Para poder buscar información en internet, existen dos tipos: los buscadores, que no es necesario incertar la pagina, y el navegador, que si o si es necesario saber la pagina de la información que deceas buscar.
Proyecto implementado en la Escuela Rural Mixta Puerta Grande del Municipio de la Sierra cauca, con el objetivo de fortalecer el proceso de enseñanza y aprendizaje y el reciclaje utilizando herramientas TIC y software educativo.
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.
Para poder buscar información en internet, existen dos tipos: los buscadores, que no es necesario incertar la pagina, y el navegador, que si o si es necesario saber la pagina de la información que deceas buscar.
Proyecto implementado en la Escuela Rural Mixta Puerta Grande del Municipio de la Sierra cauca, con el objetivo de fortalecer el proceso de enseñanza y aprendizaje y el reciclaje utilizando herramientas TIC y software educativo.
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.
How can we use games in the classroom? Don't use them because they're "cool with the kids" (that's a recipe for chocolate coated brocolli), instead used them because they're sophisticated, challenging digital simulations.
Education has changed since Covid struck. Teachers, students, and everyone inbetween have been required to find online methods for communicating and getting tasks done. One option for educators has been immersing their students in learning situations through virtual world activities. While some teachers are excited by the possibilities, others are overwhelmed by yet another technology being heaped on their already overladen plates. But using virtual worlds and creating the items you might need for lessons there, doesn't need to be intimidating.
This presentation is meant to help teachers and students over some of their perceived hurdles while creating many lessons for teaching idioms. Participants at the conference, or people who would like to review or process the information separately, can work through the step-by-step slides outlining best building practices at their own pace. The goal is to turn a daunting task into an enjoyable one.
Participants who attend the conference in Kitely in OpenSim will also be given a chance to tour Edutopia 1 and see many other teaching ideas via a car rally. The car rally is meant to showcase additional teaching tactics, and the car rally is also an example of another type of lesson teachers could immediately use with their students.
Finally, useful links are given to the presenter, her virtual worlds, and machinima posted on YouTube that further illustrate out-of-the-box teaching ideas.
This PowerPoint contains slides comparing virtual worlds grids and the Kitely grid where my worlds are. It also shows the incredibly wide range of free or cheap items in Kitely and all the games and exercises I have created and put on the Kitely Marketplace to teach English the way I think it should be taught in virtual worlds.
A virtual world for immersive language learning. Provides task-based ESL courses with roleplay situations and games set in the present, the past, the future, and the magical. Asynchronous individual tasks and synchronous, collaborative work move English language learners from around the globe to high levels of English competency. For more information, visit SLESL.net. SLESL is an acronym for Start Living English as a Second Language.
Builds on the basics we have been exploring by working on more advanced editing, including work flow ideas, techniques for repairing gaps, improving FPS, automatic captioning, scrolling credits, films within a film, and having one person use multiple avatars while filming.
Explores camera control tricks, other Second Life tips, and the Machinima Open Studio Project sound stages. In addition, thoroughly reviews how to make a machinima from still photos usting Camtasia.in preparation for next week's work with live footage.
Students write 3-sentence paragraphs. You give the first sentence. The catch is everything must be perfect for the student to be one of three students who will receive extra credit points. Teaches students to be more careful self-editors.
Especially in creative writing, it is useful to have a wide variety of words to choose from. Have students try to brainstorm this list. Then give it to them to use on their next short stories.
1. GAME PROJECT (100 POINTS)
Your final exams are just around the corner. It is time for you to begin a major review of what
we’ve covered this term. To help you and your classmates do this, I want you to get into groups and create
review games we can play in class the last few days before your final exam in here. Creating these games
will benefit you in several ways.
1. To create the games, you will have to do a lot of the review that you need for your final exam.
2. Some of your game ideas or questions may actually end up on the final exam and thus give
you questions you should be able to answer more easily.
3. You and your classmates will be able to play amusing games the last few days of class instead
of doing other types of review work that you might not like as much.
Each of your games will be graded on the following criteria by you, me, and your peers, who will
play your game after you’ve completed its construction.
1. The game is colorful and interesting to look at.
2. The game is fun to play.
3. The game includes everything we need to play it including typed instructions.
4. The game has a clever name.
5. The game has an attractive container to hold all its parts.
6. The game helps us review at least five of the following topics that we covered in class this
term.
a. Vocabulary
b. Parts of speech
c. Fragments
d. Run-ons
e. Vivid verbs, adverbs, and adjectives
f. Subject/verb agreement
g. Pronouns
h. Ten requirements of a good story/film
i. Adding smells, sounds, sights, textures, and emotions to descriptions
j. 5-paragraph essay requirements
k. Introductions and conclusions
l. Speech grading criteria
m. Building PowerPoints
n. Internet research
o. Persuasion do’s and don’ts
p. Types of poetry
q. Test-taking strategies
r. Each of the stories we covered in class:
1.) “The Utterly Perfect Murder”
2.) Who Killed My Daughter?
3.) Anthem
4.) “I Have a Dream”
5.) “To Build a Fire”
6.) “The Scarlet Ibis”
7.) Black Boy
8.) “On Writing The House on Mango Street”
9.) “Trifles”
10.) “The Open Window”
11.) Romeo and Juliet
2. If your group has trouble coming up with a game, consider making a modified version of one of
the following games.
Monopoly
Jeopardy
Planet Hollywood
Who Wants to be a Millionaire
Taboo
Concentration
Trivial Pursuits
Balderdash
Life
Travel America
Head of the Class
Outburst
ASAP
Where in the World is Carmen Santiago?
Huggermugger
Crossword puzzles
If you are having any trouble deciding how to tackle this project efficiently, try following the
logical steps shown below.
1. Form groups of 4-5 students.
2. Decide on what your game will be.
3. Divide up the construction tasks. For example:
a. Someone to make the board, markers, dice, etc.
b. Someone to pull graphics off the computer or out of magazines
c. Someone to make the vocabulary and grammar question cards and answer key
d. Someone to make the literature question cards and answer key
e. Someone to type up the instructions and make the game box/container
4. Begin construction.
Please remember you MUST present your game to the class by playing it with the class as a whole
or a few volunteers in front of the class to receive any credit. When you present your game, be sure to
practice all of the oral presentation skills we have talked about. For example, speak loudly with enthusiasm
and look at us so that it will be a fun and educational experience for everyone.