necessity in school technology1 has been so powerful that the education programmes. P21 Framework for 21st Century Learning [XMKQÅKITTaQVKT]LM[1VNWZUI\QWV5MLQI The 3R’s for SEL include attention and Technology skills in addition to regulation, emotional regulation and Learning and Innovation Skills, Life and intellectual regulation 2. We posit a career skills (P21 Framework 2004). We ‘whole brain’ approach, when the two recommend here a fourth domain, parts of the human brain—the rational namely that of Socio-Emotional and the emotional – are nurtured, can Learning (SEL). optimally together shape education. Our core challenge then is to create an SEL has received new attention because of recent neuroscience research that shows students need to be “socially The 3R’s for SEL include aware” and “emotionally engaged” attention regulation, in order to learn. SEL promotes human emotional regulation and _MTTJMQVOIVLP]UIVÆW]ZQ[PQVO intellectual regulation. which impacts both academic scores and prosocial behavior (Durlak,Weissberg, Dymnicki, Taylor & Schellinger, 2011). ecosystem that will use digital pedagogies Poor SEL contributes to bullying, that harness the neural principles of

3 9 1 Technology used in this article refers primarily to digital technology. 2 The common term used in the education literature is cognitive regulation. What is alluded to cognitive regulation in the literature relates to intellectual learning such as rational and critical thinking. COVER STORY

Fig. 1 Whole-brain approach to education research studies also face subjective bias, just ‘transmissive’ but ‘transformative’. students for life and work in the 21st reliability issues and recording errors. Digital gaming, for instance, combines century, mirroring in the classroom This is where technologies such as digital immersive technology with good powerful methods of learning and doing games are emerging as useful and reliable pedagogical practice. It not only supports that pervade the rest of society. alternatives. Such tools allow behaviours classroom lessons and content delivery to be automatically rated rather than but also provides scope for continuous Today, these technologies may exist or 21st Century skills being coded by observers; these tools informal learning as students engage with operate in isolation but in the future are also cost-effective. Most importantly, games beyond the classroom. We next they will operate together and even be they provide naturalistic situations that present an alternative, next-generation interdependent. Such sets of related are immersive and can provide new technologies will go on to form a ‘digital 3Rs innovative approaches to teach and assess ecosystem for learning’. Combinations of Intellectual, Emotional socio-emotional skills (DeRosier et al, these different technologies would create & Attention Regulation 2012). We next present an alternative, next-generation optimal opportunities to build different 21st century skills. However, this is true of learning and ‘digital ecosystem for 2Is education in general. Since the primary learning’ with new objective of education is to build ‘context’, ‘content’ and Emotional Intellectual ’tools’. Technologies for Learning Intelligence Intelligence real world skills in children, digital technologies oﬀer exciting innovative, ?MLMÅVMKWUXWVMV\[WN \PQ[VM_LQOQ\IT immersive and interactive ways to allow ecosystem as ‘digital pedagogies’ that children access to numerous situations. ‘digital ecosystem for learning’ with combine pedagogical approaches with 2 Digital technologies allow children into new ‘context’, ‘content’ and ’tools’. We EMC technological infrastructure to facilitate a world of situations to which they can propose that in this new digital ecosystem Empathy, Mindfulness, both learning and teaching. In Figure relate and address challenges using for learning, pedagogical approach and Compassion, Critical 2, we describe some of the pedagogies their socio-emotional skills. Digital technological infrastructure be optimally Inquiry we advocate to build 21st century skills technologies also allow educators to test integrated to build new digital pedagogies and the digital technologies that embody skills such as planning, pattern analysis, for the 21st century. (Socio-emotional Learning) them. collaboration, among many others. In fact, new digital technologies, when The proposition is that these • Collaborative – During collaborative used effectively, can provide narrated and technologies are important because, learning two or more people attempt to animated guidance for learning. when used in concert, they can prepare

Building a technology – pedagogy Fig. 2 Structure Of New Digital Learning Ecosystem learning to nourish the ‘whole brain’. reading, watching others get hurt and cognition and even physical health. partnership - An innovative partnership We propose here the structure of a new rewarded, analysing visual patterns, Those experiencing rejection also stand of technology with pedagogy to MOTIVATION st ecosystem of education that will enable watching people collaborate and being the danger of becoming aggressive and teach 21 century skills has the potential & REWARD a transformation in learning, keeping in kind. By analysing patterns in brain can resort to violence (Leary, Kowalski, to make learning fun, rewarding, mind the educational competencies for activity, scientists can work out which Smith & Phillip, 2003). In order to multisensory, immersive experiential and ‘whole brain’ development. mechanisms the brain was thinking about. understand and evaluate the impact performance based. This warrants a new Understanding these mechanisms informs of such neuroscience research into ecosystem that can carve and design such pedagogical design and subsequent pedagogical practice, it is important to a learning experience for students. EXPERIENTIAL Learning and Neuroscience learning. assess performance in the classroom. We posit that digital technologies now For instance, functional imaging studies Collecting research evidence on the COLLABORATIVE IMMERSIVE Neuroscience has emerged as a present opportunities to create such an New Digital powerful tool to unlock some of the have shown that the brain areas involved impact of teaching SEL skills in the ecosystem. Learning LEARNER-LED Ecosystem mysteries of how learning takes place. during the pain of social exclusion or classroom can be challenging. Traditional Broadly referred to as educational rejection are similar to those involved methods, which are primarily didactic, Digital technologies have already neuroscience, a combination of behaviour during the pain experienced through might not be very effective and could be revolutionised the ways in which people and different brain imaging technologies physical injury (Eisenberger, Lieberman, time consuming. Further, assessments make friends and communicate, and now allow us to study the brain as it Williams, 2003). Rejection has serious of SEL skills either use behaviour rating the ways people shop and sell. We learns. Functional Magnetic Resonance implications for an individual’s scales, observations or child interviews, argue that the new digital technologies Imaging (fMRI) allows neuroscientists to psychological state and for society in all of which require trained staff and available today possess the potential general. Research has shown that are expensive to administer (Craig, record brain activity as children undertake to transform education for the learner PERFORMANCE BASED different tasks such as rhyming, listening, [WKQITZMRMK\QWVKIVQVÆ]MVKMMUW\QWV DeRosier, & Watanabe, 2012). Such and have the potential to being not

4 1 ISSUE • 8 COVER STORY

how haptic technologies that apply is a primary mechanism of learning and forces, vibrations, and motions to the socialisation, is common to all human user recreate the sensory experiences by cultures. While students/players make touching virtual objects. Research shows mistakes, the risk-free setting of a game that immersion in a digital environment environment allows failures to become enhances learning by allowing multiple challenges, which then incites them to perspectives, awareness of different devise and revise their actions until they situations and importantly facilitates arrive at the correct way of doing things. ‘transfer’. Transfer here refers to the Though the research has been a little slow, ability to utilise learning acquired in a there is now concrete evidence emerging [XMKQÅKKWV\M`\\WIVW\PMZ»]VZMTI\ML¼ (Craig, DeRosier, & Watanabe, 2012) that context (Dede, Salzman, Loftin &Ash, digital game-based learning generally has 2000). positive effects.

• Experiential – Experiential education • Motivation and Reward – embodies ‘learning by doing’. Unlike rote Motivation and reward have been two or didactic learning, in which the student of the most discussed and controversial is passive, experiential learning requires elements associated with learning. students to be active and engaged. An ;\MZVJMZO! LMÅVMLUW\Q^I\QWV effective example of experiential learning as a driving force to use the cognitive includes digital games for learning that components for creative purposes. involve the use of computers and video He suggested motivation as a crucial component for creativity, which affects a person’s attention towards a task rather We propose that Learning than the intrinsic-extrinsic nature of the learn something together. The objective on building resources for the teachers, to use performance-based assessments approach that each student has the Platforms now evolve motivator (Sternberg & Lubart, 1991, in collaborative learning is to capitalise allowing them to create and collect as manifested in behavior. As discussed potential to design learning processes to include resources / 1996, 1999). In this context, it is crucial on the strengths, resources and skills of assignments, monitor students’ progress, earlier, digital technologies would be that are meaningful for the student. learning for students and that motivation be task-focused rather each participant and thereby encourage and provide real-time feedback. extremely useful to ascertain student This removes focus away from the develop a system in which than reward-focused. This is referred active interaction and participation. We propose that learning platforms now capabilities and would be able to provide teacher and teaching to the learner and learning can be paced by to as intrinsic motivation and is crucial Collaborative learning puts individuals evolve to include resources / learning for personalised plans for intervention and learning. Digital pedagogies provide such learners and is therefore for children since we wish to encourage in charge of their own learning and students and develop a system in which learning. opportunities for ‘personalised’ learning personalised. children to be creative rather than reward makes them respect the abilities and learning can be paced by learners and that enable learning trajectories that can seeking. Current education systems contributions of their peers. is therefore personalised. be self-determined. tend to focus primarily on extrinsic Current education systems OIUM[[XMKQÅKITTaIQUMLI\IKPQM^QVO motivation (grades and marks) and The underlying premise is to build • Immersive interfaces – The tend to focus primarily on To summarise, new digital learning learning outcomes. Digital game-based little is done to develop or encourage consensus through cooperation by group role of experience and immersion in extrinsic motivation (grades environments engage students in ‘real learning has been shown to exhibit intrinsic motivation. To ensure continued members as opposed to competition, learning is well documented. Immersive and marks) and little is done world-like’ interactions forcing them to use engagement, reward, reinforcement and learning, intrinsic motivation is crucial. in which individuals try to outdo QV\MZNIKM[IZMLMÅVMLI[\PM[]JRMK\Q^M to develop or encourage multi-sensory ways to learn. Resources from feedback, all of which directly feed into The digital pedagogies described here (i.e. other group members. These include impression that one is participating in intrinsic motivation. To technology can provide access to multiple motivation (Craig, DeRosier, & Watanabe, digital games for learning ) by their design both face-to-face conversations and a comprehensive, realistic experience ensure continued learning, simulated environments and virtual reality 2015). Games are designed to provide encourage goal-or task-based learning computer discussions (online forums, (Stanney, 2002; Lessiter, Freeman, Keogh intrinsic motivation is experiences in novel situations, enabling content in an interactive environment and provide opportunities to build chat rooms, etc). Collaborative learning & Davidoff, 2001). Immersion in a crucial. students to experience the real-world that allows educators to assess the intrinsic motivation and develop creative builds interpersonal skills such as digital experience involves the willing relevance of their learning. For instance, ability of the learner to retain and apply skills. Performance-based assessments communication, trust, leadership, decision suspension of disbelief, and the design learning platforms facilitate building skills the acquired knowledge to real-world have reemerged in education literature UISQVOIVLKWVÆQK\ZM[WT]\QWV)V of immersive learning experiences that • Learner-led Education (LED) - of collaboration and communication. scenarios. The most attractive feature of and curricula. They provide authentic effective example of collaborative learning induce this disbelief, draw on sensory, Learner-led education (LED) is a new Similarly, digital games have emerged as a this technology is its experiential nature measures of student learning, and the is provided by Learning Platforms, which action-based, and symbolic factors learning that mirrors itself on the novel methodology to teach and assess both that provides and helps learners work ability to apply the skills and knowledge are digital environments that comprise a (Dede, Salzman, Loftin & Ash, 2000). In complexity of society and student ability prosocial behavior and socio-emotional toward a goal while choosing actions. learned. They also challenge students framework of tools that work seamlessly a perspective on “Immersive Interfaces (Iversen et al, 2015). Neuroscience skills. The digital gaming scenario lends Games can be designed to provide both to use their higher-order thinking skills together to deliver learning experiences for Engagement and Learning”, (Dede, research shows that each student has itself rather appropriately for SEL since short-term and long-term feedback, to assess application (Chun, 2010). In (Hill, Fresenb, & Gengb, 2012). 2009), Chris Dede discusses an example a unique path to learning, determined it allows stealth assessments in real-world thereby allowing students to experience order to teach 21st century skills such on how ‘sensory immersion’ replicates partly by brain wiring and partly by scenarios and opportunities to intervene and the consequences of their actions on a that students can apply their skills to real Learning Platforms are now becoming the experience of location inside a environment, and LED takes the remediate them when necessary. short or long-term basis. The use of play world knowledge, it will be necessary popular in schools but have so far focused three-dimensional space digitally and

4 3 ISSUE • 8 COVER STORY

The Future

At this point in history, the primary barriers in transforming to a to implement technology-enhanced models of education that 21st century educational system are not conceptual, technical prepare all students for a future very different from the immediate or economic, but instead psychological, political, and cultural. past. Whether we have the stakeholder commitment, political and With the right investment, we can have the means necessary societal will to actualise such a vision remains to be seen.

Technologies are catalysts that when applied well, can empower factors we know are powerful for References learning: student engagement, deep content, guided learning Benjamin, R. S., Costello, E. J., & Warren, M. (1990). Anxiety disorders Hill, R., K., Fresenb, J., W., & Gengb, F., (2012). Derivation of electronic by doing, valid assessments, and in a pediatric sample. Journal of Anxiety Disorders, 4, 293-316. Doi: course templates for use in higher education. Research in Learning links between classrooms and life. 10.1016/0887-6185(90)90027-7. Technology 20: 18665, http://dx.doi.org/10.3402/rlt.v20i0.18665

Best, S. and Kellner, D. (2001)The Postmodern Adventure Iversen., A., Pederson, A., S., Krogh., L., and Aarup Jensen, A., (2015). Science, Technology, and Cultural Studies at the Third Millennium, Learning, Leading, and Letting Go of Control: Learner-Led Approaches Guilford Press. in Education, SAGE Open, https://doi.org/10.1177/2158244015608423

Castells, M. (1996). _The Rise of the Network Society: The Information Kessler, R. C., & Walters, E. E. (1998). Epidemiology of DSM-III-R major Age: Economy, Society, and Culture, Volume I. Oxford: Blackwell depression and minor depression among adolescents and young adults in dialogue, intercultural exchange, impulse of the digital learning ecosystem discussed Digital Pedagogies at Publishers. the National Comorbidity Survey. Depression and Anxiety, 7, 3-14. UNESCO MGIEP control, attention regulation, intellectual previously (Figure 2) and will provide regulation and emotion regulation among resources for educators to use such Chun, M., (2010). Taking Teaching to (Performance) Task: Linking Leary, M. R., Kowalski, R. M., Smith, L., & Phillip, S. (2003) Teasing, many others. As learners engage with technologies to design their own courses. Digital technologies are not the Pedagogical and Assessment Practices. Change: The Magazine of Higher Rejection, and Violence: Case Studies of the School Shootings, Aggressive these tools and content, backend analytics innovation we need in teaching and Learning, 42(2), 22-29. Behaviour, 29, pages 202–214. learning. Technologies are catalysts that will be shared with teachers to assess 3) Explorer Training – Explorers’ emotional and intellectual intelligence (teachers who continuously explore new when applied well, can empower factors Dede,C., Salzman, M., Loftin, R.B.,Ash, K. (2000) in Innovations in Lessiter, J., Freeman, F., Keogh, E., Davidoff, J., (2001). Presence Teleoper. skills. methods of teaching) training is a critical we know are powerful for learning: Science and Mathematics Education: Advanced Designs for Technologies Virtual Environ. 10, 282. element of any reform agenda. Unless student engagement, deep content, guided of Learning, M. J. Jacobson, R. B. Kozma, Eds. (Erlbaum, Mahweh, NJ), professional development of educators is learning by doing, valid assessments, and pp. 361–413. P21 Framework – The partnership for 21st Century skills (2009) links between classrooms and life. Digital Digital technologies can provided, the next generation model of succeed only if people use education we espouse will not be attained. technologies can succeed only if people Dede, C. (2009). Immersive Interfaces for engagement and learning, Salzman, M., Dede, C., Loftin, R., B.,(1999) in Proceedings of the powerful infrastructures of This type of professional development use powerful infrastructures of tools to Science, 323, 66-68, 2009. SIGCHI Conference on Human Factors in Computing Systems: The CHI tools to enhance learning in is very challenging because participants enhance learning in sophisticated ways Is the Limit, Pittsburgh, PA, 15 to 20 May 1999 (ACM Press, New York, sophisticated ways such as must not only learn new skills, but also such as using interactive games to teach Derosier, M. E., Craig, A. B., & Sanchez, R. P. (2012). Zoo U: A stealth 1999), pp. 489–495; “unlearn” almost unconscious beliefs, socio-emotional skills and assessing using interactive games to approach to social skills assessment in schools. Advances in Human- teach socio-emotional skills assumptions, and values about the nature children as they learn. Computer Interaction, 2012. https://doi.org/10.1155/2012/654791 Stanney, K.M (2002). Handbook of Virtual Environments (Erlbaum, and assessing children as of teaching, learning, and schooling. Mahwah, New Jersey). Professional development that requires To build this new digital ecosystem for they learn. DeVoe, J., & Murphy, C. (2011). Sutdent reports of bullying and cyber- unlearning necessitates high levels of learning, at UNESCO MGIEP, we bullying: Results from the 2009 school crime supplement to the National Sternberg, R. (1985). Beyond IQ: A triarchic theory of human intelligence. emotional/social support in addition advocate three initiatives: Crime Victimization Survey: Institute of Education Sciences, National New York: Cambridge Univ. Press. to mastering the intellectual/technical Center for Education Statistics. 2) Building a Digital Ecosystem: In dimensions involved. The ideal form for 1) Building Tools and Content: Sternberg, R., & Lubart, T. (1991). Creating creative minds. Phi Delta order to build a learning environment this type of professional development is

4 5 ISSUE • 8 TECH 2017 TECH 2017: Experts Convene from Around the World on Digital Pedagogies for Building Peaceful and Sustainable Societies

ABEL CAINE & AKRITI MEHRA

he three-day Transforming Education Key Highlights Conference for Humanity (TECH) 2017 T organised by the UNESCO Mahatma The key highlights of the Conference included the signing of Gandhi Institute of Education for Peace and a MoU between the State Government of Andhra Pradesh Sustainable Development (MGIEP) was held at Novotel and UNESCO MGIEP to set up a blueprint for a Games & that “education is a key factor for any development” views on the goal of education. In addition, various breakout Varun Beach, Visakhapatnam City, State of Andhra Digital Learning Hub in the state as well as the signing of a joint and added that “nothing can be achieved without sessions were conducted by presenters during the day on varying Pradesh, India from December 16 – 18, 2017.

4 7 ISSUE • 8 TECH 2017

World’. During her presentation, Prof. Knight presented with her The ed-tech entrepreneurs who showcased their products and robot, Ginger and discussed the role of robots in our lives as well technologies at the Conference included Chhota Internet, as some of the challenges associated with integrating robotics Chimple Commons, Designmate, Funtoot, Getwings Technologies into the real world. Pvt Ltd, Meghshala, OpenRap, ReportBee and The TeacherApp.

The valedictory ceremony, held on Day 3 to close the Conference, TECH 2018 will be held from November 15-17, 2018, in the City was graced by the Honourable Minister of Human Resource of Visakhapatnam, State of Andhra Pradesh. Further details on Development, State of Andhra Pradesh, Sri Ganta Srinivasa this year’s TECH are provided overleaf. Rao, as well as Y.S. Chowdary, Honourable Minister of State for Ministry of Science & Technology & Earth Sciences. Sri Ganta Rao expressed his commitment to the future of education through digital pedagogies and declared the state government’s support to institutionalise the TECH as an annual event. He expressed that he would be “keen to see the various methods that UNESCO MGIEP will bring up in the future to advance its efforts”.

The Conference was supported by the State Government of Andhra Pradesh, India, and the Ministry of Human Resource Development, Government of India and sponsored by Microsoft India (Education Technology Partner), Samsung India, Dassault Systems, Veative (Immersive Learning Partner) and McGraw Hill (Learning Science Partner). The Knowledge Partners of the Conference included NMIMS, Ubisoft, Quebec Government, ISTE, Social Alpha, EDB and IYC.

4 9 ISSUE • 8 INTERVIEW The Role Of Robotics in Achieving Peace

DR. HEATHER KNIGHT, an Interview with Akriti Mehra

Technology is already mainstream in Professor Heather Knight focuses on Robotics at the Oregon State University. There, her human life, and I don’t think robots, CHARISMA research group uses methods from entertainment to bootstrap the development once people really meet them, will be of Social Robots. Their research interests include minimal social robots, robot ethics, different. charismatic machines, and multi-robot/multi-human social interaction. She also runs Marilyn Monrobot, a robot theater company with comedy performances and an annual Robot Film Festival. Past honors include robot comedy on TED.com, a robot flower garden installation at the Smithsonian/Cooper-Hewitt Design Museum, and a British Video Music Award for OK GO’s “This Too Shall Pass” music video, featuring a two-floor Rube Goldberg Machine. She was named to AdWeek’s top 100 creatives in 2017, and Forbes List’s 30 under 30 in Science in 2011. Her academic background includes a Post Doc at Stanford University exploring minimal robots and autonomous car interfaces, a PhD in Robotics at Carnegie Mellon University exploring Expressive Motion for Low Degree of Freedom Robots, and M.S. and B.S. in Electrical Engineering & Computer Science at Massachusetts Institute of Technology, where she developed a sensate skin for a robot teddy bear at the MIT Media Lab. Additional past work includes: robotics and instrumentation at NASA’s Jet Propulsion Laboratory, and sensor design at Aldebaran Robotics.

1. How can the field of social robotics help build 2. There is a general fear that various people have more peaceful and sustainable societies? Is there about automation taking over tasks performed by awareness are highly impactful, as cognitively, people respond to 4. What are some policy recommendations that potential to code for kindness, empathy and humans. What is your opinion on this and what robots, especially those with eyes, as social partners. you would make to institutionalise/mainstream compassion? are some of the challenges you face in the field of robots in our daily life? social robotics? Building peaceful and sustainable societies is an enormous 3.How are human beings responding to the field For me, the reason we design all technologies, robots included, is challenge that requires social, political, and workforce effort, I don’t think robots can replace human-human contact or of robotics? Does this vary culturally? people. Throughout time, toolbuilding has supplanted our efforts likely on both an individual and collective level. That being connection, but if we add a robot to a group of people, I do to support ourselves. We also invent ornamentation, recreation, said, technologists are well situated to understand and set the think that they have the potential to make that whole group People seek out connection with pretty much everything. I would entertainment, and vehicles to enjoy lives together. Technology is application targets for what they build. The field of social function better. With new people, they can break the ice. With like to see robots that help people meet their own goals, and already mainstream in human life, and I don’t think robots, once robotics seeks to understand the human environment into which groups they know better, they can offer services, and monitor that support their relationships with each other. people really meet them, will be different. Children will be born technology would be integrated, before finalising its designs. harmony and discord. In some work, robots can even redirect the in a few generations who can’t remember a world without them. Methodologies to assess when and how technologies empower social dynamics of the group by revealing their own vulnerability, But something to keep in mind is that, unless they have perceivable people, and evaluations that seek out and target positive social WZIVVW\I\QVOKWVÆQK\QV\PMOZW]X[WXMWXTMKIVKWZZMK\ characters, sometimes – like a car or a dishwasher – we stop impacts could be integral to the development of all technologies. themselves. These roles of coach and vehicles for our own-social calling things robots when we get used to them.

5 1 ISSUE • 8 INTERVIEW How Digital Pedagogies can Build Peaceful and A+ Sustainable Societies

ROZA OTUNBAYEVA, an Interview with Akriti Mehra

Former President, Kyrgyzstan

Roza Isakovna Otunbayeva served as the President of Kyrgyzstan from April 7, 2010 until 1 December 2011. She previously served as Minister of Foreign Aﬀairs and as Deputy Head of Government of the Soviet Kyrgyz Republic before being invited to the Soviet Foreign as training tools. Most of the time children are involved in Ministry in Moscow and later working as President of the Soviet National Commission of used even without internet access, rather than annually rent UNESCO. She currently heads The Roza Otunbayeva International Foundation. practical classes and discussions, and all the theoretical training textbooks for the school children. Technologies empower learners often comes down to one hour of work on stationary computers, to respond and prepare them to embrace the change. Today where children interact with the Google Classroom service and learners want to choose their own path of learning. They want to the educational platforms of Khan Academy, CodeAcademy, be autonomous. They want to self-certify their skills. Technology Edx, and others. Education systems of tomorrow need to focus enables such personalisation. Technology is a great leveller of WVP]UIVÆW]ZQ[PQVOJaLM^MTWXQVOTMIZVMZ[_PWPI^M[WKQITIVL quality and access. emotional competencies such as empathy and compassion – and are therefore more aware and conscious and lead sustainable lives. 1. How can education be used as a catalyst to solve designed for the industrial revolution and focus solely on economic It is important to note that the use of digital technologies is 4. What are the advantages of the digital medium in usually more successful as support rather than as a replacement the problems that we are faced with today? growth and development of human capital. Instead, we need the education? goal of education systems to change. for usual teaching. Over the years, we have seen a rise in various global issues such The use of the digital medium is increasing exponentially in as intolerance, violent extremism, climate change, inequality. education systems. Contrary to the belief that this will increase 3. What is the impact of technology on education We need solid solutions to these problems to ensure our future 2. How can education systems of the future be inequality, digital pedagogies will help solve the problem of generations have a peaceful and more sustainable world to live transformed? systems globally? inaccessibility by being accessible in remote areas around in. Here, education plays a prominent role. Education is the best the world where young children are deprived of education. Globalisation is rapidly changing the world. The internet, global possible way of addressing sustainable development issues: it is Schools must facilitate creativity and dialogue, as also enhance Furthermore, the digital medium helps make learning fun, economy, climate change – show what happens locally can have the basis of prosperity, employment, and economic development. students’ conﬁdence as professionals in a global context with immersive and experiential as well as customisable for the learner a global impact. This means that the next generation will live However, 21st century skills, schools and policies in education improving their practical skills. Schools must expand students’ ][QVOLI\IIVITa\QK[IVLIZ\QÅKQITQV\MTTQOMVKM

5 3 ISSUE • 8 INTERVIEW

are transparent, engaging, and inspiring. Additionally, through technology, learners are able to engage in dialogue with peers across the globe that helps in understanding other cultures and mindsets.

7. What are some of the limitations of using digital pedagogies?

While technology has many advantages, there are also a few limitations. The dependency on the internet and purchasing of expensive devices for access of education can be cumbersome. Additionally, there is a vast amount of information available on the internet. Young learners and educators face the challenge of ensuring that only correct and relevant information is accessed. There are also issues of distraction amongst young learners due \W\PM^I[\IUW]V\[WN QVNWZUI\QWVI^IQTIJTMIVLTQUQ\MLÅT\MZ[WN this information. Furthermore, due to rapid changes in technology, learners and teachers need to consistently upgrade their skills in order to keep us with the latest advances. This can be challenging, particularly in low-income countries, where the issues facing societies may be grave and there is a need to prioritise in providing basic education to young children.

8. How can we overcome these limitations and how can policy-makers play a role?

Policymakers will need to play a key role in mainstreaming the digital medium to ensure more peaceful and sustainable societies in the future. Foremost is the need to make the internet and devices readily accessible and prevalent to ensure more and more people are able to have easy access. We must remember that introduction of digital technologies requires considerable investment, including expenditures on equipment and adapting 5. How is the digital medium being used for who speak only Kyrgyz. Educational institutions are working 6. Do you think digital pedagogies can help to the new tools. Financial limitations lead to the 10-15 years’ education in Kyrgyzstan? on the development of the component of e-learning; however, achieve peaceful and sustainable societies? Why or education gap between developing and leading countries. Second _PMVQ\KWUM[\WQ\[QUXTMUMV\I\QWVQV[KPWWT[aW]_QTTÅVLZMIT why not? Q[\PMVMML\WKWUM]X_Q\PTI_[\PI\ÅT\MZZMTMÎV\QVNWZUI\QWV\W the learner. Thirdly, policy-makers will need to focus on and invest With the development of a knowledge-based economy and the KPITTMVOM[IVLKWV\ZILQK\QWV[1\Q[[\QTTLQNÅK]T\NWZML]KI\WZ[\W in educators, schools, universities and entrepreneurs who will rapid spread of innovative technologies, internet and mobile change according to the rapidly developing ICT requirements, I definitely believe in the power of the digital medium in develop and deliver content in a fun, immersive, experiential and penetration has been steadily increasing in Kyrgyzstan. you might face in some places even the invisible resistance complementing and helping other solutions to achieve peace interactive manner. Various online education portals and courses are being launched to ICT integration in the pedagogical process. Unfortunately, and sustainable development. One of the biggest advantages to develop online education. One such website is ilimelim.kg less than 20% of the digital pedagogies actual capacity is used of technology is its ability to provide access in the remotest of – which provides video lessons in easy and simple language in in my country. Another issue is that often the private sector regions. In many developing countries, the biggest issue facing ÎZQW][ÅMTL[[]KPI[P]UIVQ\QM[VI\]ZIT[KQMVKM[IVLW\PMZ[ (employers) are not involved in the process of generating the education is limited accessibility and technology resolves this. Additionally, an internet portal is being created to present various training programs/curricula, although business is one of the most Digital curriculum that facilitates the development of socio- educational subjects in the Kyrgyz language, tailored to learners interested parties in the process of improving the educational emotional skills amongst young learners can help learners _PWPI^MLQNÅK]T\aTMIZVQVO\PMUQV:][[QIVIVL-VOTQ[PThere is process. become more aware, conscious and practice empathy and a growing demand for online educational content for learners compassion. Digital technologies can create school cultures that

5 5 ISSUE • 8 WHY TECH 2018? Building on the success of TECH 2017, UNESCO MGIEP with the support of the State Government of Andhra Pradesh will organise TECH 2018 to delve into the role of digital technologies in enabling a shift from “transmission pedagogies” to “transformative FROM TRANSMISSIVE TO pedagogies” to create more peaceful and sustainable societies. TECH 2018 aims at drawing a blueprint for harnessing pedagogical possibilities opened up by digital technologies, in TRANSFORMATIVE PEDAGOGIES: order to contribute to enabling a revolutionary shift in education from individual content acquisition to collaborative intelligence. DIGITAL TECHNOLOGIES FOR FOSTERING 21ST CENTURY COMPETENCIES CONFERENCE THEME: FROM TRANSMISSIVE TO TRANSFORMATIVE PEDAGOGIES: DIGITAL TECHNOLOGIES FOR FOSTERING 21ST CENTURY COMPETENCIES TOWARDS SDG 4.7: EDUCATION FOR PEACE, SUSTAINABLE DEVELOPMENT & GLOBAL CITIZENSHIP Digital Pedagogies, Games for Learning, Social & Emotional Learning. AI.SDG 4.7

SUB-THEMES FORMATS WHO WILL YOU MEET?

Transformative Gaming and Digital Highly interactive Keynotes Ministers of Education & Senior Pedagogies for SEL artificial intelligence youth Catalytic Sessions Policy Makers Beyond the Four Walls of the Panels Education Technology Specialists emotional intelligenceempathy Classroom Debates Educators and Teachers transforming education Transformative Gaming & Digital SDG 4.7 Pedagogies for STEM+ Paper & Poster Exhibitions Curriculum Designers Mock classrooms and interactive Academics & Researchers critical inquiry Artificial Intelligence and the Future displays of digital tools and Learners science of learning of Education STEM+ compassion methodologies Youth & Students mixed The Institutional Framework for realitygames for learning Application of Digital Technologies Game Designers virtual reality in Education: Towards Surveillance Ed-tech Exhibitors or Collaborative Intelligence? mindfulness socio emotional learning design collaborative intelligence transformative thinking st CITY OF VISAKHAPATNAM 21 century competencies TECH 2018 will be held in Visakhapatnam in India – a coastal port city, often known as The Jewel of the East Coast, situated in the state of Andhra Pradesh. Nestled among the hills of the Eastern Ghats by the Bay of Bengal, 3 DAYS 1,200 DELEGATES 75 COUNTRIES 5,000 STUDENTS Visakhapatnam offers the best of India’s vibrant culture, fascinating architecture, jewel-like beaches, gastronomic delights and more. 15 -17 NOVEMBER, 2018 Nov. 14: High Level Policy Forum tech [email protected] | mgiep.unesco.org | www.facebook.com/mgiep www.twitter.com/unesco_mgiep | www.instagram.com/unesco_mgiep/ VISAKHAPATNAM CITY, www.mgiep.tech STATE OF ANDHRA PRADESH, INDIA [email protected] YOUTH VOICES The educational gap and digital divide is well observed among numerous countries submitting educational rounds and actively participating in study Digital Education: An and regions around the world, the divide is discussions with peers from all over the world. Eager to improve even more, he joined a university programming team and soon exceptional opportunity even higher between urban and rural areas, became a champion of Latin America in computer programming. male and female. Having reached that level, he was limited in what he could achieve bringing new challenges JMKI][MWN PQ[ÅVIVKQITIVLOMWXWTQ\QKIT[Q\]I\QWV[WPMPI[ continued teaching elder students at his university and competing vs. A big challenge offering with the world community online. After scoring a high grade at the top online rankings – his results were seen immediately by several massive opportunities? prestigious universities in Europe, where he was offered a full scholarship and a teaching position. After completing his Master’s VERONIKA SOBOLEVA in Europe, he is planning to go back to his country where he was offered a position of a senior professor of the Computer Science department, being in charge for training future champion teams, performing worldwide. It’s a bright example of unobstructed, limitless and positive use of technologies in education removing any regional and socio-economical borders.

question raised is far beyond digital development aspects, In conclusion – I would like to underline the central role Veronika Soboleva, Founder and still includes human aspects, even more than before. The of a particular person, a human being in implementing of VS Consulting (Paris, educational gap and digital divide is well observed digital technologies into education. In my opinion, youth France), Co-Founder at among numerous countries and regions around the observed. One of the recent best practices that can illustrate have to become a technology facilitator and undertake th Harbour.Space University world, the divide is even higher between urban and rural all that points of bringing technologies to the classroom would be a leadership role in a 4 industrial revolution, helping to (Barcelona, Spain). areas, male and female. It’s directly referring to the basic “Dasaran”, a unique, online school environment that connects improve human communication and conflict resolution literacy skills as well as infrastructural, technical and individual ITT[KPWWT[IKZW[[)ZUMVQIQVI]VQÅML^QZ\]ITXTI\NWZU_Q\PI by introducing technologies. Taking an active position economic conditions within the region in most of the cases. community of nearly one million users, including school children, and spreading the word, getting involved in local initiatives and ducation inequality is a fundamental root Therefore, standardisation and understanding of the parents, teachers, and principals. The project was started by initiating/undertaking new educational projects is the generational of a much broader inequality. Due to a fast local context is key when approaching the question of physical introduction of schools to the platform and providing responsibility. E technological development (16 million Internet users digital pedagogies’ integration into the local context. them free digital tools for teaching students, communicating with globally in 1995 vs. 4 billion Internet users globally The role of local facilitators and communities is crucial, and parents, as well as offering solutions to the government to track The role of public institutions is primarily to facilitate in 2017; source: McLuhan’s Global Village, 2017) and fusion of an effective dialogue between country governments and NGOs \PMW^MZITTXZWOZM[[NZWUI[XMKQÅK[KPWWTWZIZMI*MQVOKIZMN]TTa infrastructural access to digital solutions for particular mass media information into a social system - the educational has to take place in a bigger scale. A contribution from different implemented on a grassroots level from the beginning, the project people. By opening an opportunity to study and facilitating gap is becoming inevitable in the well-developed countries as well. stakeholders could be done through: has been successfully and organically growing. It now includes all access to digital resources to one young leader is in reality helping Hence, the role of technology in the future of education Armenian schools offering digital education tools and solutions to to motivate him or her and to spread it to hundreds more people, starts playing a crucial role: it can become a facilitator as • Governments assisting in the establishment of new schools or the main stakeholders of the process. which means that the scaling will happen naturally. Indeed, raising well as an obstacle. digital learning centres in remote areas; one person’s literacy level in digital technologies can have a viral Bringing technology to the classrooms has to be impact. I strongly believe that investing in human capital from Taking massive online courses as one of the examples (Coursera, • NGOs bringing their expertise and solutions for digital products perceived not as a challenge but as an opportunity to an early age, rather than technology itself, is a crucial point for Khan Academy, Unacademy, Edx, Udacity, etc.) would be an to be implemented, training teachers; change and improve people’s life. We need to let students digital educational progress. Moreover, human values such as entry point to illustrate this. experience technology in all ways possible from an early age, in compassion and awareness have to be respected while • Local communities preparing and hiring local (especially female) conjunction with using traditional teaching practices. introducing technologies in order to ensure a sustainable Connectivism, or a theory of learning in a digital age, has teachers in order to assure social inclusivity and to promote of a and balanced future. Only together they can lead to a given access to everyone to online educational courses. safe and secured environment. I’d like to illustrate this point with another concrete example that peaceful society. Various sources and levels of online studies (basic digital skills for I’ve currently observed facing in my educational practice. A young beginners alongside advanced professional trainings for world Though the socio-economic and cultural contexts within distinct bachelor’s student, who graduated from a local maths school champions in computer programming from the most prestigious regions are different, an approach to bringing solutions remains in rural Cuba, was fascinated by computers. He started writing universities) have tremendously democratised the learning similar: adapting the curriculum, responding the society demand algorithms at high school on paper without having access to a process itself. Availability of online horizontal learning as well as for educations through existent low-cost technologies (e.g., Skype computer but sending it to a friend asking to compile these and \PMXZMÎTMVKMWN U]T\Q[W]ZKMTMIZVQVOUWLMT[PI^MLMÅVQ\MTa education), establishing schools in the countryside and remote list out errors. He became an excellent programmer because he improved the global access to education. However, the absence of areas, training teachers, establishing clear guidelines from the had to be extremely careful not to make any typos and lose time general standards, which can be seen as an advantage because of OW^MZVUMV\IVLITTWKI\QVO[XMKQÅKJ]LOM\NWZLQOQ\ITXMLIOWOQM[ on testing wrong solutions. This was noticed by his professor and a totally open model and the absence of bureaucratisation in the Only by including local actors and leading a he was encouraged to enter a university. After being accepted, ÅZ[\XTIKMUQOP\JMNWZM[MMVI[IVWJ[\IKTMI\\PM[IUM\QUM grassroots- level effort by giving a sense of leadership to he trained daily on several international online platforms for Moreover, in many cases of technological advancement, the the local people, a bigger scale positive change can be programmers (e.g., Codeforces, TopCoder, HeroX, AtCoder),

5 9 ISSUE • 8 YOUTH VOICES

Education for sustainable societies needs to have justice The role of Technology at its core. Such a society should strive for equity within itself and between other societies. It needs to recognise and overcome in Education for Building We cannot overlook the the power and dominance exercised by some over others. It needs to give room for previously marginalised and subjugated societies Peaceful & Sustainable politics of education in to grow, allowing for equal opportunity. Sustainable societies the online space given need to embrace diﬀerence; not enforce homogeneity Societies and assimilation that often comes hand in hand with the that education is a embracing of “global” value systems. With these principles TASKEEN politically, socially and of justice at the core of education, whether online or face-to-face, we can strive towards genuinely building peace. culturally mediated project.

Taskeen is pursuing her PhD at the University of Cambridge on the role of African Massive Open Online Courses in supporting the marginalised. Her MPhil thesis focused on the sustainable implementation of the One Laptop per Child project in Rwanda. She is the co-founder of Khwela, an online platform aimed at educating and empowering unemployed youth. Prior to that, she initiated Solar Powered Learning in South Africa and Mobile Education for Smart Technologies in India.

he disruptive nature of technology has forced in building peaceful and sustainable societies is building a value us to pedagogically rethink education: It system. However, different groups of people have different, completely destroy the planet. The West reached this point of shifts the focus of education away from schooling, and [WUM\QUM[KWVÆQK\QVO^IT]M[In the age of globalisation, T “progress” through plummaging and exploiting global resources back to learning. Because of this and increased means dominant discourses of secularism, commodiﬁcation, and and population. Thus for everyone to aspire to such levels of to access, online learning, both informal (i.e. keyword searching) individualism overpower other perspectives. This is further growth is highly unsustainable and unethical. We should not and non-formal (i.e. online courses), has increased in popularity. perpetuated through technological determinism; the idea that the merely envision more sustainable pathways to development, but However, education has never been value-neutral. We cannot technologies implemented in a society, shape the social norms, actually question and re-envision what we are striving towards in overlook the politics of education in the online space values, and functionings of that society. Marshall McLuhan aptly \PMÅZ[\XTIKM given that education is a politically, socially and culturally describes this when he says, “the medium is the message”. Thus,

mediated project. With globalised education, this becomes technological determinism, globalisation, and neoliberalism As the message of neoliberalism seeps into societies all over the even more contentious as the internet is dominated by Western cannot be separated. As technology penetrates communities globe, with technology as its medium, how can we instead use narratives and discourse. The sources of knowledge production, globally, so do neoliberal values, to the extent that technology in education to help rather than hinder such societies? especially digitally, lie in the West, and often promote dominant these become the value system, where local, cultural or Here, one is often given the answer that technology needs to be Euro-American epistemologies. This backdrop is essential when religious values are given second place, if they ﬁt in at all. “adapted to local contexts”. However, this phrase still assumes considering the role of technology in education for building Just as renaissance humanism had the unproblematised assumption that the solution lies in tweaking a Western version of technology peaceful and sustainable societies. I argue that whilst empathy of a universal archetype of Man, conceived in Europe yet assumed to suit non-Western contexts. It assumes that Western knowledge and compassion-building is essential for creating to be universal in physical and cognitive form, we must be wary and technology is superior, and the rest of the world is uncivilised, peaceful societies, it is not enough. Past and present day of who decides the universal tenets of peaceful and sustainable inferior, and in need of Westernisation to advance. Rather, I injustices, and power imbalances need to be acknowledged and societies, and whom they marginalise. propose a model of transformation from within, where addressed to constructively move forward. technology is built ground up, with and by the community If we want to create sustainable societies, we must realise in question, rather than being trickled down from the In striving for peaceful and sustainable societies, we that technology, and its counterparts “development” West. I use this design process in my research in South Africa to ﬁrst need to evaluate what peaceful and sustainable and “progress”, are not necessarily the ideals we build a framework for decolonised inclusive Massive Open Online societies are. More importantly, who decides? Will such should be striving for. What we should be striving towards is Courses that meet the needs of the marginalised. With such societies embody communitarian notions of Ubuntu from South a sustainable balance; a steady-state. In pursuit of “catching up” models, I see hope for technology being used peacefully. Africa, or Buen Viver from South America? If we continue in with modernity, we fail to realise that the entire globe cannot live the current trajectory, this is unlikely to happen as a big factor like the “technologically advanced” West. Attempts at this will

6 1 ISSUE • 8 YOUTH VOICES

With technology penetrating every corner of our lives, it has proven Lessons Learned with itself to be extremely useful Technology in Education in areas of communication, science, engineering, ISHAN MATHEUS DE CAMPOS UNNI medicine, business, and the arts. Importantly, technology has already and will continue to play an inﬂuential role in

In his 15 years, Ishan has lived in the United States, Japan, and now Brazil. He is a 10th grader in education. Colégio Poliedro, a nationally recognised school for its high standards. He is heavily involved in physical sciences projects and Olympiads, winning several awards in national competitions. Additionally, he is enthusiastic about robotics and programming and was fortunate to present a project at the TECH 2017 conference. Ishan also loves traveling and spending time with friends and family.

y friends and I have never on their condition. I was proud to present this work at the 2017 experienced a world without the Transforming Education Conference for Humanity. Additionally, I M internet, laptop computers, cell have many friends who are autodidacts as well, learning whatever phones, touchscreens, wireless piques their interests. One friend chose to learn how to speak information age. Teaching students how to use technology in a communication, social media and much more. Although Arabic using free language software on the internet. Now that responsible manner is as important as using the technology itself. many of us might not have access to the latest technology, \PQ[[MIWN QVNWZUI\QWVQ[I\W]ZLQ[XW[ITXMWXTMKIVÅ[PW]\_PI\ As technology normalises itself and settles into our society, we there is no denying that it has been embedded in our society. they need at any time. This on-demand access to information has may become blind to its unforeseen consequences. The industrial With technology penetrating every corner of our lives, allowed people to learn and develop independently at breakneck revolution improved life expectancy and per-capita wealth by it has proven itself to be extremely useful in areas speed that is likely unrivaled in history. providing access to goods like textiles, metals, chemicals, food, of communication, science, engineering, medicine, and new, faster modes of transportation. Undoubtedly, it had a business, and the arts. Importantly, technology has Despite the positive outlook, there are still many issues to be positive effect on society, but many unintended consequences were already and will continue to play an inﬂuential role in addressed. One example is that many people don’t have access to generated in its wake. Poor labor practices, societal and economic education. This can be through linking areas with minimal computers or the internet, making it heavily dependent on their [\ZI\QÅKI\QWVIVLI\MZZQJTMQUXIK\WV\PMMV^QZWVUMV\

6 3 ISSUE • 8 ACTIVITY BULLETIN

UNESCO MGIEP’s Annual Retreat January 31-February 2, 2018, Jim Corbett Park, State of Uttrakhand, India

UNESCO MGIEP’s Annual Retreat 2018 was organised at the Jim Corbett Park, State of Uttrakhand, India. The retreat was Samsung India Partners with held from January 31 – February 2, 2018 and was focused on UNESCO MGIEP to launch the Taj developing the ‘Theory of Change’, a methodology / tool for LMÅVQVOTWVO\MZUOWIT[IVL\PMXZWRMK\MLXI\PNWZ\PM1V[\Q\]\MI[ Mahal in virtual reality well as for the programmes and projects. Additionally, numerous February 23, 2018, Lucknow, India team building and collaboration activities were conducted over the

three days in order to build synergy between the teams within the ;IU[]VO1VLQI[PW_KI[MLI>QZ\]IT:MITQ\a>:ÅTUWV\PM:ÅTUWV

6 5 ISSUE • 8 ACTIVITY BULLETIN

UNESCO MGIEP partners with Sikkim Government to develop Textbooks for Sustainable Dr. Yoko Mochizuki of UNESCO Development MGIEP participates as a plenary February 21, 2018, Gangtok, State of Sikkim, India speaker in the international UNESCO MGIEP signed a partnership agreement with Human conference PERSPECTIVES Resource Development Department (HRDD), the Government ON GLOBAL CITIZENSHIP: A of Sikkim, India, to embed the concepts of peace and sustainable development in the textbooks of core subjects such as Maths, SHARED COMMITMENT Environmental Studies (EVS) and English for grades 1 to 5. The March 12-13, 2018, Trento, Italy IOZMMUMV\_I[[QOVMLL]ZQVO\PMÅZ[\_WZS[PWXWN \M`\JWWS authors, organised jointly by the State Council of Education Dr. Yoko Mochizuki participated as a plenary speaker in the Research and Training (SCERT), Sikkim and UNESCO MGIEP international conference ‘Perspectives On Global Citizenship: A from the February 19-21, 2018 at Gangtok, Sikkim. Shared Commitment’, held in Trento, Italy, on March 12-13,2018. The conference brought together scholars, policy-makers, civil The workshop was attended by a core group of about 40 textbook servants, teachers and educators, CSO practitioners, researchers authors from various parts of Sikkim. This core group would be from Europe and beyond. It was a joint initiative to share lessons responsible for the development of the textbooks to be published learnt from the EU project “Global Schools”, which covers 10 by February 2019. European countries: Italy, Austria, Bulgaria, Czech Republic, France, Ireland, Latvia, Portugal, Spain and the UK. Started in 2015, the Global Schools project involved 17 partners, led by Autonomous Province of Trento (PAT). The initiative was co- ¬funded by the DEAR Programme of the European Commission. Dr. Nandini Chatterjee Singh from UNESCO MGIEP recognised by the Government of India for her contribution to the ﬁeld of UNESCO MGIEP participates in neuroscience the Mobile Learning Week March 08, 2018, New Delhi, India March 26-30, 2018, UNESCO HQ, Paris, France On the occasion of International Women’s Day on UNESCO MGIEP participated in the Mobile Learning Week, March 8 2018, Dr Nandini Chatterjee Singh of UNESCO =6-;+7¼[ÆIO[PQX1+

6 7 ISSUE • 8 ACTIVITY BULLETIN

Release of the #YouthWagingPeace Action Guidelines for stakeholders April 2018, Montreal, Canada

The #YouthWagingPeace was launched by UNESCO MGIEP at the 39th UNESCO General Conference in November 2017. Thereafter, a set of action guidelines in French were released for a diverse set of stakeholders ranging from educators, families and guardians, religious leaders, school administrators and poli- Harnessing the potential cy-makers. Led by two dynamic Coordinating Lead Authors and of technology to foster Å^M4MIL+PIX\MZ)]\PWZ[\PM AW]\P?IOQVO8MIKMOIZVMZML W^MZaW]\P[]JUQ[[QWV[KI[M[\]LQM[IVLÅVITTaQV\MOZI\- intercultural understanding ed over 150 case study submissions from young educators and May 2018, Rome, Italy practitioners from over 50 countries. The Guide is available for download http://bit.ly/ywpguide Aditi Pathak, Programme Specialist – Digital Intercultural Exchange, UNESCO MGIEP, represented the Institute at the XIII GUIDE CONFERENCE – The Education In The Fourth Industrial Revolution from May 3-4, 2018 in Rome, Italy. During the conference, Aditi conducted a talk on the blended learning An interaction with experts in programme and discussed the potential of digital dialogue to education technology at Alliance promote intercultural competencies and how it can be adapted in educational systems. Ms. Pathak also presented the DICE Numerique – Learning Labs project of UNESCO MGIEP, an ICT-based intercultural exchange project that connects schoolchildren and April 2018, Quebec, Canada teachers across the globe, allowing them to share ideas and drive their own learning on issues related to peace and sustainable Dr. Anantha K. Duraiappah, Director, UNESCO MGIEP, and development. 5[)ZKPIVI+PI]LPIZa8ZWRMK\+WWZLQVI\QWV7NÅKMZ=6-;+7 MGIEP, visited Alliance Numerique, a business network of the new media industry and interactive content from Quebec. During their meeting, Dr. Duraiappah and Ms. Chaudhary interacted with various active members in the video gaming and interactive digital entertainment sector from Quebec and discussed UNESCO MGIEP’s interventions in the Gaming & Digital Learning spaces. Dr. Duraiappah also announced the dates for UNESCO MGIEP’s second international education technology conference, titled Transforming Education Conference from Humanity (TECH) 2018 and encouraged experts in video gaming and education technology to participate in the conference.

6 9 ISSUE • 8 WHERE LEARNING IS FUN

ms. ariel is facing an existential crisis. she is wondering how to handle the troubles facing her.

Are they really Will they be How can I make learning what I able to face the my classroom am teaching ? challenges of more fun ? the future?

I am struggling to Will it always understand be this hard!!!

i am tired of reading so much

STUDENTS ARE STARING AT THE CEILING

I have some digital learning solutions that can be easily used in your classroom to VIRTUAL make learning fun. REALITY

AHHHHH!!!!! Augmented Reality

Dialogue GAMES based interaction

wow!!! my students are going to be so excited!

new / upgraded classroom setting (without blackboard, desks, seats, and everything traditional) but now technology is integrated into the setting, use VR sets, laptops with games, robots, etc, which replace traditional blackboard

GAMES YEAH, WOOHOOO, CAN’T WAIT, YIPIEEE, SO EXCITED TO LEARN ON MY OWN

VIRTUAL REALITY The Blue DOT is UNESCO MGIEP’s bi-annual publication, featuring articles showcasing our activities and areas of interest. The magazine’s overarching theme is the relationship between education, peace, sustainable development and global citizenship. To view the e-publication, visit – http://bluedot-mgiep.org or http://mgiep.unesco.org/

7 1 Digital Pedagogies for Building Peaceful & Sustainable Societies

Discovering how Digital Technologies can Transform Education Systems and Shape a Better World

Features +91 11 23072356-60