cathie howe
TRANSCRIPT
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A NSW Department of Education &
Communities case study
Using game design and virtual worlds for creationof interesting and engaging learning projects.
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Macquarie ICT Innovations Centre
MacICT mission is to develop, implement and evaluate innovative ways
of enhancing learning through the application of dynamic andemerging information and communication technologies.'
collaborativeagreement
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2011 Projects:
Game2Design
Virtual Worlds Trinity
Mobile Learning
Robotics
Learning Design
Clients:
- K 12 teachers & students
- Public & private systems
We provide:
- Project-based approach- Authentic context
- Teacher trainingworkshops
- Student bootcamps- Student showcases
- Ongoing support forduration of project
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Promotes action orientated behaviour rather than discussion based work
Design thinking underpins all projects
A methodology that teaches people to creatively solve problems
d.school bootcamp.2008
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Why Game Design? The heart of 21st Century learning is not about
the tools, it is about learninghow to learn.
Game design offers students and their teachers a unique platform to addressessential skills in becoming independent learners
while meeting curriculum outcomes.
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Key Issues in Gamification:
Through video games,players attain:
Positive Emotions
Relationships
Meaning
Accomplishment
P.E.R.M.A
Dr.Martin Seligman
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10. Joy
9. Relief
8. Love7. Surprise
6. Pride
5. Curiosity
4. Excitement
3. Awe & Wonder 2. Contentment
1. Creativity
Jane McGonigal
10 powerful positive emotions games activate:
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The Project: Invasion of the Shadow Plague
A narrative based metagame centred in a Wordpress blogteaching students to design and build using
Microsoft Kodu Game Lab
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Good Game Design Workshop
Students & teacherscompleted these activities:Deconstructed gamesReviewed real gamesDesigned a game level
Built a game level
Krill & Zed from Little Space Heroeswww.littlespaceheroes.com
To learn the following principles:Clear goalStoryWorldChallengePlayer feedback
Difficulty curve
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M
is
si
on
s
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Mi
ssio
n
Re
port
s
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Training and Resources Provided Good Game Design workshops for teachers & bootcamps for students
Students design documentation Access to 140 video tutorials Fully moderated blog Ongoing support via Edmodo, email, school visits
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Trial of prototype:5 x schools- 2 x primary- 3 x high schools
600 students, Years 3 to 10549 posts in 1 weeks
2nd iteration:4 x schools- 2 x primary- 2 x high school
Total students:- 886 in project- Additional 356completed bootcamps
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What worked: Workshops & bootcamps, particularly 2 day immersion program
Software was free & accessible from school and home.
Real world links with Indie game development community
High levels of participation (1300 students, 60 teachers)
High levels of engagement from both male and female students.
Curation of a large number of student reflections & games
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When we are designing games we are learning to solve problems incontext.We come across a problem like a crash message, we have torecognise the problem, understand the problem, and its source and
work out a solution.Id rat
her fix a cras
hth
an some abstract scenariothat I cant relate to. Year 6 student
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Successful 3dedratsGame On festival
Indie Game Designers showcase
Info sessions presented by students,
teachers, academics & parents.
Game Design Speed Challenge
Minecraft multiplayer world
Mobile phone QR code hunt, Mario Kartchallenge, Retro gaming, Battle Tetris,
Kinect dancing, Microsoft xbox kinecttrailer & zombie live action nerf game
ABCs Good Game field reporter, Goose
and robot D.A.R.R.E.N. covered the day.Game On festival was the feature story on
Good Game Spawn Point
http://3dedrats.wordpress.com/2011/11/21/game-on-festival-wrap-up/
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What we learnt:
Inconsistent student expectations and monitoring by teachers Instructions not always read Manual moderation of mission posts was time consuming Scalability - better hosting solution e.g. Drupal, bigger budget (web
design, graphics, support staff etc) Commitment of teachers to a long term project
Teachers need to be key stakeholders in the development of theproject
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The HabMacICTs virtual world - Trinity
When 2050
A virtual world is a 3D computer
environment.
Users are represented as avatars.
MacICTs world, Trinity is
constructed using an open sourcesoftware called OpenSim
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Year10 students designed and constructed architectural prototypes forAustralian cities for the year2050. Designs incorporated:- ideas such as, sustainability, function and aesthetics.- needs such as communication, energy, food, housing, recreation &
transport.
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Trinity (3D Virtual Worlds) has changed the way I design I will now
design with
a very open mind.Th
is projecth
as push
ed me to workh
arderto develop my concepts and ideas. Year 10 student
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What we learnt:
Powerfulcollaborative,
immersive tool Technology
constraints Bandwith Scalability
Exhibition at SCA &School Spectacular
The technology provides for the quick activation of ideas, constructionof shapes, use of textures all within a 3D space. Students are fully
engaged in the whole process ofhaving the power to create majorstructures, to move around, in and out, above and below their building
structures.This is total immersion.Teacher comment
http://3dedrats.wordpress.com/ 2011/12/09/virtual-worlds-collaborative-design-challenge/
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http://au.linkedin.com/pub/cathie_howe/12/852/760
@cathie_h
Part of a
Kodu game storyboardby Jenna age 7
Contact Details