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Ed Webb

Two Excellent Tools to Create Educational Games for your Class ~ Educational Technology... - 5 views

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    Game Maker is a much more complex - and hard to learn - tool than Kodu, but the kinds of games you can make with it are more varied, too.
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    Is it something a small college can handle?
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    I'd say yes, depending on where in the curriculum you're looking to insert it. My CS colleague here does work with his students on Unity, which is FAR more complex than Gamemaker. But I wouldn't recommend trying to get students to make games with GM unless you're going to contribute a lot of your class time to it: demos, how-tos, workshops, and assignments (all multiple). With Kodu, you probably could get away with one longer class, two shorter ones, or an out of class evening workshop, and then just let them play with it. So as always, it's what you're hoping to accomplish with the assignment of the tool that will drive which tool you choose. :) For me, GM is really for people who want to make games they plan to circulate among people outside your class; Kodu could be that or could be to help learn the fundamentals of game design (or other procedural concepts).
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    Good to know, Brett; thanks. Now, isn't Kodu aimed at the XBox platform?
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    It was originally, but now you can download it for Windows. I /believe/ you can then export your games to a public platform as well, but they may only be available to others with Kodu installed.
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    For Windows? That changes things a great deal.
Lisa Spiro

MinecraftEdu - 2 views

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    Not sure about this. Really not sure about it.
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    From what I can tell, the game is really popular with k-12 kids. The idea might be worth considering, but that doesn't make this a good implementation.
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    "MinecraftEdu is the collaboration of a small team of educators and programmers from the United States and Finland. We are working with Mojang AB of Sweden, the creators of Minecraft, to make the game affordable and accessible to schools everywhere. We have also created a suite of tools that make it easy to unlock the power of Minecraft in YOUR classroom. "
Ed Webb

cyoa - 3 views

  • I’d be very curious to know the reason for this progression toward linearity. Presumably the invisible hand was guiding this development, but whether the hunger was for less difficulty in the books or simply for something with more in the way of traditional storytelling is harder to unravel. I could also imagine that this balance between interaction and exposition was peculiar to the individual writers, so this could merely reflect a changing set of practitioners. In another way, this trend mirrors the adoption of more recent new media. In the early days of the web, people flocked to what was unique to HTML, namely links, animated gifs, and the <blink> tag. A similar cautionless exuberance marked the appearance of affordable typesetting systems – the first time people without phototypositors had access to typefaces beyond a choice of monospaced typewriter fonts.When a world of new possibilities has just opened, it’s hard to find the will for restraint. But, in time, people scale back the more gratuitous uses of this sort of glitz, moving from what’s possible to what best suits the material. It could be that the glut of choices in the early books reflected more a rush toward the new than a well-considered balancing of storytelling and reader-directedness. As the genre developed, the choice-based structure ceased being so novel that it was an experiential end in itself. Perhaps only then could it recede into its proper role as a gameplay mechanic – all the more potent when used judiciously.
  • a peek into the construction process the authors went through as they folded their nonlinear stories into a sequential medium
  • In a computer game, tracking this kind of inventory state is a simple matter. By flipping bits in memory, the program itself can keep a running tally of items you’ve encountered and possibly picked up. In a book this responsibility falls to the reader, and with it an expectation of honesty. To encourage a degree of fair play, the Cavern of Doom engages in a form of entrapment by asking the reader, in the midst of a dicy situation, whether they have a magic item that would clearly save the day. What the book knows and the reader may not is that this item does not even exist. Woe upon the adventurer who angers the gamebook in this way.
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    Very nice to see this. CYOA is a vital antecedent for digital storytelling, from hypertext to gaming to branching YouTube videos.
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    I feel sheepish for not tagging this to our group when I saw it months ago, but thanks to Ed for remedying that. :) I wish I had the skills in infographic production the author has, but it reminds me that enriching your argument with different media forms is becoming more and more essential.
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    This might be a good time for humanists to identify a bunch of easy, low-cost tools for that. Like Wordle.
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    Agreed, Bryan. There are quite a few low-cost (in terms of learning curve and the general attentive economy) visualization tools that we could all learn to use more frequently. I've been playing again, after a break of a couple of years, with Dipity, for instance, to generate timelines. Word clouds and mind maps might be forms with applications in discussing digital storytelling in games and other media.
Bryan Alexander

Nuclear power plant simulator - 0 views

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    Easy to start teaching tool.
Bryan Alexander

Statecraft sim - 2 views

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    "Dr. Keller: I designed the simulation with two main goals in mind. First, it had to be an effective teaching tool. I wanted to take abstract concepts and theories that my students often had difficulty grasping, and make these vivid and clearly understandable. I wanted students to personally experience the challenges and complexities of world politics-to get off the sidelines and become players. Although the countries, domestic factions, and global issues in Statecraft are fictional, they have been carefully designed to provide maximum insight into parallel real-world dilemmas: as students grapple with the Orion slavery issue, the threat posed by the melting Ice Mountain, and the temptation to seize Sapphire Island's vast resources they come to understand the security dilemma, the collective action problem, two-level games, the challenges of cooperation under anarchy, and many other constructs not as theoretical concepts but as visceral truths that permeate their conversations with classmates, friends, and parents, and may even keep them up at night."
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    I like the concept of Statecraft, and took an early look at them. But boy, I wish they would stop spamming up my inbox with invitations to lunch etc. Quite pushy.
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    That's weird. Are they aggressively courting players for other purposes, or pushing ads?
Bryan Alexander

Apple blocks simulation game from Apps Store - 12 views

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    Should colleges create simulation games as iOS apps, if this kind of blockage can happen?
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    Well there's always Android - I really like my Nexus 7 a lot; take it everywhere. And I've found downloading bits directly from the web for Android to be not too bothersome (the Humble Bundle folks have a workable system going).
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    Is the Play store more open?
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    I thought it was, though I can't find any particular article attesting to that fact (maybe the respective Wikipedia pages would give a clue). But I also thought that it was not possible to install an app on an iOS device without a jailbroken phone - on Android if you have the .pks or whatever-type file on the web somewhere, you can install it, even on the standard version of Android.
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    Sounds like a potential Play/Android advantage. Then there's the Web.
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    Yes, and especially since tablets are becoming more common, tools formatted for the web don't have to be squished onto a smartphone screen as much as they once might have been.
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    Good point. Perhaps we'll see phones hew to apps, and tablets cleave to the Web.
Bryan Alexander

Steve Jobs On Gaming: It's The Future Of Learning [Video] - 0 views

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    Interesting short speech by Jobs on gaming as a learning tool. Note that he connects it to libraries. And that he emphasizes an evolutionary arc: games -> simulations. And also that it's from 1990, early on when Macs had barely no gaming at all.
Ed Webb

Video games are the answer to the New Boring | Technology | guardian.co.uk - 0 views

  • And then there's Saint's Row 3, an open-world crime shooter, that seems to have been concocted entirely by hyperactive 14-year-olds force fed on a diet of sherbet, Red Bull and Korean gangster movies. This is a game in which the player can, entirely at random, bludgeon passers-by with a giant dildo. To the best of my knowledge, Downton Abbey features nothing even remotely comparable – although, to be fair, I skipped most of season two, and may have missed a key scene in which Hugh Bonneville attacks his butler with some nightmarish Edwardian device intended for the cure of female hysteria.
  • Please, if you are a parent and you want something to do with your kids on a wet Sunday afternoon, don't rent the latest heavily marketed CGI bore-fest from a Hollywood studio more interested in selling you merchandise and the moral agenda of its self-serving financers, buy Zelda. Buy Zelda and share a genuinely thrilling, heart-warming escapist fantasy with your children. Certainly, it's not as 'good' as taking them to a museum or getting them to play footie in the park, but if the only alternative is Horrid Henry, it is spectacular – and they will never forget it.
  • Interactivity is a blunt but effective tool to ensure attention and alertness. And as such, video games have never sought to stultify or repress. Video games are not interested in teaching us to make the most out of our tired soft furnishings.
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  • Forget mainstream TV, forget it. It's over – at least in terms of water cooler discussion. Apprentice and X-Factor may reliably trend on Twitter, but it's all ironic chatter mixed with barely-disguised collective embarrassment and culpability. There's nothing enriching there.
  • games demand immersion and investment. Traditionally, this has formed a stereotype of dead-eyed zombies slumped in front of monitors, but of course, through XBox Live and PSN, gamers now constantly communicate with each other, as well as share creative tasks in titles like Little Big Planet and Minecraft. New research from Michigan State University suggests that gamers are more imaginative story-tellers – the findings are far from conclusive, but they don't surprise me. The game worlds in Zelda, Uncharted and Dark Souls are rich and deep. They are cluttered with possibilities.
  • Games get to us on some primal level, they speak to the machine code of the human id – and that can be a good thing.
  • You have your doubts and so do I. But the very least mainstream games do is give us a platform to discuss amazing things. When you talk about Zelda or Uncharted 3, you can talk about beauty, art, mythology and adventure; when you talk about the forthcoming Bioshock: Infinite, you can cover architecture, paranoia and politics and it all makes perfect sense. These elements aren't hidden away, to be teased out by cultural studies students desperate to apply their knowledge of Derrida and Saussure. They're there in the very form, the very function of the games. Modern Warfare 3 and Battlefield 3 are idiotic and politically suspect, but give them five minutes and they'll show you more about the computerised lunacy of contemporary conflict than most of those MOD-arranged shaky cam war reports beamed into your living rooms by over-stretched 24-hour news channels
Bryan Alexander

Conway's Game of Life, in HTML5 - 2 views

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    Classic game. Nice teaching tool. And good demo of HTML5.
Ed Webb

Violent video games touted as learning tool - Yahoo! News - 1 views

  • "As you know, most of us females just hate those action video games," she said. "You don't have to use shooting. You can use, for example, a princess which has a magic wand and whenever she touches something, it turns into a butterfly and sparkles."
    • Ed Webb
       
      Wait, wut?
  • you learn to learn
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    "You could use stereotype powers, too!" Sigh. This was odd: "Games for Learning, a daylong symposium on the educational uses of video games and computer games. The event, the first of its kind..." Really?
Ed Webb

Meedan | Iranian gamers head to Europe to... - 0 views

shared by Ed Webb on 24 Aug 09 - Cached
  • Iran's government-run Press TV says: Titles produced by Iranian videogames companies include an Iran-Iraq war tank shooter, a platform adventure set in Persia, an adventure game where you play the role of a girl called Sara, a young student caught up in events during the early stages of the Islamic Revolution in Iran, and a role-playing game based on Iranian mythology called the Age of the Braves.
    • Ed Webb
       
      Heard Vit Sisler talking about some of these at a workshop on Iranian media earlier this year. If they ever do become available in the West, could be a very useful teaching tool, whether for Middle East Studies classes or for analyzing video games as rhetoric.
Shalom Staub

Smart Tools for Smart Power: Simulations and Serious Games for Peacebuilding | United S... - 1 views

  • The event explored how the latest online and scenario-driven simulations and 3D virtual environments can be applied to sharpen decision-making skills and lay the foundation for more effective peace operations, negotiation, and cooperation.
  • Steve York and Ivan Marovic “A Force More Powerful,” York Zimmerman
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    report on the USIP peacemaking and gaming conference
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    Shalom, which academic disciplines were most represented during the event? I would guess political science and history.
Todd Bryant

Games don't Equal Academic Achievement - 20 views

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    Makes a good point. There's a big difference between showing games help students learn, and finding games that match the much more narrow objectives of a class.
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    Sure... compare with reading a book, or doing an experiment. It takes contextualization and reflection, which can be done by a learner (autodictat) or school (pedagogy).
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    It's also a higher level of learning that's difficult to quantify. Student A and B take History 101. Student A is given a book on US History after 1870. Gets test on same topic. If he read the book, does pretty well. Student B plays a history game, explains outcome, and compares with actual historical events. Certainly more impressive, but if given the standard 101 exam, would he do better? I think games are likely to get the short end of the stick with most standardized assessments.
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    I don't know -- it has much to do with the way the prof articulates her objectives. For us (who use games regularly), we can/will shape our objectives at least somewhat around existing titles (just as others do so around existing texts), or augment those games with other content that they don't cover (as others do with inadequate texts). So it seems the issue is more about trying to articulate why games could be useful to *others*, who don't yet use them. Trying to persuade our colleagues to try games when they've been using texts with which they're familiar to accomplish pedagogical objectives they've been using for years is going to be hard, and that's where identifying games that more directly support traditional objectives becomes a boon.
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    I wonder if we could develop a few talking points tying games to Bloom's taxonomy (updated version), making clear that like all pedagogical tools, games address some student needs better than others. And, of course, that not all games address the same type of developmental tasks, just as all texts, A/V materials, classroom techniques do not address the same tasks. The computer/radio analogy is a good one. Expecting computers and/or games to replace some other educational and entertainment resource is missing the point - they are their own thing.
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    Ed, I feel like such a set of points might already exist and/or have been publicly expressed by game critics/designers, especially from the serious games side of things. But that shouldn't stop us from discussing whether they might be in need of update/reworking/extension. :) I'm interested -- could/should we try to look at some existing texts/posts and then come together in a conference call or something?
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    I'm thinking something specific to liberal arts educators. We could brainstorm with an etherpad clone (e.g. ietherpad.com) or asynchronously via a google doc.
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    Ed, would you object if I took that Bloom's approach in a forthcoming paper? "augment those games with other content that they don't cover (as others do with inadequate texts)" - nicely said, Brett.
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    Go for it, Bryan. If you want to kick ideas around, let me know.
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    Will certainly do.
Bryan Alexander

http://www.fateoftheworld.net/ - 2 views

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    Looks like a solid teaching tool.
Bryan Alexander

Learning the art of creating computer games can boot student skills - 2 views

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    Computer games have a broad appeal that transcends gender, culture, age and socioeconomic status. Now, computer scientists think that creating computer games, rather than just playing them could boost students' critical and creative thinking skills as well as broaden their participation in computing." id="metasummary
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    I totally agree. But from my experience having students write interactive fiction in a senior seminar, this is a very time- and resource-intensive way to impart those skills. Not sure it is doable as part of a broader course. Perhaps a full course in game design is yet another thing to add to the stack of basic literacies in the general curriculum...
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    Perhaps thinner and/or lighter projects would work better. Thinner: spread the work even further across a class. Individual projects ->groups, groups ->whole class. Lighter: even easier to use tools. Inform is pretty easy, though...
Ed Webb

Do Role-Playing Simulations Generate Measurable and Meaningful Outcomes? A Simulation's... - 2 views

  • Role-playing simulations are frequently claimed to be effective pedagogical tools in the teaching of international relations (IR); however, there is a surprising lack of empirical evidence on their classroom utility. The assessment of simulations remains mostly anecdotal, and some recent research has found little to no statistically significant improvements in quantitative measures of academic performance among students who participated in them [for example, International Studies Perspectives (2006), vol. 7, pp. 395; International Studies Perspectives (2008), vol. 9, pp. 75–89]. Scant research has been conducted on how role-playing simulations might affect students' perceptions of the instructor's teaching. This paper investigates whether a simulation had statistically significant effect on students' exam scores in an IR course or on student teaching evaluation scores.
Ed Webb

Teaching Students How to Fail: Simulations as Tools of Explanation. Brent E. Sasley. 20... - 2 views

  • Instead of always teaching students how to succeed—as is the norm in higher education—it might also be useful to teach them about failure. Understanding failure (that is, why actors fail to reach common objectives in inter-group settings) gives students deeper insight into how to resolve global problems, and the conditions under which success can be achieved. This enhances student awareness of complexity in world affairs, including the nature of inter-group relations. Simulations are a good way to teach students about the possibility of failure, and how to learn from it, because they allow students to go through the learning process on their own. In this article I discuss how a simulation I ran on Middle Eastern politics can be used as an example of how to instruct students about failure as much as about success.
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    Very cool idea. I need to snag a copy of the article, now.
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    I'm an ISA member and will have a paper copy quite soon - I'll scan it for you.
Todd Bryant

US Budget game - 3 views

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    This is so neat! What a good teaching tool it would be for all kinds of politics.
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