Why Game Design Education in Middle or High School
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Why Game Design Education in Middle or High School






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  • NYC Public SchoolsLower Drop-out RatesNYC CTE – 4x LowerIncreased Post-Secondary EnrollmentNYC CTE – 92%Perceived Program ValueThomas A. Edison CTE High School, 600 openings, 10,000 applicants
  • Rural Texas SchoolsRural School District:Jacksonville, TX - Population 14, 800High Expectations:71% pass rate year after yearCommunity Involvement:Annual CTE banquetWorld Class Results:US Champion two years running
  • Rural Texas SchoolsRural School District:Jacksonville, TX - Population 14, 800High Expectations:71% pass rate year after yearCommunity Involvement:Annual CTE banquetWorld Class Results:US Champion two years running
  • Career and Professional EducationThe results have been impressive. Looking at the results, students are graduating from these programs at a significantly higher rate than their peers outside of the career academies. If the students earn an industry certification, the graduation rate goes all the way up to 94%. These same students take college level courses at a rate higher than their peers, and have a higher average GPA. So the impact of these programs is clear.

Why Game Design Education in Middle or High School Why Game Design Education in Middle or High School Presentation Transcript

  • Video Game Design, Fun.. Easy... Educational..
  • Who is this Character?
  • Character Elements
  • High Powered Skills The computer technology of the PS3 is the most advanced piece of consumer technology available. Capable of executing over 1.8 TFLOPS (trillion floating point calculations per second). To build a computer with that capability in the year 2000, it would have cost $1,800,000.00 Skills used to make video games are the same for other computer programming, digital design, web design, and other high demand technical skills.
  • www.laparoscopyhospital.com/game.htm http://blogs.pcworld.com/gameon/archives/007214.html
  • http://labs.blogs.com/its_alive_in_the_lab/2007/12/a-wii-bit-of-fu.html You can control Autodesk Inventor, Autodesk Design Review, AutoCAD, R evit, Alias, Maya, Pro ject Freewheel, etc. all with a Wii! Carl Kenner wrote a programmable input emulator (PIE) which enables customizing any input device to control Windows
  • Future of Human Computer Interface •Direct interaction (no controller) •Speaks to Milo and even hands him a drawing that he reads and shows you. •Scans body and documents. •Real speech recognition and interaction. •Experimental technology developed first for video games! •Your students will design the future! Project Milo - Xbox Kinect
  • Insanity: doing the same thing over and over again and expecting different results. Attributed to: Albert Einstein Why Change?
  • CHANGE – Teacher response  New Challenges – job security – new training  Teacher Responsibility – observations – documentation – student apathy  Budget Cuts – doing more with less – pay cuts and freezes – class size (2 min/student)  Digital Supplies – online textbooks
  • CHANGE – Industry response  New Standards – focus on innovation (i3 Grant) – STEM – career academies (reverse engineering employment)  Student Performance – standardized tests – industry certifications – AP Exams – Public speaking  Student technology – wireless devices – social networking – digital learners
  • We need your help • The United States Department of Labor Statistics estimates the need for 364,000 new Software Engineers by 2016. (source 2010) • Current USA post-secondary education graduates about 10,000 a year. • Where will the other 300,000 high paying jobs go???? • Outsourcing, insourcing work visas, etc. • Other tech careers related to Video Game Design standards are in equally high demand
  • National Defense  140 attacks per second on government secure networks. (2009)  "The attacks coming out of China are not only continuing, they are accelerating," says Alan Paller, director of research at information- security training group SANS Institute in Washington, DC.
  • Inspire Learning  Engage students in activities that teach.  Embed core subjects into these activities.  Let them invent.  Let them create.  Let them compete.
  • Electronic Gaming Participants [one team (of at least two participants) per chapter, one entry per team] develop an E-rated game that focuses on the subject of their choice. The game should be interesting, exciting, visually appealing and intellectually challenging. A working, interactive game is submitted for evaluation. Video Game Design Participants (three teams per state) develop an E-rated game that focuses on the subject of their choice. The game should be interesting, exciting, visually appealing and intellectually challenging. The game should have high artistic, educational, and social value. A working, interactive game will be submitted on a DVD for evaluation. http://www.tsaweb.org/Competitions
  • 2010-2011 NLC TOPICS FUTURE BUSINESS LEADERS OF AMERICA 2011 NLC Orlando COMPUTER GAME & SIMULATION PROGRAMMING You will develop an entertaining simulation/game that will show traveling by highway starting in Chicago, Illinois to the FBLA 2011 National Leadership Conference in Orlando, Florida. Along the way, billboards will display multiple choice questions related to financial literacy. The player must choose the correct lane with the right answer to get more fuel for the trip. http://www.fbla-pbl.org/web/page/589/sectionid/587/pagelevel/2/fbla.asp
  • 3-D Visualization and Animation The world of 3D is rapidly expanding, and career opportunities exist in a wide range of fields – including architecture, games, product and industrial design, civil engineering, and film and television animation. This contest allows students to step into a real world 3D production environment where creative output must be accomplished within specific timeframes, resources and design constraints. This is a two-person team event and includes a preliminary written exam. Contestants must produce high quality images and an animated short subject using 3D computerized images. Students are evaluated on their technical knowledge, production skills and creative abilities – including visual development and storyboarding. They will also have the opportunity to interface with and get feedback from high-profile judges with successful careers in 3D visualization and animation. http://skillsusa.org/compete/contests.shtml
  • http://www.stemchallenge.org/Default.aspx
  • Math, Science, Social Science, Language Arts, and Reading are in the Core classes.
  • Electives and CTE grow from the core and provide the rich, sweet and flavored application of the core.
  • Employers do not even see the core. They want to take a bite out of the education that is flavored with experience and application.
  • We spend 80% of our time feeding our students the core when employers just want the fruit.
  • Character development, symbolism, s toryboards Environmental Design, Cultural Symbolism and Semiotics Gravity, Force, Friction, Ph ysics and Ballistics Social Science Science English Geometry, Trigonometry, Pr obability, Fractions and Graphing Math Digital Design Color, Contrast, Elements of Art, Principles of Design Other STEM Elective Platform Game Design
  • Social Science Science English Math STEM Elective Try this for your lesson.
  • Game Design STEM  Integrates Core Curriculum and Common Core  Tied to Industry Standards  Fits all STEM and Career Academy models.
  • SCIENCE EXAMPLE Physics, Gravity and Friction
  • MATH EXAMPLE Algebra, Geometry, Trigonometry
  • STEM EXAMPLE Integrated CORE Curriculum Review
  • www.fldoe.org > Educators > Course Descriptions > Career and Technical Education > Information Technology Three Career Academy tracks that use 2 pre-requisite courses and 2 specialty courses.
  • STEM Career Academy of Computer Game Design Year 1 Game Foundations Create 12+ PC Games Industry Certification: Microsoft Office Year 2 Game Composition Industry Certification: Adobe Photoshop AP Computer Science Principles (2015) Year 3 2D and 3D Animation Industry Certification: Adobe Flash and Autodesk 3DS Max Year 4 AP Computer Science A College Credit with passing AP test score
  • STEM Career Academy of Computer Game Design Year Video Game Courses Texas Standards and TEKS Industry Certification Grade 9 Game Programming and Design 126.38 Microsoft Office Specialist Word, PowerPoint, Excel Grade 10 Web Game Development or Digital Art & Animation 126.48 or 126.42 Adobe Certified Associate Flash, Dreamweaver, Photoshop Grade 11 3-D Modeling & Animation 126.43 Autodesk Certified User for 3DS Max or Maya Grade 12 Mobile App Development AP Computer Science A or AP Comp Science Principles (2017) 126.39 126.32 MTA Mobile App Developer MTA Game Developer College Credit for AP Exam credit awarded varies by college
  • Other Applications and NEW Products 1 Year Video Game Design Foundations Create 12+ Online and PC Games Semester Introduction to Video Game Design Freeware used to design and program games 15 or 20 day Integration Introduction to Video Game Design One game build 45 day Integration Introduction to Video Game Design 4 game projects and Capstone build
  • Current Textbook and Workbook Options
  • 3D Graphics Rendering and Animation
  • 3D Graphics with Lip Sync
  • Integrating Office Technology •PowerPoint Games (Quiz show and Maze) •Microsoft Word Asset construction (2D and 3D; Design Documents) •Microsoft Excel Games (Crossword ,Tic-Tac-Toe, Battleship) •Microsoft Paint or Open Office Draw •Microsoft Clip Art •Microsoft Sound Editor or Audacity •Create Presentations, Brochures, Letters, Charts using Office products for marketing
  • Industry Certification Lessons C.O.R.E Word 2010 Word Pro 2010 Outlook 2010 Excel 2010 PowerPoint 2010 Excel Pro 2010 Photoshop Flash Dreamweaver Common Occupational Readiness Essentials Expert Certifications Adobe Certifications
  • Microsoft Technology Associate MTA Game Developer MTA Mobile App Developer NEW
  • Autodesk Certified User ACU for 3DS Max ACU for Maya
  • MOS Certifications
  • Adobe Certifications
  • NYC Public Schools Lower drop-out rates NYC CTE – 4x Lower Increased post-secondary enrollment 92% Perceived CTE program value driving demand Thomas A. Edison CTE High School, 600 openings, 10,000 applicants
  • Rural Texas Schools High pass-rate expectations Exceptional community involvement World class measureable results
  • Rural Texas Schools • Rural School District: – Jacksonville, TX - Population 14,800 • High Expectations: – 71% pass rate year after year • World Class Results: – US Champion two years running
  • Compelling Metrics in Florida Performance Indicator Non-CAPE CAPE, No Certification CAPE + Certification Average grade (4.0 GPA scale) 2.53 2.60 3.03 12th graders earning diploma (Graduating) 66.5% 76.7% 94.0% At least one college-level course 17.7% 19.0% 30.5% 2007-08 graduates enrolling in postsecondary in fall 2008 67.2% 57.9% 70.2% 2007-08 graduates employed in fall 2008 48.4% 45.5% 58.0% Chronically absent 15.5% 12.3% 11.6% At least on disciplinary action 21.6% 21.2% 10.0% Dropout rate 2.4% 1.4% 0.1%
  • Successful CTE Programs “This is what career and tech education should look like, if it’s not connected to business and industry and postsecondary education, if it doesn’t lead to some of these skill certificates, it shouldn’t be here.” Betsy Brand American Youth Policy Forum A Non-Profit Research Group in Washington
  • Activity 3-4:Physical Dexterity Puzzle Objective: Students will be able to construct a simple puzzle game. Students will demonstrate hyperlink and mouse over game features. Students will use a variety of tools to build games. Students will understand the benefits of a physical dexterity training game. Situation: The Really, Really Cool Game Company needs to create a few puzzle games to teach users how to correctly use a stylus (digital pen) on a handheld organizer. Your team will create a prototype sample puzzle to test the concept of a hand-eye coordination training game. Each team member will create a different maze concept.
  • Click START to begin. Follow the maze to get the cheese. Avoid touching the red or the cats.
  • Please Try Again
  • Winner !
  • The Games Factory 2 Multi-Media Fusion 2 •FREE to schools •Object oriented programming •Simple interface •Step by step directions •Builds as an executable file •Build games as FLASH web pages •Include MochiMedia ad service (built in feature) to get paid for your Free-2-play games. •Post to your school website •Builds to iPhone and iPad •www.clickteam.com
  • Game Maker •Freeware •Object oriented programming •Built in scripting language •Simple interface •Step by step directions •Builds as an executable file •Post to your school website •www. Yoyogames.com
  • Pivot •Freeware •Animation basics •Simulate a 3D environment in a 2D plane •Search for pivot stickfigure animator
  • Blender •Freeware •New User Interface •3D modeling and animation •Built in Game Engine •Python scripting language available •www.blender.org
  • Engine 001 – Student Edition •Included with textbook/workbook •Builds using flowchart style visual programming •Easy to use •Great for storytelling games and RPGs •Designed specifically for use in schools
  • Game Salad •Freeware •Builds for smart phones and tablets •Online tutorials
  • Use to recruit students
  • Download and Play games from your school’s website
  • Insanity  Insanity: doing the same thing over and over again and expecting different results. Read more: http://www.brainyquote.com/quotes/quot es/a/alberteins133991.html#ixzz1KgH3j q4T•Do not dumb down. •Make the learning process simpler and more effective •Reverse engineer from desired outcome •Scaffold learning to achieve objectives •Make real world connections to learning
  • Integrated STEM
  • BEST Practices Daily Bellwork to give students daily reading review and application of concepts/terms
  • Integrated Reading Strategies Anticipation Guides to give Purpose for Reading Think About It Activities to apply reading
  • Pre-Test and Post-Test Mobile Device or Online
  • Step by Step Directions
  • Integrated Cooperative Strategies Team Roles Structure Directions Understanding
  • Learning Objective Defined
  • Educational Objectives with “Real World” Situations Real Job Roles Free Help Card
  • Common Core State Standards Close Reading Strategies
  • Eliminate IDK. Replace with I am learning
  • Learning Enhanced with “Error Inclusion” Directions Unlike other curriculum, I find value in errors. Without putting errors in the directions, students never learn how to problem solve for the solutions. That is why common errors are left in place, tested and then explained how to fix. Next time the students encounters a similar error, they will have tools to fix the problem and not rely on you to help.
  • CTSO Event Prep and Portfolio Building
  • www.g-w.com/preview/