This document discusses the design of an English language learning escape room game. It lists sources on game design and an approach to designing ELT escape room games, including setting learning objectives, developing a story, designing puzzles, and playtesting. It then provides an example narrative for a missing Mayan mask mystery and suggests follow-up activities like role plays and report writing. Finally, it addresses considerations for the game design like ensuring a balance between language learning outcomes, narrative coherence, and puzzle difficulty and engagement.
Hour (and a half) of Code: Flappy Bird Games in ScratchAnnMarie Ppl
This virtual program introduced kids to Scratch and computer programming via a series of lessons on coding and experiments with failed or broken games that had one thing wrong that needed fixing. This program was presented on GoToMeeting by Pasadena Public Library's youth services librarian AnnMarie Kolakowski.
An escape room is an adventure game set within a confined space in which players solve puzzles to unlock the door, which originally started as a computer game During this workshop, we will look at how you can motivate your students, be they children, teenagers, or adults, by turning your classroom into an escape room with a focus on language skills practice in a fun way. You will be shown some ready-made practical examples you can use in their own teaching contexts, as well as ideas of how they can design their own escape room puzzles for learners.
Workshop about using Escae Rooms in the ELT classroom given at IATEFL Liverpool conference 2019 - presentation includes sample escape room activity - the link to the blog leads to a pgae where the handouts are so they can be used in class.
Hour (and a half) of Code: Flappy Bird Games in ScratchAnnMarie Ppl
This virtual program introduced kids to Scratch and computer programming via a series of lessons on coding and experiments with failed or broken games that had one thing wrong that needed fixing. This program was presented on GoToMeeting by Pasadena Public Library's youth services librarian AnnMarie Kolakowski.
An escape room is an adventure game set within a confined space in which players solve puzzles to unlock the door, which originally started as a computer game During this workshop, we will look at how you can motivate your students, be they children, teenagers, or adults, by turning your classroom into an escape room with a focus on language skills practice in a fun way. You will be shown some ready-made practical examples you can use in their own teaching contexts, as well as ideas of how they can design their own escape room puzzles for learners.
Workshop about using Escae Rooms in the ELT classroom given at IATEFL Liverpool conference 2019 - presentation includes sample escape room activity - the link to the blog leads to a pgae where the handouts are so they can be used in class.
Interactive Fiction and Game Design Using Inform7Douglas Kiang
Designing a good game involves sketching and storyboarding, storytelling and testing. Inform7 is a free tool that allows kids to create text-based adventure games using a programming language that is easy to learn and understand. Discover how we used Inform7 with fourth graders and high schoolers, implementing a game design framework modeled after the real world, to engage them in a rich design process that promoted deep learning and understanding.
Starting With Scratch is a block-based programming course provided by the CodeTigers and STEM Impressionists Program collaboration. Over the course of 10 weeks, students will practice programming on Scratch while simultaneously learning fundamental computer science concepts. Each week will be taught by two student mentors who will walk participants through different lessons that will overtime build their understanding of coding through the Scratch platform. Throughout the course, students will be provided with resources to further their exploration of computer science in addition to preparing them to continue on to other coding platforms such as Python, micro:bit, and HTML/CSS. YouTube class: https://www.youtube.com/watch?
"Don’t Freeze! Survive the Ethics of a Mixed Reality Escape Room" by Sherry J...Sherry Jones
Oct. 7, 2016 - We designed and ran a mixed reality escape room inside the Computer History Museum in Mountain View, CA, for the 2016 Intentional Play Summit. The mixed reality escape room is designed to teach philosophy and ethics theories, and its narrative is loosely based on Orwell's 1984.
Intentional Play Summit
http://www.intentionalplaysummit.com
This is the accompanying summit presentation that explains our game design logic and methods for creating this experience.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/games
Alternate Reality Games (ARGs) combine real-world experience with fictional clues, puzzles and communication in a collaborative game format. The story-based and problem-based experience promotes the use of online resources, collaboration among game players and critical thinking related to the storyline and problem-based activities. The ARG format works well with events to provide pre-event activity, introduce resource sharing and networking during the event and differentiating the event from others. Join this session to learn how an ARG can enhance any customer, employee, student or community event and some considerations for successful event-based alternate reality games.
Interactive Fiction and Game Design Using Inform7Douglas Kiang
Designing a good game involves sketching and storyboarding, storytelling and testing. Inform7 is a free tool that allows kids to create text-based adventure games using a programming language that is easy to learn and understand. Discover how we used Inform7 with fourth graders and high schoolers, implementing a game design framework modeled after the real world, to engage them in a rich design process that promoted deep learning and understanding.
Starting With Scratch is a block-based programming course provided by the CodeTigers and STEM Impressionists Program collaboration. Over the course of 10 weeks, students will practice programming on Scratch while simultaneously learning fundamental computer science concepts. Each week will be taught by two student mentors who will walk participants through different lessons that will overtime build their understanding of coding through the Scratch platform. Throughout the course, students will be provided with resources to further their exploration of computer science in addition to preparing them to continue on to other coding platforms such as Python, micro:bit, and HTML/CSS. YouTube class: https://www.youtube.com/watch?
"Don’t Freeze! Survive the Ethics of a Mixed Reality Escape Room" by Sherry J...Sherry Jones
Oct. 7, 2016 - We designed and ran a mixed reality escape room inside the Computer History Museum in Mountain View, CA, for the 2016 Intentional Play Summit. The mixed reality escape room is designed to teach philosophy and ethics theories, and its narrative is loosely based on Orwell's 1984.
Intentional Play Summit
http://www.intentionalplaysummit.com
This is the accompanying summit presentation that explains our game design logic and methods for creating this experience.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/games
Alternate Reality Games (ARGs) combine real-world experience with fictional clues, puzzles and communication in a collaborative game format. The story-based and problem-based experience promotes the use of online resources, collaboration among game players and critical thinking related to the storyline and problem-based activities. The ARG format works well with events to provide pre-event activity, introduce resource sharing and networking during the event and differentiating the event from others. Join this session to learn how an ARG can enhance any customer, employee, student or community event and some considerations for successful event-based alternate reality games.
Webinar given to launch the IATEFL LTSIG Monthly series on 25th July 2020. Storytelling ideas for language teaching online. The pre-task for the webinar is in the notes and here: https://ltsig.iatefl.org/ltsig-monthly
Interactive storytelling games (July 2020)Graham Stanley
Presentation about interactive storytelling games to promote speaking by language learners. Workshop given at the Trendy English games fest on 5th July 20020 - https://trendyenglish.ru/gamefest
Remote Teaching - Engaging students when teaching onlineGraham Stanley
Webinar given for the IATEFL LTSIG Fridays event on 10th April 2020. After a brief introduction to teaching online (remote teaching), the presentation looks at the challenges for keeping students engaged; what CPD is necessary for remote teachers (based on observations/surveys); what makes a good remote teacher; and it ends with a look at using virtual backgrounds in Zoom.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
5. Approach to ELT LERG game design
1) Learning Objectives / language to be learned or practised
2) Story / setting
3) Puzzle design - maximise time learning/practising language
4) Check: disguised test / gamified exercises? (i.e. is it fun?)
5) Check: not just fun (i.e. will students be learning?)
6) Play Test: (difficult? Follow the path through the ER?)
27. What next? Debrief
Back at Fix It, you meet with your
supervisors to tell them what happened
and who you think was responsible for
stealing the Mayan mask.
Who stole the mask? Why?
Discuss in groups together and then report
to everyone your theory.
28. Wait a minute…!
If one of the guests stole the mask, how
come it was still in Enrique’s apartment?
Who stole the mask? Why?
What do you think the pólice will do when
they arrive at the apartment?
Who was your mysterious client?
What Information about the mask /
suspects are you going to give the pólice?
29. The real story behind the mask
Enrique has money problems and decided to report
the mask missing in order to claim on insurance.
While being interviewed by the police, they asked to
search his apartment. He had to agree, but
contacted Fix It to find and remove the mask before
the pólice had time to arrive. He had hidden the
mask in the apartment, but knew the pólice would
find it if they searched.
Fortunately, Fix It found the mask and so the police
returned to the Information Enrique gave about the
suspects.
30. Follow-up activities
Role-play interviews
Students take the role of one of the suspects (and
Enrique) as they are being interviewed by Police
Alibi (game)
Two of the suspects are accused (Criag and Patricia),
but claim they have an alibi at the party. They are
interviewed to see if their alibi holds.
Report writing
The students choose a character and write a report
of what happened at the party
31. Design of the game
Language learning outcomes
Start here. Important that the main purpose of the
ER is to give students the opportunity to receive
language input / practise.
Genre / setting / narrative
Detective story with a twist – Information gaps /
mystery to pique student curiosity / encourage
discusión – important to have coherent narrative.
Puzzles I didn’t want students to be stuck for long on
the puzzles – difficulty, variety and number needs to
be sufficient to engage but not too much to frustrate
or take up too much time.
32.
33. Escape Room ELT
Live Escape Rooms
Escape Room game design
graham.stanley@gmail.com https://escaperoomelt.wordpress.com
Editor's Notes
Today we are going to look at Escape Room game design. We’ll be doing this by looking at a live Escape Room game I designed for the classroom called The Mystery of the Mayan Mask.
One game designer I thinks is worth Reading and listening to is Ian Bogost. I first heard of Ian Bogost when I became interested in gamification in the language classroom. In this video, he provides an important word of warning for us.
Before I talk through the example I created, I’d like to encourage everyone to learn from other game designers, and the design of other games, and not just Escape Room games. Here are a few I personally have learned from.
One game designer I thinks is worth reading and listening to is Ian Bogost. I first heard of Ian Bogostwhen I became interested in gamification in the language classroom. In this video, he provides an important Word of warning for anyone trying to make their lessons fun.
Before I talk through the example I created, let me outline my approach to designing a live ER for the classroom, which ive come to through trial and error.
There are lots of tools that you can use to help you with your design. The game mode canvas is an interesting brainstorming tool that allows you to think through the ifferent elements of game design bfore you get started – I have thought it woul dbe useful to develop this model into something for ELT LERGs – any takers?
The gamification mode canvas is an interesting brainstorming tool that allows you to think through the ifferent elements of game design bfore you get started – I have thought it woul dbe useful to develop this model into something for ELT LERGs – any takers?
So, now onto the design of my ELT LERG…
Scenario: You are all members of an organisation called ‘Fix It’ that offers a service to “solve problems no matter how difficult or dangerous”. You have been contacted by a client (confidential, anonymous) who needs you to recover a mask that has been reported as stolen.
You have been sent to the house of the Spanish diplomat Enrique Chábeli, who is currently not at home. Apparently the mask has been hidden somewhere in the room you are currently in. To help you, you have been given the briefing that was given to the Criminal Investigation Department (CID) this morning. As you look for clues, you are told that the CID detectives are on their way to the house to search for the mask. You have thirty minutes to find it before they get there.
Scenario: To help you, you have been given the briefing that was given to the Criminal Investigation Department (CID) this morning.
Please speed read the first half of the CID briefing and take note of any information you think may be necessary.
NOTE: In class, with students, I would ask them to ask me questions about this and also check their understanding of vocabulary, etc.
Scenario: Here is the second half of the CID briefing. Unfortunately, we were not able to secure a copy of the details of the guests, but it is known that Enrique wrote profiles of each of the 6 guests as part of the pólice investigation, and so we hope he has copies of these somewhere in his apartment.
Please speed read the second half of the CID briefing and take note of any information you think may be necessary.
As you look for clues, you are told that the CID detectives are on their way to the house to search for the mask. You have twenty minutes to find it before they get there.
Of course, unlike Escape Rooms for entertainment, you’ll be in a classroom and the students Will have to pretend it is an apartment. You could use props to make it more like an apartment, and so you have places to hide clues, or you can hide the clues in the space you have, which is what I have chosen to do in this game.
Imagine you are students in this classroom (pretending it is an apartment) – where would you look?
On the teacher’s desk, one of you finds a letter (first half above)
The second half of the letter
Underneath a desk you find a clear plastic bag with an assortment of pieces in it.
Piecing it together forms the image of a bearded man. There’s something on the back of some of the pieces.
Turning the image over, you find the words ‘red lock’ and the numbers 519 written on the back
You find one of the profiles of the guests taped underneath a chair
Another profile taped under a chair
And another one
A fourth profile taped under a chair
One of you finds the fifth profile
Under the litter bin you find a locked bag with a folder inside it. The lock is red and has a 3 digit combination.
You unlock the combination and find the last guest profile. Why was this one locked up? What is special about it?
Pinned to the blackboard are two pieces of black card with strange looking runes on them which one of you finds.
If you cut (or bend) the cards and put two of the halves together, they spell out a message you can read
You go to the clock and find it has a secret compartment. Inside is a locked bag with an object in it. The lock is a golden 3 number combination lock.
You realise the number that unlocks the bag is on the last suspect file you found. Inside the bag is the missing mask! You have managed to find the mask before the police arrive.
The students have solved the puzzles and have escaped the room, but there are follow up learning opportunities you can take advantage of.
First of all, a debrief – the “Fix It” agents need to tell their supervisor what they have found, how they found it and what they think has happened.
Then…give everyone a copy of all the documents at this point and ask them to work in groups to discuss the questions?
You realise there is more to this tan first meets the eye. Ask the students to continue to discuss the questions.
The real story
Don’t tell the students this – let them decide on their own theories of what happened and what happens next.
There are a number of different follow-up activities to the escape room that can be done in order to practise speaking / writing
Here are some notes on how I went about designing this ELT Escape Room
It helped me look at the sequence of the game in order to see better the overall picture. Although this is depicted as a linear game, there are some things that could happen at different points (i.e. the order players find things), but this does not realy matter. Even if the players find the locked pouch they cannot get to the mask without opening the other locked pouch to find the combination.
Hints: If students are having difficulty, tell them they can ask you for hints.
Suggested hints include: telling where students to look if they haven’t found a clue / giving them a hint that they need to cut the black cards to read a secret message / that the combination for the golden lock is on one of the guest profiles / etc.