Tag Archive: video-games


Student charged in Utah school bomb plot (AP)

ROY, Utah – The two teens had a detailed plot, blueprints of the school and security systems, but no explosives. They had hours of flight simulator training on a home computer and a plan to flee the country, but no plane.

Still, the police chief in this small Utah town said, the plot was real.

“It wasn’t like they were hanging out playing video games,” Roy Police Chief Gregory Whinham said Friday. “They put a lot of effort into it.”

Dallin Morgan, 18, and a 16-year-old friend were arrested Wednesday at Roy High School, about 30 miles north of Salt Lake City, after a fellow student reported that she received ominous text messages from one of the suspects.

“If I tell you one day not to go to school, make damn sure you and your brother are not there,” one message read, according to court records. “We ain’t gonna crash it, we’re just gonna kill and fly our way to a country that won’t send us back to the U.S.,” read another message.

While police don’t have a motive, one text message noted they sought “revenge on the world.”

The suspects say they were inspired by the deadly 1999 Columbine High School shootings in Littleton, Colo., and the younger suspect even visited the school last month to interview the principal about the shootings and security measures.

However, one suspect told authorities it was offensive to be compared to the Columbine shooters because “those killers only completed 1 percent of their plan,” according to a probable cause statement.

The teens had so studied their own school’s security system that they knew how to avoid being seen on the facility’s surveillance cameras, authorities said.

Whinham said the “very smart kids” had spent at least hundreds of dollars on flight simulator programs, books and manuals, studying them in anticipation of carrying out their plan to bomb an assembly at the 1,500-student high school.

While authorities said the suspects believed they could pull it off, experts said, it would have been a long shot.

Royal Eccles, manager at the Ogden-Hinckley Airport, about a mile from the school, said it would have been nearly impossible for the students to steal a plane or get the knowledge to fly one using flight simulator programs.

“It’s highly improbable,” Eccles said. “That’s how naive these kids are.”

Whinham said authorities searched two homes and two cars and found no explosives, but added that police continue to search other locations. The chief said it appeared that “a key component of their plan was not developed.”

“I wouldn’t want to say that they don’t have it or that they weren’t ready for it,” he said. “I’m just saying that we haven’t found anything that says they were ready for it yet.”

Whinham said it appeared the suspects, who have no criminal history, also had prepared alternate attack plans, but he declined to elaborate. He also declined to say whether any firearms were found during their searches.

“Most houses have firearms in them,” he said. “This is the state of Utah.”

While authorities have said they have not found any explosives, they charged Morgan on Friday with possession of a weapon of mass destruction.

The basis for the charge wasn’t immediately clear, though one of the elements of that offense is conspiracy to use a weapon, not necessarily possessing one. Prosecutors say they are considering additional charges.

Morgan has been released on bond, pending a court hearing Wednesday. The 16-year-old, whom The Associated Press isn’t naming because he’s a minor, remained held pending further court hearings.

Whinham said he knew both suspects personally, given the small size of the suburban Utah town of roughly 36,000 people. He said he had met with both of the suspects’ parents and they were “devastated.”

The 16-year-old suspect’s father declined comment Friday, and no one answered the door at Morgan’s home.

The plot “was months in planning,” said Whinham, who also noted Morgan told investigators the 16-year-old had previously made a pipe bomb using gun powder and rocket fuel.

In Colorado, Columbine Principal Frank DeAngelis confirmed Friday he met with the 16-year-old suspect on Dec. 12 after the teenager told him he was doing a story for his school newspaper on the shootings.

DeAngelis said he frequently gets requests from students doing research on the shootings, and the request from this one wasn’t unusual.

“He asked the same questions I get from many callers and visitors asking about the shooting,” DeAngelis said. He said the student wanted details about the shooting, the aftermath and the steps taken since then to protect the school.

Police said the student told them Roy school officials would not allow him to write the story.

DeAngelis said he was shocked when he got a call from Utah police on Wednesday asking if he had met with the youth. He said the interview raised no red flags but that he would do things differently with future requests.

“This was definitely a wake-up call. This is the first time this has happened,” DeAngelis said.

Police credit the suspects’ schoolmate with helping foil their plan, though Whinham said the school didn’t have any assemblies set, and the suspects revealed no specific dates to pull off the attack.

Sophomore Bailey Gerhardt told The Salt Lake Tribune she received alarming text messages from one of the suspects and alerted school administrators.

“I get the feeling you know what I’m planning,” read one of the messages, according to court records. “Explosives, airport, airplane.”

___

Associated Press writer Steven K. Paulson in Denver contributed to this report.

Student charged in Utah school bomb plot
(AP)

Why Education Needs to Get Its Game On (Mashable)

Gerard LaFond is the VP of marketing for Pearson’s College and Career Readiness division and the co-founder of Persuasive Games. He’s currently working on the gamification of education through the Pearson start-up, Alleyoop.
Kids spend hours a day on sites like Facebook and YouTube. They play highly immersive video games, watch engrossing shows on their HDTVs and interact with apps on their mobile devices. All of this is in stark contrast to how they spend their days at school, where educators lecture and write on blackboards, then ask kids to read boring textbooks and practice abstract skills or memorize obscure facts. The cycle of lecture, test and repeat is not the best way to engage kids. In fact, it might be the best way to alienate them.

[More from Mashable: The Rise of Customer-Driven Innovation]

We are wasting the huge opportunity offered by technology to engage and immerse kids in curiosity-based learning and discovery. Schools should not just prepare students to pass state assessments and standardized tests. We should also prepare them for the complex real-world situations they will certainly face. If we recalibrate our education system to meet the needs of the digital natives, we can produce eager, life-long learners who are well-equipped for 21st century careers.

SEE ALSO: 4 Excellent Indie Games With Real Educational Value

[More from Mashable: Why New Media Literacy Is Vital for Quality Journalism]

If we believe part of the solution to our education problems is better engagement, then perhaps we should turn to the engaging world of video games to help us get there.


The Freedom to Fail in a Safe Environment


There are many lessons from the world of video games that we can apply to education and see immediate results. For one, games can create a risk-free environment for learning and discovery. In most games, failure is a given. Often players must “die” several times before accruing the knowledge and skills necessary to win. Since a certain amount failure is normal within the game, players will naturally take the approach of trial and error to discover the path to success. This is a very effective way for teens to learn, and it does not require peers or adults telling them they did something “wrong.” Importantly, there is no shame around this type of failure; it’s simply part of the process of learning (and, eventually, winning.)

While this type of risk-free environment can be difficult to replicate in the classroom, educators and parents should keep in mind that creating opportunities for students to safely fail is the best way to ensure that real learning breakthroughs occur. Kids who are not frustrated by failure, who instead see it as part of the process, are less likely to give up on learning. This is a valuable lesson that can be modeled through learning games and applied in the real world.


The Power of Game Mechanics


Secondly, good games are designed to make players want to work hard to achieve a goal. In the game world this is known as “grinding.” Grinding is the hard (often repetitive) work that is required to achieve a desired outcome. According to Jane McGonigal, game designer and author of Reality is Broken, World of Warcraft players will spend an average of 600+ hours grinding before they get to the good stuff. Yet players will persevere because they really want to get to the good stuff. This is important, because math, like many other valuable skills, requires grinding for mastery. Why can’t school be engaging, goal-oriented and game-like? If it was, perhaps we could get teens to grind out a hundred extra hours of studying and attain better college and career prospects.

You might be skeptical about the possibility of making school fun. The truth is that school doesn’t have to be as fun as World of Warcraft — it just has to be less boring than it is today.

In addition to risk-free environments and grinding to reach goals, games have many other properties that make them a perfect vehicle to address our education problems. There has been a lot of buzz around the idea of gamification, particularly in the world of marketing. It is touted as an effective customer engagement mechanism, and many brands using game dynamics have seen positive results. If we apply this strategy to education, I believe we can realize an equally positive impact on society as a whole. If we tap into motivational game dynamics like small achievable goals, desirable rewards, constant positive feedback and compelling interactive content, then we can design an educational experience that speaks to teens.

If you’re looking for a real-world example of game dynamics being used well in the classroom, take Ananth Pai. The third grade teacher from Minnesota was disappointed in his classroom’s math scores. To improve them, he decided to “gameify” his classroom with titles like Brain Age on the Nintendo DS and Flower Power, among others. Math is a subject that requires grinding for mastery at every level, even in the 3rd grade. Pai has successfully used video games and in-class game mechanics to manage and motivate his students, improving their math scores by a significant margin.


At a recent game conference, Pai reminded us that there are real kids behind these numbers — kids with interests and passions and goals. Whether it’s the 3rd grader trying to catch up in math and reading, the 8th grader struggling with fundamental algebra skills, or the 11th grader preparing both academically and personally for college, these kids need us to design a better game. Until we have SchoolVille or World of 21st Century Skillcraft, let’s replace lectures and testing with play and discovery and begin fostering a passion for lifelong learning in all of our students.

Image courtesy of iStockphoto, KentWeakley

This story originally published on Mashable here.

Why Education Needs to Get Its Game On
(Mashable)

Small Ky community mourns fatal school bus crash (AP)

BARDWELL, Ky. – A small western Kentucky community struggled Tuesday to deal with a school bus crash that killed a 6-year-old boy and injured many others, with officials praising the first and second graders aboard for their discipline in the face of trauma.

Carlisle County ambulance service director Wayne Floyd described most of the almost 30 children on the bus as the “walking wounded — lumps, bumps, that kind of thing.” The children were scared but followed directions as rescue workers and frantic parents rushed to the scene near Bardwell, Floyd said.

“They were little troopers,” he said. “They paid attention. They did exactly what we told them to do.”

Schools in Kentucky were closed Tuesday for Election Day, but counselors had already been brought to grief-stricken Carlisle Elementary School, where the victim, Logan Simpson of Kirbyton, was a student. School officials said the counselors will be available to teachers and students on Wednesday.

“This is a very, very tough subject for everybody here. Nobody imagines losing a child,” said Whitney Mitchell, whose 7-year-old daughter Mykah had skipped the bus ride home.

The boy was a first grader known as “Little Bit” by his family, according to an obituary. His family said he was always smiling and enjoyed playing video games with his older brothers. He enjoyed sports, especially basketball and football, and was looking forward to deer hunting.

“Words cannot describe the grief felt by the people of Carlisle County over the tragic accident,” county schools Superintendent Keith Shoulders said in a statement.

Shoulders said anyone who does not want to go to school Wednesday will be excused.

“We realize not every student or adult will be prepared to return to school,” Shoulders said.

The bus, part of a caravan that had traveled the 20 miles to a recreation center in Paducah for the day, swerved off a rural, two-lane highway Monday afternoon and rolled over several times, ending up in a ravine. The children were treated to a day of swimming and games for reaching their reading goals.

Sixteen children taken to area hospitals had been released by Tuesday, but two adults aboard the bus remained hospitalized, said Kentucky State Police Trooper Dean Patterson. Shoulders said the two adults are expected to recover.

The bus driver, Anita Roach, was released from the hospital, and investigators planned to interview her, Patterson said. Investigators had interviewed one of the adults still hospitalized, he said. It was possible that investigators might try to gather information from some of the children, he said.

A police reconstruction team was at the scene Tuesday as part of the investigation.

Shoulders praised what he called the heroic efforts of teachers, staff and others to help evacuate the bus.

“The school was on it. They helped get those kids out,” said Laura Pender, a county rescue worker and mother of a 7-year-old who was on the bus.

Pender said the staff and rescuers formed a chain of people about 20 to 30 feet long along the side of the road, passing children on backboards down the chain to where they could be examined..

“In just a matter of seconds, their whole life is upside down and it’s changed,” Carlisle County Sheriff Steve Perry said of the tragedy, which has hit the tight-knit community hard.

“I’ve had several adults talk to me and say, ‘We went to bed and it was hard to sleep through the night, and we woke up and this is what we thought of was this bus accident,’” the sheriff said.

The funeral for Logan Simpson will be at 1 p.m. CDT Friday at Faith Missionary Baptist Church in Paducah.

Small Ky community mourns fatal school bus crash (AP)

Gates to help schools adopt common core standards (AP)

SEATTLE – The Bill & Melinda Gates Foundation announced Wednesday it would be investing $20 million to bring new national education standards into the classroom using game-based learning, social-networking and other approaches to capture the imagination of bored or unmotivated students.

The Seattle-based foundation is partnering with the nonprofit arm of one of the largest textbook publishers in the United States to create the new learning tools and offer some of the materials for teachers and school districts to use for free. It is also working with education game developers and an online public school in Florida for this project.

Judy Codding, the Pearson Foundation executive leading the course development team, said during a news conference that her organization already planned to be involved in developing new ways to help teachers adopt the new national education standards that will replace local learning goals in more than 40 states.

The partnership with the Gates Foundation offers the philanthropic side of the textbook company the money it needs to really innovate and try out new ideas that catch kids’ attention, said Codding, former president and CEO of America’s Choice, an education reform company acquired last year by Pearson.

“We can have all the best standards in the world, and we can have the greatest assessments, but if we don’t motivate and engage kids, we can’t win,” she said.

The new learning tools that will be ready for teachers to use during the 2013-2014 school year will include video games that build proficiency in math, reading and science, as well as a new game platform that can be used for various subjects. Game developers and curriculum writers from around the world are involved in the project.

Wednesday’s announcement also included a $2 million grant for Florida Virtual School, a statewide, Web-based school, to develop four digital classes based on the new standards. Two of the classes will be math-based and two will be literacy-based, but all will be encased within another topic such as engineering or natural sciences.

Vicki Phillips, director of the Gates Foundation’s education program, said the grants announced Wednesday were only the beginning of the foundation’s investment in curriculum development for the new national standards.

The foundation recently convened a meeting of game designers and curriculum writers to talk about how they can work together, and they will be working with teachers around the country to try out new ideas.

“We’re learning a lot as we go,” Phillips said. “It’s going to be an exciting feedback loop.”

She expects more nonprofit and for-profit companies will join them in the effort to design the way American kids will learn in the future.

Gates to help schools adopt common core standards (AP)

Q&A: Aid Guru Mark Kantrowitz (BusinessWeek)

When it comes time to finance a college education, students and families often bypass scholarships in favor of student loans. That can be a mistake because unlike loans, scholarships are essentially “free money for your college education,” says Mark Kantrowitz, a financial aid expert and author of the new book Secrets to Winning a Scholarship, published in February. The typical student is eligible for anywhere between 50 and 100 scholarships, and every year more than 1.5 million scholarships worth more than $3.5 billion are given to students by donors, philanthropists, and corporations, according to Kantrowitz, who is also publisher of Fastweb.com, a free scholarship-matching website, and FinAid.org, an online provider of student aid information.

Only a small percentage of college-bound students receive enough scholarship money and need-based aid to pay for the entire cost of college, but that shouldn’t discourage students from applying,
Kantrowitz said. The vast majority of full-time college students using scholarships at four-year colleges, or 69 percent, used less than $2,500 in scholarship funds to pay for a year of school, according to the book. That may seem like a small amount, but as Kantrowitz writes, “every dollar you win in scholarships is a dollar less you have to borrow.”

Bloomberg Businessweek’s Alison Damast recently spoke with Kantrowitz, who shared tips on how students can maximize their chances of winning a scholarship. Here is an edited transcript of their conversation.

Alison Damast: The title of your book is Secrets to Winning a Scholarship, so students and families who pick it up will be looking for some inside tips. What do you think is one of the best-kept secrets about the scholarship world?

Mark Kantrowitz: One of the best tips in the book tells you how to double the scholarships you match on scholarship search sites, which in turn
doubles your chances of winning a scholarship. Students who answer all of the optional questions, in addition to the required questions, on the personal profile form on these sites get double the number of awards as students who just do the bare minimum. For example, it takes half an hour to fill out the full personal profile on the Fastweb scholarship site, but not everyone does it because there is a long laundry list of questions. It is important to answer all of them because each question triggers the inclusion of a specific award on a scholarship database. For example, the search engine is not going to show you a scholarship oriented toward single parents, for example, unless you tell us you’re a single parent. It can be a little tedious to answer all the questions, but it doesn’t take that much time and it doubles your chances.

Students are often overwhelmed during the college application process and don’t get around to applying for scholarships until later
in the academic year, a tactic you don’t recommend. How early should students and their families start investigating and applying for scholarships?

A lot of families start trying to figure out how to pay for school after they get their letters of admission. That is a mistake. Some of the scholarship deadlines can be as early as August or September of a student’s senior year, and half of them are in January. Even if they start applying for scholarships their spring semester, they’ve still missed half of the scholarship deadlines for their senior year of high school. Another thing people tend to forget is that scholarships are available not just for high school seniors, but juniors, sophomores, and freshmen. There are even scholarships for kids in kindergarten through eighth grade, like the Jif Most Creative Peanut Butter Sandwich and the National Spelling Bee. You’re not going to find scholarships for younger children on online free scholarship databases like
Fastweb because of federal privacy law, but you can see a list of them on FinAid.org.

Contrary to popular belief, minority students are less likely to win scholarships than white students enrolled at four-year universities. As you note in your book, minority students represent 33.8 percent of applicants, but only 28.5 percent of scholarship recipients. Why do you think this is the case?

My educated guess is when someone establishes a new private scholarship, they are establishing it for people to participate in activities that they have an interest in. Wealthy Caucasian individuals are going to create scholarships that match their interests, which in turn will have a greater affinity for Caucasian students. For example, there are a number of equestrian scholarships out there. Minority students don’t participate in equestrian sports to the same extent as Caucasian students. I don’t think there is any explicit discrimination going on. It is just how it tends to
(work out). The reality is even with high-profile organizations, the share of scholarships that minority students get is disproportionately low.

Many of the scholarships today are fiercely competitive, especially the larger, more lucrative ones. What are the odds that a student will actually win a scholarship?

People overestimate their ability to win merit-based awards and underestimate their eligibility for need-based aid. The odds of winning a private scholarship are slim. About one in 10 students receives a private scholarship, and the average amount received is $2,800 per year. But students have this impression that private scholarships are much more abundant than they really are, and when they don’t win, they feel they are being cheated. The reality is that every scholarship sponsor is trying to find the students that best match their criteria. If you happen to have a B average, no interesting hobbies or extracurriculars other than watching TV or video games,
well, you are probably not going to win a scholarship.

If the odds are really so slim, is it worth a student’s effort to apply?

I recommend to every applicant that they apply for every scholarship they are eligible for. For some, it might be a half dozen; for other students, it might be 200. Typically, a high school senior matches for between 50 and 100 awards on scholarship-matching services. That does sound daunting and a lot of students think it is too much work to apply for scholarships. The things students don’t even realize is that after you’ve entered your first half-dozen scholarships, it becomes much, much easier because you can start to reuse your previous essays. You’ll probably have to tailor them to each scholarship application, but it doesn’t take all that much time and you could easily churn out all of your scholarship applications in a few weekends. For every scholarship you win, you will probably get eight or nine denials. Some of
the time, students just won’t understand why they didn’t win because they may think they have a really outstanding application. It is not just a matter of skill. There is an element of luck there. It is a bit of a roll of the dice.

In the book, you list a number of common myths about people who win scholarships. What is the most commonly held one?

One that is pernicious is that smaller scholarships are not worth the effort. I often hear from students who say a $500 or $1,000 scholarship is too small to be worth their time. That makes the scholarship easier to win because probably fewer students are going to be applying. The scholarships you get do add up and they add lines to your resume that can help you win other scholarships. Winning a scholarship is a stamp of excellence. It tells the other scholarship providers that someone thought highly enough of you to invest their money in your future. If they have two students — one with a lot of little
scholarships and one who has won nothing — the scholarship committee will probably go with the one who won a lot of little scholarships because that is the more proven student.

Q&A: Aid Guru Mark Kantrowitz (BusinessWeek)

Kaplan—a name that should be familiar to anyone who’s studied for a college admissions test—may be known more for its ubiquitous test prep books and courses than for game development, but it’s teaming up with game publisher Aspyr Media to change that. The two companies have released FutureU, one of the industry’s first SAT test prep video games, for iOS.

FutureU, originally developed in 2008 for Nintendo DS, PC and Mac, is based on Kaplan’s popular test prep content and methodologies. More than just a series of drills and test strategies, FutureU is designed to provide an interactive, engaging, and fun supplemental test prep resources for students preparing for the SAT—the standardized admissions test required for admission to most US colleges.

FutureU takes advantage of iOS’s features with touch-based gameplay that helps sharpen critical thinking skills, build relevant knowledge, and reduce test anxiety. Designed to complement traditional SAT study methods, FutureU consists of six individual games and three quiz types divided into the SAT test’s three main categories: Reading, Writing, and Math. All essential SAT skills are covered in these games, including reading comprehension, vocabulary, grammar, algebra, geometry, and statistics.

Sounds a heck of a lot better than trudging through dull test prep books, but remember kiddies: this game is a supplement to—not a replacement for—traditional test prep methods. It’ll still be a good while until we can replace our books and teachers with video games.

Kaplan and Aspyr bring SAT test prep game to iOS (Macworld)

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