2013-06-19T10:22:27-04:00 Dr. James Lane http://www.huffingtonpost.co.uk/author/index.php?author=dr-james-lane Copyright 2008, HuffingtonPost.com, Inc. HuffingtonPost Blogger Feed for Dr. James Lane Good old fashioned elbow grease. tag:www.huffingtonpost.com,2012:/theblog//3.1667908 2012-07-16T19:00:00-04:00 2012-09-15T05:12:02-04:00

Dr. James Lane http://www.huffingtonpost.com/dr-james-lane/
During the summer months it is vital that children are still learning, as many teachers will explain that when they return after the break, it usually takes between four to six weeks to re-teach students material that has simply been forgotten over the summer slide. There must be an initiative to focus on educational opportunities for when schools close their doors.

Evidence for this summer slide is more than just anecdotal. The Institute for Public Policy Research points out that pupils fall behind academically due to the six week break. Summer learning loss affects all children, but the research shows that the lack of development increases further for children from a poorer background. This is because they do not have the same access to educational material or out of school activities as their more privileged peers. It is estimated that 66% of the achievement gap can be explained by summer learning loss. Whilst it disproportionately affects children from lower incomes, it is a problem for children from all backgrounds.

An American study published in the Review of Educational Research has found that students show at best little or no academic growth over the summer, and worst, they can lose between one to three months' worth of learning. Whilst spelling and literacy are affected, it is mathematics that suffers the most. Overall the study found that there were disparities between middle class and disadvantaged students in terms of their reading scores. Other studies have found that these disparities occurred because disadvantaged students they were the least likely to practice reading and writing during the six-week summer break.

These studies in Britain and America have shown that children from low-income families are less likely to succeed in later education; that most children are likely to gain weight over summer and that a large percentage of parents struggle to keep their children entertained over this period. The issue for parents is to find a way to ensure that children are mentally prepared for when they return to class.

Britain is gradually pulling themselves out of the financial crisis, with budget cuts across all sectors it is difficult to provide a government backed educational resource for children to engage in over the summer, one that will not only keep their level of education up, but also encourage learning. The onus falls on privately funded companies. In America there are various private companies in each state that provide various learning activities for children, the same is happening in Britain too.

I have spoken before about the importance of game based learning and our game Pora Ora. We don't want kids to think they are in school when playing on Pora Ora, or to feel like they are being forced to learn. We have managed to achieve a perfect resolution by infusing as much education as possible into all our games but still keeping it fun.

Summer holidays are one of the key areas to focus on for parents, and it is time to address this problem before the consequences become worse. The more the summer slide is addressed by the government, schools and parents, the stronger a future our children will have.

Currently the view is, school is boring; summer is fun, school is constricting; summer is freedom. We don't want children to feel like learning must be a chore over the holidays, it doesn't, and through games like Pora Ora they can learn and play at the same time.]]> tag:www.huffingtonpost.com,2012:/theblog//3.1624582 2012-06-26T19:00:00-04:00 2012-08-26T05:12:05-04:00

Dr. James Lane http://www.huffingtonpost.com/dr-james-lane/
Money saving expert Martin Lewis argues that borrowing money has lost its stigma. Whilst there are many valid reasons to borrow - such as for higher education or buying a house, debt should not always be seen as an enabler. Being a debt binger who relies on their plastic to fund an unsustainable lifestyle will only lead to misery. Lewis makes the highly valid point that children need to learn the cycle of money. He suggests the best way to do this is to take them to a supermarket. At the checkout ask them why they think the sweets and chocolate are placed so near the till, then explain to them that it is "a supermarket's job to make money, so they put the sweeties there so you won't forget to ask mummy or daddy for them; that way they might make a little bit more money." Educating children into understanding that there are many companies out there who spend a great deal of money to entice them to spend, allows children see the bigger picture.

There are many questions surrounding pocket money, such as when should children be given pocket money? Whilst this can be a personal preference, around the age of five or six years is a good age to start. Introducing the concept of the value of money will complement what your child will be learning in school in terms of their maths education. Children will be able to see a connection between what they have learned in school with what happens outside of school. The next question is how much money should the child receive?

Too much and many of the lessons that we as parents hope they grasp will fly out of the window. We want children to understand that they will sometimes have to put money aside to save up. The amount of money for a six-year-old should be quite modest. We are not attempting to turn them into the next Alan Sugar just yet, we are simply trying to develop an understanding of the value of money and how much items cost. In addition, we want them to discover the persistence and determination required to save up for something they really want, helping to support the feeling of satisfaction that comes from working towards and achieving a goal.

Make sure that you never just give your child pocket money, ask them what they are going to do with it. When they want to purchase something, ask them why. This will help children to develop a practical attitude towards their spending and also learn to weigh up the pros and cons.

Pocket money is a great way of introducing children to learn financial literacy from an early age. Giving children the opportunity to earn more money through additional chores will help children begin to understand the financial benefits that come from hard work. Furthermore, it is imperative that we also teach our children about their role as a consumer. Advertisers and marketers have one aim - and that is to sell. Teaching children to be critical and realistic about advertising and marketing as they get older is important.

Over the last 20 years we have moved to a cashless society, where transactions are completed by plastic and credit is easier to come by. We can make purchases online, at any time. Now more than ever, the opportunities for consumption are endless. We need to ensure that our children understand that cashless transactions of any sort still involve money and that if we do buy something on a credit card for example, we will still have to repay the money. While it's great to talk to your children about money in this way, always ensure it is done in a balanced way - we don't want to burden them. Gradually introduce financial topics and be willing to answer questions. In Pora Ora children can earn roobles through playing games. Children soon learn that if they want to redecorate their Pora Pad, change their outfit or buy a magic potion, they need to have enough roobles. If they don't then they can't have it. It's a simple but worthwhile lesson.]]> tag:www.huffingtonpost.com,2012:/theblog//3.1605502 2012-06-18T09:59:47-04:00 2012-08-18T05:12:12-04:00

Dr. James Lane http://www.huffingtonpost.com/dr-james-lane/
As we rely more and more on technology, we seem to have become caught in a bit of a rut. We can make a spreadsheet, create documents, play around with our photos, blog and tweet until we're blue, but ask us how they're created and suddenly our beloved software seems to have been created through divine intervention. Many children can't even fathom the idea that the world once existed let alone functioned without computers, mobile phones and the internet. We need to take the mystery out of computer science.

UK ICT curriculum is being given a major overhaul come September by becoming more flexible. So just what does this mean? Michael Gove has described the current ICT Curriculum as demotivating and dull, "instead of children being taught how to use word or excel, we could have 11-year-olds able to write their own simple programming." Many ICT teachers agree that the current curriculum is uninspiring and passive but lack understanding themselves. It's not that they don't want to learn, they just need training. Having a flexible curriculum is great, but we need to make sure teachers are given enough support.

Alex Hope founder of NextGen skills and Managing Director of Double Negative argues that one reason as to why children today have little understanding of coding is because today's computers are much more complex.The old fashioned BBC Micro computers used in the 1980's were simple enough to allow children to teach themselves to code. Hope believes that children today should be learning how to code and develop their own software as Britain's future as a centre of hi-tech industry depends upon the expertise of this generation.

Last year, Eric Schmidt, Chairman of Google declared himself "flabbergasted" that children in British schools were only taught how to use computer software, but not about how it was made. Schmidt believes that the UK needs to rid itself of the divide between the arts and the sciences. Schmidt is not alone in this view, the late Steve Jobs (CEO of Apple) argued, "In my perspective ... science and computer science is a liberal art, it's something everyone should know how to use, at least, and harness in their life. It's not something that should be relegated to 5% of the population over in the corner. It's something that everybody should be exposed to and everyone should have mastery of to some extent, and that's how we viewed computation and these computation devices." Learning coding is much like learning a new language. Children tend to pick up new languages quicker than adults, which is why we should introduce them to coding from an early age.

There is a glimmer of hope however in the form of Raspberry Pi, a whole computer on a tiny circuit board that will be simple and cheap enough for children to break and fix themselves. For the price of a textbook, schools will be able to really let children get stuck in. There are a few games and courses emerging which are a great way for both children and adults alike to become familiar with coding. We are currently developing a coding game within Pora Ora. By turning programming into a game, with rewards linked to achievement and the ability to co-operate and share their programs we hope to get children genuinely excited about coding. Although our users are aged between 5 -12 years, we want them to understand how games like Pora Ora are made.

The future of ICT and computer science is exciting, especially with computer games entrepreneur Ian Livingstone, advising Educational Secretary Michael Gove. Livingstone envisages a new curriculum that could have students creating their own apps and writing their own simple programming language.We really do need to make sure that ICT lessons in schools remain relevant and practical. Today's curriculum needs to be relevant for the 21st Century. Teaching children coding from an early age is not only relevant but essential in ensuring that children are fully equipped with the fundamental basic skills necessary for the future.]]> tag:www.huffingtonpost.com,2012:/theblog//3.1555888 2012-06-05T19:00:00-04:00 2012-08-05T05:12:28-04:00

Dr. James Lane http://www.huffingtonpost.com/dr-james-lane/
It is important to understand that not all games are created with the same objectives in mind; some are more effective in terms of learning than others. Jessica Trybus from the New Media Institute believes that at the core of any game, when you deconstruct away the fun, is a built-in learning process. She believes that the implications of delivering game experiences for education are enormous. Passive learning is no longer effective for the digital generation, Trybus argues, it does not offer a true to life experience. Teachers can breathe a sigh of relief, children do not need more time in the classroom; they need more experience in real world challenges.

Well designed GBL draws users into a virtual environment, the key to learning, is that children feel engaged and motivated. Learning should be interactive and allow children to acquire skills and thought processes that are relevant to the real world. A recent survey by City and Guilds showed that while students see maths as important, they felt that it should be made more relevant. Parents also want education to be relevant; a separate YouGov survey recently found that many parents believe that children should learn how to use technology in order to equip them for the modern world. Children want to understand and utilise key skills, but traditional learning methods do not accommodate these demands.

David Samuelson, Head of Augmented Reality, believes that video games for children are a natural and ideal medium for learning. Children and adults can learn without inhibitions and without any hang ups or self consciousness about expressing themselves, it allows them to make mistakes in a risk free environment.

Dawn Hallyborne, ICT co-ordinator and senior teacher at Oakdale Junior School, Essex, believes that learning in a virtual environment assists in playful learning. In terms of 3D immersion, Hallyborne says that some of her students become so engaged in their characters and activities, they forget where they are. Children remain motivated and focused with in-game rewards, they can practice without getting bored as they remain stimulated and engaged.

Other fans include the President of the USA, Barack Obama. During a speech earlier this year to a group of students at TechBoston in Dorchestor, Massachusetts, Obama said: "I'm calling for investments in educational technology that will help create... educational software that is as compelling as the best video game. I want you guys to be stuck on a video game that's teaching you something other than just blowing something up." An American study by the Entertainment Software Association found that games travel across demographic and generational lines. More people more than ever are playing games and those with educational content will not only be fantastic learning tools, but also hugely popular. The evidence really is stacked in favour of this learning approach, showing that games transcend class, race and gender.

Michael Gove, Education Secretary, is also an advocate, claiming that it is amazing how quickly children learn when there are in-game rewards. However, Gove has been criticised for not fully understanding the potential of educational games. Critics have argued that using games for motivation is only one facet. Gaming can encourage team work, problem solving, allow for experimentation and exploration. It can also offer users personalised or differentiated learning experiences.

Educational video games are becoming more reputable, with stronger communications between the educators and game designers. The educational gaming industry is getting stronger with intelligent content and programming that appeals to teachers and children alike. Will the education system awake from its backward slumber? Well it is definitely beginning to stir. At Pora Ora we are seeing more and more schools embrace GBL and long may it continue.]]> tag:www.huffingtonpost.com,2012:/theblog//3.1536408 2012-05-22T12:30:14-04:00 2012-07-22T05:12:24-04:00

Dr. James Lane http://www.huffingtonpost.com/dr-james-lane/
Woodward, a branch secretary for the National Association of Head Teachers, is concerned that youngsters who use the sites risk being exposed to pornography and online grooming. Woodward argues that Internet companies and the Government should do more to protect impressionable children.

It is a dilemma for parents. Social media is inescapable in today's society and parents feel pressured in to letting their children sign up to sites, so much so, that according to the latest research by EU Kids Online, 43% of 9-12 year olds in the UK are actively using Facebook, despite the site imposing an age limit of 13 and above.

Nobody can deny that Facebook, Twitter and other social networking sites are a marvellous addition to our society but they are not designed with children in mind. Woodward's approach is half right; children should not be on certain social networks like Facebook but equally they should not be shut off from social media altogether.

So what can parents do? Many adopt the approach of banning social media from their children until they are old enough. That approach is naïve and counterproductive to a child's development. Like it or not, the ways that people interact and make friends are changing. For instance, a study in 2009 found that over 30% of new couples in America met online. Equally as mentioned over the last decade social media has become central to our lives and is accessible 24/7 in today's world, it is here to stay.

All of this means we cannot simply put cotton wool in our children's ears and hope that by the age of 13 they will suddenly become savvy social networkers. They need to be educated, not merely told. They need to be gradually introduced to social networks and trained on how to use them safely.

There are social networks out there created just for children and this is the approach we are trying to cultivate with Pora Ora, a 3D online virtual educational game aimed at 5-12 year-olds. Parents need to be involved to be constantly aware of their children's actions and have the power to gradually adjust their security settings over time. Parents also need to educate their children on the importance of internet safety and enforce rules to be followed.

However the crucial point is that simply learning about internet safety is not enough, children need to practise it. With the right nurturing, guidance and practice, children can then have the best possible preparation when the time comes to make the transition into more grown up social networks such as Facebook and Twitter.]]>