In EDTECH597 this week I was tasked with creating another game. I still wanted to keep focused on the math unit and decided to create a shooting program scratch.
I decided to focus on multiples of 3 and have the player shoot rockets at aliens on the screen. It was a fun program to create and I got to experiment with a few elements further than I had before. Creating the introductory slide was a neat process. This type of slide allows me to ensure that the player reads the instruction. However, I did have some difficulty with typing the text and wish it was easier to edit text boxes after the initial typing.
I also got to experiment with producing clones. This was fun but caused a bit of problems. When the rocket clones hit the alien I wanted to ensure that both the alien and the rocket clone disappeared. I struggled for awhile to ensure that both sprites were effected. It took awhile but I got there.
Overall I think I created a fun little game that will help students in Math.
mrbrenlea
Thursday, October 29, 2015
Saturday, October 24, 2015
Always Carry Your Packpack
This week for EDTECH597 I continued to work on creating projects that I can use to teach or reinforce different math concepts in the elementary school. This week I decided to focus on developing a program to reinforce the concept of even and odd numbers.
I first had the idea of a shooting game, but I quickly altered it to a swimming game, where players swim around a fish tank trying to catch the even and odd numbers. This time around I took my time with the code and the ideas and made sure everything was working before I moved onto the next bit. If I had problems I stayed and fixed it. This worked out well for me and saved me a lot of time.
This week was the first time that I was really working with sprites that I wanted to code the same. I decided to upload my unfinished project and explored use the backpack feature to copy the code between the sprites. This worked wonderfully well. The only issue that I had was the sound doesn't copy over automatically. There are two ways to fix this, one copy the sound file to the backpack or go to sound and install the file on all the sprites.
I also decided for the first time to modify my project submission as well. My original game focused on demonstrating understanding of even numbers. After some quick reflection, I decided to create another version of the game for odd numbers.
Overall, I am pleased with my results and had a lot of fun developing these games.
I first had the idea of a shooting game, but I quickly altered it to a swimming game, where players swim around a fish tank trying to catch the even and odd numbers. This time around I took my time with the code and the ideas and made sure everything was working before I moved onto the next bit. If I had problems I stayed and fixed it. This worked out well for me and saved me a lot of time.
This week was the first time that I was really working with sprites that I wanted to code the same. I decided to upload my unfinished project and explored use the backpack feature to copy the code between the sprites. This worked wonderfully well. The only issue that I had was the sound doesn't copy over automatically. There are two ways to fix this, one copy the sound file to the backpack or go to sound and install the file on all the sprites.
I also decided for the first time to modify my project submission as well. My original game focused on demonstrating understanding of even numbers. After some quick reflection, I decided to create another version of the game for odd numbers.
Overall, I am pleased with my results and had a lot of fun developing these games.
Friday, October 23, 2015
Advantage of Games
In the past serval years there has been much discussion about using games in education to help capture students attention. However, ending the discussion there belittles the impact that games can have on education. Good game based learning can be described by the following two statements:
A quick look for educational games brings up hundreds of games that are designed to assist with the development of certain skills. One such game that my students love is Sushi Monster. In this particular game, the monster display a number and the player must feed the correct combination of numbered plates to match the number the monster is showing. While this type of game is beneficial for helping students reinforce a concept that they are learning, it doesn't really highlight the power of games.
Games, allow us to experience something that we might not be able to experience in our reality and the truly powerful games, enable students to come to a better understanding of the world in which they live. For example, in the past I have used the game Stop Disasters. In this game, the players try to save a community from an impending natural disaster. With the right design, this teacher can help students understand the importance of municipal preparedness for natural disaster, government spending, and the impact of natural disasters.
Another game that many educators love is Minecraft. At the most basic level Minecraft is a game where people need to find and build things in order to survive. However, as the game is able to allows anyone to create their own worlds, there is a lot of flexibility in this game. This flexibility can be used by educators to create their own worlds which are specifically designed to target their desired concepts. A quick look on the MinecraftEdu wiki brings up a wealth of different possibilities.
While games like Sushi Monster have their place and ones like Stop Disasters and Minecraft allow for greater flexibility in terms of the target concepts covered, what does the research say about the possibility of games. One study conducted by Cicchino found that students who experienced game-based learning demonstrated higher levels of critical thinking when compared to others (2015). Aside from this game-based learning has the potential to change the world in which we live.
In 2010 Jane McGonigal, gave a talk at TED. In her talk she talked about her game World Without Oil. The game forced players to understand what their lives would be like if the world oil supply suddenly disappeared. After the game concluded, several players indicated that the game had resulted in a change in their everyday lives to reduce their oil consumption (McGonigal, 2010). Finally in 2013, scientists released a 3D diagram of an enzyme that resembles one linked with HIV to the online game Foldit. Within 10 days the players were able to solve the puzzle which provided answers for scientists and could lead to better understanding of HIV in the future (Fudge, 2013).
With the ability to engage students, increase critical thinking skills and the possibility of changing the world in which we live, is there any reason not to try using games within the classroom?
References
Cicchino, M.I. (2015). Using game-based learning to foster critical thinking in students discourse. Interdisciplinary Journal of Problem-Based Learning, 9(2). Available at http://dx.doi.org/10.7771/1541-5015.1481
Editorial Team. (2013, April 23). What is gbl (game-based learning)? Retrieved from http://edtechreview.in/dictionary/298-what-is-game-based-learning
Fudge, J. (2013, October 18). Gamers solve HIV puzzle in ten days. Retrieved from http://gamepolitics.com/2013/10/18/gamers-solve-hiv-puzzle-ten-days/
McGonigal, J. (2010, February). Jane McGonigal: Gaming can make a better world [Video file]. Retrieved from https://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world?language=en
- "...designed to balance subject matter with gameplay and the ability of the player to retain and apply said subject matter to the real world" (Editorial Team, 2013)
- "an approach to teaching, where students explore relevant aspect of games in a learning context designed by teacher" (Editorial Team, 2013)
A quick look for educational games brings up hundreds of games that are designed to assist with the development of certain skills. One such game that my students love is Sushi Monster. In this particular game, the monster display a number and the player must feed the correct combination of numbered plates to match the number the monster is showing. While this type of game is beneficial for helping students reinforce a concept that they are learning, it doesn't really highlight the power of games.
Games, allow us to experience something that we might not be able to experience in our reality and the truly powerful games, enable students to come to a better understanding of the world in which they live. For example, in the past I have used the game Stop Disasters. In this game, the players try to save a community from an impending natural disaster. With the right design, this teacher can help students understand the importance of municipal preparedness for natural disaster, government spending, and the impact of natural disasters.
Another game that many educators love is Minecraft. At the most basic level Minecraft is a game where people need to find and build things in order to survive. However, as the game is able to allows anyone to create their own worlds, there is a lot of flexibility in this game. This flexibility can be used by educators to create their own worlds which are specifically designed to target their desired concepts. A quick look on the MinecraftEdu wiki brings up a wealth of different possibilities.
While games like Sushi Monster have their place and ones like Stop Disasters and Minecraft allow for greater flexibility in terms of the target concepts covered, what does the research say about the possibility of games. One study conducted by Cicchino found that students who experienced game-based learning demonstrated higher levels of critical thinking when compared to others (2015). Aside from this game-based learning has the potential to change the world in which we live.
In 2010 Jane McGonigal, gave a talk at TED. In her talk she talked about her game World Without Oil. The game forced players to understand what their lives would be like if the world oil supply suddenly disappeared. After the game concluded, several players indicated that the game had resulted in a change in their everyday lives to reduce their oil consumption (McGonigal, 2010). Finally in 2013, scientists released a 3D diagram of an enzyme that resembles one linked with HIV to the online game Foldit. Within 10 days the players were able to solve the puzzle which provided answers for scientists and could lead to better understanding of HIV in the future (Fudge, 2013).
With the ability to engage students, increase critical thinking skills and the possibility of changing the world in which we live, is there any reason not to try using games within the classroom?
References
Cicchino, M.I. (2015). Using game-based learning to foster critical thinking in students discourse. Interdisciplinary Journal of Problem-Based Learning, 9(2). Available at http://dx.doi.org/10.7771/1541-5015.1481
Editorial Team. (2013, April 23). What is gbl (game-based learning)? Retrieved from http://edtechreview.in/dictionary/298-what-is-game-based-learning
Fudge, J. (2013, October 18). Gamers solve HIV puzzle in ten days. Retrieved from http://gamepolitics.com/2013/10/18/gamers-solve-hiv-puzzle-ten-days/
McGonigal, J. (2010, February). Jane McGonigal: Gaming can make a better world [Video file]. Retrieved from https://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world?language=en
Monday, October 19, 2015
Going back to basics
This week I relearned a lesson that every once in awhile I need reminding of; make sure to read instructions and become familiar with your resources before starting a project.
In EDTECH 597 this week, we were asked to design a game or revisit one from a past lesson and integrate it with controls for a Makey Makey. I had the perfect idea for a perimeter game that would draw a rectangle, indicate the length and width, and finally ask the students to input the answer. I had it all programmed and ready to test with the Makey Makey. However, I came to realize that the Makey Makey doesn't come with built in number inputs and Scratch didn't seem to want to let me do what I wanted. So back to the drawing board I went.
In the end I decided to alter a Triangle Classification game that I came across a few weeks ago. I added an additional sprite and set it up so that when the sprite touched either of the three triangle options, it triggered the game to say if the answer was right or wrong. I decided to use this particular because it fits in with an objective that will be covered in Math later in the year with the students.
The big take away this week is that I really should ensure I am familiar with the tools before starting a project. Also, I learned that with a little creativity, projects can be modified to different styles of learning. Some students may just be able to click on the icons as the original program intended but others would surely prefer to smash some Play-Doh to move the icon around the screen. The end goal here is that the students reinforce the concepts that they have been taught in class.
I decided to include both games below. Happy playing.
In EDTECH 597 this week, we were asked to design a game or revisit one from a past lesson and integrate it with controls for a Makey Makey. I had the perfect idea for a perimeter game that would draw a rectangle, indicate the length and width, and finally ask the students to input the answer. I had it all programmed and ready to test with the Makey Makey. However, I came to realize that the Makey Makey doesn't come with built in number inputs and Scratch didn't seem to want to let me do what I wanted. So back to the drawing board I went.
In the end I decided to alter a Triangle Classification game that I came across a few weeks ago. I added an additional sprite and set it up so that when the sprite touched either of the three triangle options, it triggered the game to say if the answer was right or wrong. I decided to use this particular because it fits in with an objective that will be covered in Math later in the year with the students.
The big take away this week is that I really should ensure I am familiar with the tools before starting a project. Also, I learned that with a little creativity, projects can be modified to different styles of learning. Some students may just be able to click on the icons as the original program intended but others would surely prefer to smash some Play-Doh to move the icon around the screen. The end goal here is that the students reinforce the concepts that they have been taught in class.
I decided to include both games below. Happy playing.
Tuesday, October 13, 2015
Sunday, October 11, 2015
Looking Deeper into Loops
This week in EDTECH 597, I had the opportunity to explore loops on a deeper level. In prior units, I typically used the forever the block. This week, I got to learn about the power of putting in an if/then block inside the forever block. What this essentially does is allow a program to continually watch out for a certain condition to be met. When this happens a new command or order can be initiated.
Take for example my work on the projectormodified. In order have the ball hide, pen go up, score added, and target position changed, I needed to find a way so that when the ball sprite hit the target, the desired changes where implemented. I did this by adding a new bit of code using a if/then block inside the forever block. I used a similar idea for my dragon shooting game as well.
This is a powerful tool and a great concept to learn about as this makes triggering certain conditions that much easier.
Take for example my work on the projectormodified. In order have the ball hide, pen go up, score added, and target position changed, I needed to find a way so that when the ball sprite hit the target, the desired changes where implemented. I did this by adding a new bit of code using a if/then block inside the forever block. I used a similar idea for my dragon shooting game as well.
This is a powerful tool and a great concept to learn about as this makes triggering certain conditions that much easier.
AUP Confusion
As the use Internet has developed, a wealth of complicated issues have begun to emerge: cyberbullying, plagiarism, and privacy to name a few (Roblyer, 2016). In order to help combat inappropriate behaviours schools and workplace started to implement what is known as an AUP. An AUP or Acceptable Use Policy has slightly different names depending upon the place. However, it is an incredibly important concept that all places of work and learning need to have to ensure that everyone understands what is acceptable when using devices. Simply put an AUP outlines what a particular organization deems is appropriate use of devices for its users (Rouse, 2014). This is typically signed before allowing users to access the organization's devices or Internet.
The AUP has always been a particular challenge to me as I work with elementary students. The tendency with AUP's is to list the behaviours that you don't want using negative statements like "I will not use the internet to download illegal material." This language is not appropriate in my working environment. When working on developing the AUP for the Elementary school, I wanted to focus on the positive and what students will do. I also wanted to incorporate the IB Learner Profile. To view the finalized form of the AUP please go here (Lea, Brendan).
Another challenge with developing an AUP is the language that is used. The above sample is in very simple language so that students are easily able to know what is expected. However, this (Thornhill Elementary) example contains several words and ideas that students might not understand but, as indicated at the bottom of the page, they are still expected to sign.
The Iron County School District AUP (Iron County School District) provides more detail than the one the I created. It should also be noticed that it places an emphasis on what the students will do instead of the negative statements. However, it almost crosses the line of not being appropriate for younger student use simply based on the complexity of the language.
Finally, The Lincoln School developed their AUP in a completely different manner. For their (The Lincoln School) AUP they decided to create a brochure. What is great about this idea is that it has to be signed by both the students and the parents. This is a great way to ensure all parties are informed of the expectations and will hopefully spark conversation at home as well. Also important, is the place where students can indicate their understanding. This is useful for teachers, so that they if there are any aspects of the AUP which need to be reviewed.
What all of this discussion should indicate is that there is no right or wrong way for an AUP to look. However, a couple of general tips when creating ones for younger students:
References:
Lea, B. (n.d.) Student Acceptable Use Policy. Retrieved from https://docs.google.com/a/bifskorea.org/forms/d/1Qi5TgeQ7PvwLw1pQMgZtGWUoVY6h0pdX197cLXOX6PU/viewform
Iron County School District. (n.d.). K-5 student computer acceptable use policy. Retrieved from http://irondistrict.org/handbook/policy-handbook-table-contents/section-e/policy/k-5-student-computer-acceptable-use-policy
Roblyer, M. D. (2016). Integrating educational technology into teaching (7th ed.). United States: Pearson Education, Inc.
Rouse, Angie D. (2014, July). Acceptable use policy (AUP). Retrieved from http://whatis.techtarget.com/definition/acceptable-use-policy-AUP
The Lincoln School. (n.d.). AUP brochure final. Retrieved from https://drive.google.com/a/u.boisestate.edu/file/d/0B97dtNaizshYdFRNVWFiZ3RyUUE/view?pli=1
Thornhill Elementary. (n.d.) Acceptable Use Policy. Retrieved from http://www.thornhillschool.org/about-our-school/acceptable-use-policy/
The AUP has always been a particular challenge to me as I work with elementary students. The tendency with AUP's is to list the behaviours that you don't want using negative statements like "I will not use the internet to download illegal material." This language is not appropriate in my working environment. When working on developing the AUP for the Elementary school, I wanted to focus on the positive and what students will do. I also wanted to incorporate the IB Learner Profile. To view the finalized form of the AUP please go here (Lea, Brendan).
Another challenge with developing an AUP is the language that is used. The above sample is in very simple language so that students are easily able to know what is expected. However, this (Thornhill Elementary) example contains several words and ideas that students might not understand but, as indicated at the bottom of the page, they are still expected to sign.
The Iron County School District AUP (Iron County School District) provides more detail than the one the I created. It should also be noticed that it places an emphasis on what the students will do instead of the negative statements. However, it almost crosses the line of not being appropriate for younger student use simply based on the complexity of the language.
Finally, The Lincoln School developed their AUP in a completely different manner. For their (The Lincoln School) AUP they decided to create a brochure. What is great about this idea is that it has to be signed by both the students and the parents. This is a great way to ensure all parties are informed of the expectations and will hopefully spark conversation at home as well. Also important, is the place where students can indicate their understanding. This is useful for teachers, so that they if there are any aspects of the AUP which need to be reviewed.
What all of this discussion should indicate is that there is no right or wrong way for an AUP to look. However, a couple of general tips when creating ones for younger students:
- Focus on what they will do (nobody likes to be told what they won't do).
- Mention the consequences but don't make it the main focus.
- Find ways to include parents in the conversation.
- Use simple language.
References:
Lea, B. (n.d.) Student Acceptable Use Policy. Retrieved from https://docs.google.com/a/bifskorea.org/forms/d/1Qi5TgeQ7PvwLw1pQMgZtGWUoVY6h0pdX197cLXOX6PU/viewform
Iron County School District. (n.d.). K-5 student computer acceptable use policy. Retrieved from http://irondistrict.org/handbook/policy-handbook-table-contents/section-e/policy/k-5-student-computer-acceptable-use-policy
Roblyer, M. D. (2016). Integrating educational technology into teaching (7th ed.). United States: Pearson Education, Inc.
Rouse, Angie D. (2014, July). Acceptable use policy (AUP). Retrieved from http://whatis.techtarget.com/definition/acceptable-use-policy-AUP
The Lincoln School. (n.d.). AUP brochure final. Retrieved from https://drive.google.com/a/u.boisestate.edu/file/d/0B97dtNaizshYdFRNVWFiZ3RyUUE/view?pli=1
Thornhill Elementary. (n.d.) Acceptable Use Policy. Retrieved from http://www.thornhillschool.org/about-our-school/acceptable-use-policy/
Monday, October 5, 2015
Videos in the Classroom
This week in EDTECH541, we looked at how videos could be integrated within the classroom. While I was attending Learning 2.0 in Manila last week, I was able to catch up with several educators and get their thoughts on the matter. As well, the opening talk by Kim Cofino, dealt heavily with the concept of videos. If you would like to watch the rest of the Learning 2 Talks please go over to the Learning 2.0 YouTube Channel.
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