Audio and Visual Creations
Gaming for Learning
Exploring ideas and sharing experiences with gaming in education
Google search Podsafe music
Creating Podcasts
Audacity
Basics to consider:
recording volume
This is what I made with my friend, Diane:
Tuesday, August 17, 2010
Thinking Outside the XBox (v1)
Wellington Loop Professional Development Day:
Gaming for Learning
Exploring ideas and sharing experiences with gaming in education
Putting your ideas across and communicating ideas is the number one skill employers are looking for, in any industry. Coming up with creative ideas is crucial and collaboration is key.
The opposite of play is not work, it's depression.
Engagement
You have to fail to win
You have to fail to win
Engagement isn't synonymous with fun, it's also about challenge, driven concentration and reaching achievement - winning is always possible.
Epic nature of video games - epic goal
Flow - Time flies. Consumed by the mission undertaken.
Borrow the lessons from video games as contexts for curriculum learning.
NAME levels of achievement v. World of Warcraft 200 levels, though shorter achievement goals, get increasingly harder.
Gamers are their own boss; in charge of their own destiny. Even when playing collaboratively.
Calamity becomes the learning point. Exploring by doing. Tilting towards completion.
Entrepreneurial Learning
Take risks
Build teams to make their ideas happen
Not the most creative, but prepared to jump off a cliff without knowing the answer why... yet
Playing the game is not the point of learning, it is the context for learning
How does motivation show itself?
Don't take quiet as unmotivation.
Any student, any gender can engage in any context.
Don't approach gaming as a male world, it's just a world like any other.
Skills explored when using Gaming in Learning
Play
Performance
Simulation
Appropriation
Multitasking
Distributional Cognition
Collective Intelligence
Judgement
Transmedia Navigation
Networking
Negotiation
Transmedia Navigation Example
CSI episode where killer not revealed. SecondLife rooms and labs were created by viewers where people met to nut out the answer. Real scientists, police people, specialists working on details from show - the body, evidence, crime scene.
Myst 'Exile' in the classroom
Assessment - questioning and reinforcing student answers, validating responses
Technology integration - low tech, one copy of game,
Loved - engagement, interaction teacher with students not to students
Viewing Myst from an English point of view
Music and tone of voice over creating atmosphere of mysterious past
Establishing background story and giving player context and so emotional/personal investment in game and the need for succeeding.
Point of view of player interacting with characters
Mise en scene
Pathways to encounter knowledge that builds capacity to succeed in game.
Narrative aspects of content to lead narrative pathways through the game.
Conflict and disorder contribute to emotional investment and challenge to defeat obstacles and adversaries
Manipulating narrative to follow preferred path as can return to previous point later.
Writing focus from viewing Myst
Stimulus for rich writing
Feeling of the water in the scene
Mise en scene, film language
Punctuation pyramid
Use screen shots to illustrate creative writing online, for backgrounds of presentations, photostory
Write success guides to playing the games as formal writing activities
Games
Rome
Sim Park
Myst
Spore creature creator - biology
Sim CitySim Park
Myst
Spore creature creator - biology
Hotel Dusk - crime novel pitched as a game
Call of Duty 4 - 16+ modern terrorism. Epic goal = save the world!!
Guitar Hero
Peacemaker - History, solving Palestine crisis
The Incredible Machine
JMOL - build molecules - bio, chem, free plugin for Moodle
Tycoon series
Oolite - Space trader - Social Studies, History, Economics, Marketing, Maths
Ceel Craft
Lightbot 2 - logic, sequencing
Electrocities - city planning, Maths, resource allocation, time, graphs
Smackdown - Professional wrestlers - History, PE - professional, athletics, nutrition, Maths, Physics, animation
Other tools:
Posterous.com
The Incredible Machine
JMOL - build molecules - bio, chem, free plugin for Moodle
Tycoon series
Oolite - Space trader - Social Studies, History, Economics, Marketing, Maths
Ceel Craft
Lightbot 2 - logic, sequencing
Electrocities - city planning, Maths, resource allocation, time, graphs
Smackdown - Professional wrestlers - History, PE - professional, athletics, nutrition, Maths, Physics, animation
Other tools:
Posterous.com
Sunday, May 30, 2010
NZQA Moderation Best Practice Workshop
On Saturday, I attended the best practice workshop with the NZQA moderator of Classical Studies.
As there are only three internally assessed achievement standards across Levels 2 and 3, we were able to discuss several exemplars and get into the details of the assessment process.
It was interesting to see the tasks that other schools are giving their students and the quality of work those students are producing.
We spent a lot of time on the research standards at both levels and there was a lot of discussion around the need for correct referencing and bibliography. As neither standard actually requires either we can only ask students to do both of those for the purposes of authentication. On teacher then queried why you would bother teaching those skills at all. I think that is really irresponsible. Classics is and will always be one of those "academic" subjects where students CAN learn those skills. Where else will they learn those skills if teachers don't take it upon themselves to teach them. I think it is a very important skill, especially if students are going on to university study. We should not be making it okay for students to, technically, steal other people's ideas and work.
When we looked at the communicate knowledge standard at Level 2, one of the exemplars was not achieved and the moderator admitted that it was her student and that she had given the work back to the student for resubmission. As we are all getting our heads around the rules for resubs, I asked her what she said to the student when she gave it back. She directed the student to go back to the standard and to look at the criteria carefully, and also to look at the task. Basically, the student's first submission did not follow the specific format carefully enough and did not communicate knowledge ON SPECIFIED ASPECTS OF THE TOPIC. A really important point to note when giving back work for resubmission.
I also asked about submitting links to student created websites for moderation. She said that they preferred student work in its original format, so yes to send links. Yay! She said she was going to check out who our moderator is (apparently there are about seven moderators for Classics around the country) so we can check where to send those links. I think sending the links typed on paper for them to type into their search bar would be fine.
One of the best things about going to these workshops is catching up with other Classics teachers and to chat about what topics they teach. As the only teacher of Classics at WHS, it is really great to have those professional conversations within my subject area.
Also, she took us through the NZQA subject specific page for Classics, which I visit often but I haven't checked out the clarifications or newsletter for a while so must remember to do that.
Learnt lots, mostly from the discussions, and came away with heaps of exemplars. Fantastic!
As there are only three internally assessed achievement standards across Levels 2 and 3, we were able to discuss several exemplars and get into the details of the assessment process.
It was interesting to see the tasks that other schools are giving their students and the quality of work those students are producing.
We spent a lot of time on the research standards at both levels and there was a lot of discussion around the need for correct referencing and bibliography. As neither standard actually requires either we can only ask students to do both of those for the purposes of authentication. On teacher then queried why you would bother teaching those skills at all. I think that is really irresponsible. Classics is and will always be one of those "academic" subjects where students CAN learn those skills. Where else will they learn those skills if teachers don't take it upon themselves to teach them. I think it is a very important skill, especially if students are going on to university study. We should not be making it okay for students to, technically, steal other people's ideas and work.
When we looked at the communicate knowledge standard at Level 2, one of the exemplars was not achieved and the moderator admitted that it was her student and that she had given the work back to the student for resubmission. As we are all getting our heads around the rules for resubs, I asked her what she said to the student when she gave it back. She directed the student to go back to the standard and to look at the criteria carefully, and also to look at the task. Basically, the student's first submission did not follow the specific format carefully enough and did not communicate knowledge ON SPECIFIED ASPECTS OF THE TOPIC. A really important point to note when giving back work for resubmission.
I also asked about submitting links to student created websites for moderation. She said that they preferred student work in its original format, so yes to send links. Yay! She said she was going to check out who our moderator is (apparently there are about seven moderators for Classics around the country) so we can check where to send those links. I think sending the links typed on paper for them to type into their search bar would be fine.
One of the best things about going to these workshops is catching up with other Classics teachers and to chat about what topics they teach. As the only teacher of Classics at WHS, it is really great to have those professional conversations within my subject area.
Also, she took us through the NZQA subject specific page for Classics, which I visit often but I haven't checked out the clarifications or newsletter for a while so must remember to do that.
Learnt lots, mostly from the discussions, and came away with heaps of exemplars. Fantastic!
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