A Presentation about three Hive NYC Learning Fund projects by the organizations that run them.
Text of Hive NYC Cohort 5 Shareout
1. Hive Digital Media Learning Fund RFP5 Cohort Hangout November 20, 2013
2. Traditional portfolios favor skill-based visual exercises but very few primary and secondary level students have access to that type learning experience. Who gets left behind in this model?
3. + Design Team: 7 DreamYard educators across dierent disciplines are learning from Parsons faculty about how to implement Learning Por
4. Unforeseen Challenge: Some educators need more @me developing a technical understanding of blogging in order to feel comfortable teaching it to their students. Solu5on: We encouraged more technically savvy educators to pair up with beginning-level educators for planning. We learned: Co-planning helps teachers plan more eciently.
5. Unforeseen Challenge: We made the assump@on that kids would have basic digital compu@ng skills and feel immediately comfortable with the prac@ce of blogging. Solu5on: We must integrate basic typing, le naming and spell checking tools in the learning por
6. Unforeseen Challenge: Teachers have very liJle @me for addi@onal projects in their classrooms. Solu5on: We built in more planning @me within our monthly mee@ngs. We learned: We rened the expecta@ons for our research outcomes to be more about quality and less about quan@ty.
7. New Tools:
8. Small Idea: Two dierent forms of blogs have taken shape: 1. Class blog made by teacher 2. Learning Por
9. Big Idea: We are a community art center, a public high school and a private college who have very dierent popula@ons and contexts but we share a similar goal to increase access to por
11. Goals Create content tied to the Museum of the Moving Image and incorporate its collection. Introduce game design to students from underserved communities. Define a way to partner with institutions to promote and extend Gamekit.
12. Narrative Game: Zork Tell stories through an interactive system. Reveal plot, background, and world building through exploration and locations. Reveal secrets to advancement through narrative.
13. Challenge 1: Map as Story A games story is often tied to the space the game is played in: as players explore the space, they reveal the games plot. From classic games like Adventureland to modern games like the Grand Theft Auto series, you understand the world and story you are in by moving through it.
14. Activity Write stories out. Break story up on to index cards. Revealed as information about individual rooms visited.
15. Feedback Exploring the Museum Creating the Story Playing everyone elses game The limited amount of time was frustrating. More time Stories were very linear
16. Game Feel Games: Asteroids, Defender & Space Invaders Modify example game by adding/removing prebuilt behaviors. Add own behaviors and art.
17. Challenge 2: Space is Space How you define the space of your game directly impacts how it feels to play the game. Nowhere is this more obvious than video games about space. Space Invaders constrains the space leaving players feeling boxed in, even cramped. Defender uses a scrolling space to encourage a feeling of exploration. Asteroids uses wrap-around borders to make space feel never ending.
18. Activity How do 2D space games provide different experiences of Space? Have kids experiment with digital games.
19. Feedback Kids created different types of space games. Liked experimenting with the example to create alternative solutions. Very engaged. Liked playtesting. Kids wanted deeper understand of Stencyl than could be provided in a short workshop.
20. Understanding Rules Games: Frogger & Ms. Pacman Games are systems of interacting rules, as are software programs.
21. Challenge 3: Rules are the Program Board games come with a set of rules that explains to you how you play the game, where to place the pieces, how they move, and how you win. Video games also have sets of rules, but rather than being given to you to read and follow, they are programmed into the computer. The ghosts in Ms. Pacman turn when they hit a wall, the cars in Frogger have different speeds, directions and exit one side only to reappear on the other side. You win a level of Pacman by eating all the dots, you win a level of Frogger by getting five frogs safely to the other side. The rules of the game actually form the foundation for the code of the game. Learning to write rules is one of the first steps to learning to program.
22. Activity Recreate digital games by building a physical version of the board. Write rules to give to people, that make them act like players, enemies, and obstacles.
23. Feedback Kids loved remaking Frogger and Ms. Pacman as physical games. Successfully built fun games, close to original. Started modding games.
24. Translate real-world to the web
25. Web Development Develop channels to contextualize challenges. Develop more robust submission tools. Give users a stronger sense of identity.
26. Content Give clear compelling challenges for kids working alone.
27. Changemakers Creating 21st century movement makers & agents of change
28. Make the Road New York Make the Road New York (MRNY)* builds the power of Latino and working class communities to achieve dignity and justice through organizing, policy innovation, transformative education, and survival services. Make the Road New York promotes equal rights and economic and political opportunity for immigrant New Yorkers through Community/ Electoral Organizing, Leadership Development, Adult Education, Youth Development, Legal and Support Services and Strategic Policy Advocacy.
29. The Academy at Urban Arts Partnership Urban Arts Partnership advances the intellectual, social and artistic developme