This document discusses using Quest-Based Learning (QBL) to teach Unreal Engine 4. QBL uses game mechanics like quests to engage students in a non-linear learning path. Students can choose quests that suit their learning style and progress at their own pace. The document outlines how to design quests aligned to learning outcomes and map them to difficulty levels in UE4. Best practices include using tools like GitHub and Trello for project management. Student feedback indicates QBL provides flexibility and motivates time management.
Learning Outcomes: Blueprints for Teaching and LearningPeter Newbury
Slides for learning outcomes workshop I facilitated at 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
Learning Outcomes: Blueprints for Teaching and LearningPeter Newbury
Slides for learning outcomes workshop I facilitated at 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
A brief presentation comparing how instructional design differs from designing lessons as a teacher. Although the two fields share some things - and it would be good for each to know something about the other field - they have different skills and goals.
Presented online to a converged class at NJIT; video available at http://relayfiles.njit.edu/Converge/lipuma-4-8-15.mp4
Instructional Systems Design (ISD) ADDIE 2.0Wong Yew Yip
If you design and develop learning solutions to meet the learning needs of your organization or you evaluate the suitability of training programs presented by learning providers/trainers, this brief on Instructional Systems Design (ISD) ADDIE 2.0 may be of interest to you.
Bloom and his colleagues (1956) developed a widely accepted taxonomy (method of classification on differing levels) for cognitive objectives. Classifying Instructional objectives help teachers dictate the selection of instructional methods, media and evaluation used in the lesson.
Download presentation in this link: https://drive.google.com/open?id=0B-NSFQQ2b9P2cFFlYVBYQW9PdXM
A brief presentation comparing how instructional design differs from designing lessons as a teacher. Although the two fields share some things - and it would be good for each to know something about the other field - they have different skills and goals.
Presented online to a converged class at NJIT; video available at http://relayfiles.njit.edu/Converge/lipuma-4-8-15.mp4
Instructional Systems Design (ISD) ADDIE 2.0Wong Yew Yip
If you design and develop learning solutions to meet the learning needs of your organization or you evaluate the suitability of training programs presented by learning providers/trainers, this brief on Instructional Systems Design (ISD) ADDIE 2.0 may be of interest to you.
Bloom and his colleagues (1956) developed a widely accepted taxonomy (method of classification on differing levels) for cognitive objectives. Classifying Instructional objectives help teachers dictate the selection of instructional methods, media and evaluation used in the lesson.
Download presentation in this link: https://drive.google.com/open?id=0B-NSFQQ2b9P2cFFlYVBYQW9PdXM
GDC Europe 2014: Unreal Engine 4 for Programmers - Lessons Learned & Things t...Gerke Max Preussner
A high-level overview of Unreal Engine 4, its game framework, the Slate user interface library, Unreal Motion Graphics, and Editor and Engine extensibility. Presented at GDC Europe in Cologne, Germany.
Also includes bonus slides on concurrency and parallelism features, general tips for programmers and Epic's build and automation infrastructure.
Luis cataldi unreal engine for educatorsLuis Cataldi
This is a deck from my presentation at the East Coast Game Conference in Raleigh NC. April 2015. The presentation focused on how students and educators can learn to utilize Unreal Engine to help achieve career goals in the game industry.
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...Andrew Tatusko
Description
The Penn State World Campus faculty development curriculum focuses on topics of interest and competencies for effective online teaching and trains faculty to understand those competencies, but it is light on assessing faculty competence for online teaching. The program also does not have robust incentives for faculty to persist in their acquisition of new skills. Finally, faculty are coming to online teaching with prior learning and competencies that we do not measure and so, we have not had a mechanism to offer them different levels of competency mastery.
The redesign of the Penn State World Campus Faculty Development program fuses research in competency-based curriculum and the Teaching for Understanding (TfU) framework (Wiske, 1998) in order for faculty to demonstrate understanding of online teaching and learning through flexible performances. The foundation for the new curriculum is a map that faculty can use to support and improve their online teaching consistent with their prior learning and experience. The curriculum also breaks ground by using Penn State University’s new badging system as a way to assess and track faculty achievements and progress through the curriculum.
Learning Outcomes
As a result of attending this session, audience members will …
see how the Penn State World Campus faculty development unit scales its work to meet the needs of a large population of faculty and students.
gain a working knowledge of competency-based learning and the Teaching for Understanding framework.
gain a working knowledge of how badging and competence are linked.
discuss strategies for assessing faculty competence in teaching and learning.
draft one flexible performance they can implement with their faculty to assess one skill or competency in teaching and learning.
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
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The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
Teaching UE4 With Quest Based Learning Dr Cynthia Marcello
1. GDC | 2016
TEACHING UNREAL
ENGINE 4 USING QBL
Dr. Cynthia V. Marcello, SUNY Sullivan (State University of New York)
2. About This Session
• Introduction to Quest-Based Learning
• Using Quest-Based Learning to teach Unreal Engine 4
• Introduction of additional development team members
• Demo of the QBL plugin prototype (currently under
development with expected release for Fall 2016)
• Q & A
3. Why do my students struggle?
• Tech-savvy students may get distracted with all
the features of UE4 – “Where do I start?”
• Teachers may struggle with acquiring the skills
needed to teach UE4 – “I am overloaded!”
Solution: Develop a method of teaching that
fosters a learning environment of exploration and
immersion through engagement, a.k.a “time in the
dev chair.”
Quest-based learning is the solution!
4. Impetus for Quest-Based Learning
Learning environments that successfully integrate technology afford
students greater opportunities to create and construct knowledge through
applied ‘hands-on’ real world applications; they also provide instructors
with multifaceted resources to aid in the differentiation of curricula.
Student Retention = Engagement (Motivation) + Experience (Questing
Time) + Efficacy (Measurable Results)
UNREAL ENGINE 4 and a modular approach lends itself to Quest Based
Learning because learning pathways and challenges can be tailored to
the learner choices, needs, and learning style!
5. What is Quest-Based Learning?
An instructional design theory that leverages game mechanics and gamer-like
learning communities to support student choice within a standards-based
curriculum (Haskell,2013).
Uses a non-linear approach to learning in that students can pick the path that
suits them (based on faculty-provided quests and navigation pathway).
Instructor maintains control over available content options and dependencies
beween quests. As the student demonstrates competency, he is rewarded with
new quests which serve as motivation to engage in learning even more.
6. Understanding Quest Mission Dynamics
Systems Thinking – How does this quest relate to the whole picture?
Play Design – What can I do in this quest (game, model, simulation, story) and how do I
relate to other entities or objects in the system?
Intelligent Resourcing – Where can I get this (tools needed for quest) and can I make a
case for why I need this resource?
Attribution of Meaning – What does this quest mean for me and others in the world?
How can I express myself to others using creativity, expression and innovation?
Experimentation Mindset – What will happen if…and why does this matter? What are
good research questions?
7. Why Use QBL and Unreal Engine 4?
• Fosters student problem-solving and investigative inquiry
• Supports project-based learning and interdisciplinary learning
• Facilitates collaborative student work (group projects)
• Encourages reflective practices.
• Promotes high levels of student engagement and ownership in the
learning process; therefore learning has meaning.
• Includes formative and summative assessment of student learning
8. How Does the Student Perceive QBL?
Students can and will persist to progress to the next level while
moving at their own pace and choosing their challenge pathway.
Students engage in ongoing reflection into their learning process
while providing input as feedback to the instructor
Students learn that failure does not have to be permanent – they
can try again to conquer the challenge if they are willing to put
forth the effort! Faculty use quests as formative assessment and
capstones (boss-level) as summative assessment.
Students engage in healthy competition with their peers, share
their progress, and encourage peers to “uncover” quests they have
stumbled upon.
9. Quest Design – Where Do I Start?
All quests (challenges) should be designed to get students to:
Reflect on what they know how to do now and decide what
they still need to learn how to do in order to complete the
(quest) challenge successfully.
Gather data and manipulate resources.
Create inferences base don relationships between concepts.
Theorize and generate solutions to problems.
Evaluate results and refine as needed.
Understand process and workflow so success can be replicated.
10. QBL Pedagogy Step-by-Step
1. Define course learning outcomes (from course outline or syllabus).
2. Define any informal learning outcomes (ad hoc).
3. Create a list of quests or challenge-based problem sets (units of study).
4. Create discovery missions made up of a series of 4-10 smaller quests
(subunits of the units of study) that vary in length and complexity (quests
can be individual or small groups).
5. Each subset of study units align or map to a difficulty level in UE4.
6. Decide which quests are formative and which are summative (capstone
or “boss-level”) assessments.
7. Decide how many points are needed to “level up” or change rank,
making sure student has demonstrated mastery in learning outcome.
11. QBL Pedagogy Best Practices
• Create boss levels (capstones or mini-capstones) that are required and
preferably collaborative or group project-based (note: students must have
minimum XP to level up to boss)
• NOTE: Summative assessments typically do not allow for resubmission to
assess extent of retention of concepts.
• Remember that formative assessment feedback is the key to assisting
the student in learning (and not failing) from their mistakes! Make sure
you know what the learning outcomes are for each quest! Create set
of worked examples if possible.
• Divide semester into two parts (challenge levels and boss levels) and
decide on general ratio (typically 2/3 or 10 weeks for challenge levels and
1/3 or 5 weeks for boss levels) - note: these are estimates!
12. Best Practices for Group Projects
Divide Group Project phases into summative quests (Phase 1, Phase 2…etc.)
Require that a minimum level of XP has been earned by a specific date to “get into
the guild” or earn a place on the development team handling the group project.
This demonstrates that the student is motivated, creates a healthy sense of
competition among peers, while ensuring that the student will have acquired a
learning foundation necessary for being productive on the team.
Make a Group Code of Conduct the first quest for team members
Recommended: http://www.ubuntu.com/about/about-ubuntu/conduct
Benefits of Group Projects
https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/grou
pprojects/benefits.html
14. Quest Diversity is Important!
Collect Quest - Goal is to collect/harvest x resources.
Puzzle Quest - Goal is to solve a problem
Share Quest - Goal is to share x resources.
Drama Quest - Goal is to enact a system or behavior.
Conquest - Goal is to capture a territory or resource.
Grow Quest - Goal is to increase the number of resources in a system.
Maze Quest - Goal is to find a way through a space (about navigation).
15. Quest Diversity is Important!
• Design Quest - Goal is to make something to be used in the Quest.
• Seek and Destroy Quest - Goal is to eliminate something (e.g., eliminate
all misspelled words from a document).
• Spy or Scout Quest - Goal is to observe and gather information and
report back.
• Research Quest Goal - Research a question and return with the answer.
This research might take any number of forms, from questioning friends
and teachers for viewpoints to reading books in a virtual library to
deciphering runes and hieroglyphs.
16. Quest Diversity is Important!
•Apprentice Quest - Goal is for a player to assume the duties of an expert
character in the game after having learned about what this expert does.
•Tracking Quest Goal is to track something and report back on its
movement or change.
•Experiment Quest Goal is to find the results of a scientific experiment.
•Story Quest - Goal is to create a story.
•Delivery Quest - Goal is to deliver x resources.
17. Quest Design in General
• An interesting name
• A clearly stated goal or objective
• The number of experience points (XP) quest is worth
• A clear description of the quest instructions and the submission
requirements
• Clear feedback provided to student when quest is returned for not
meeting the stated goal or objective
• Clear and logical pre-requisites (if applicable)
• Clear deadlines (if due date is applicable)
18. Planning Quests in a Spreadsheet
• Course Outline
• Verify your learning outcomes (use Bloom’s Taxonomy)
• Add learning outcomes to Excel (Learning Outcomes tab)
• List quests in Excel (Quests tab)
• Make sure each quest aligns to one or more learning
outcomes
• Mark approval or not
• Mark XP value for quest
• Identify pre-requisites (quests, levels, XP, etc.)
19. Planning Quests in a Spreadsheet
• Enter type (video, research, etc) for tracking diversity
of quest offerings
• Enter category (badge level) for the quest
• Enter learning outcome(s) the quest aligns to
• Add details as desired
• Add URL links or embed code if applicable
• Add submission requirements
• Total (sum) level XP
• Enter XP or badge level needed to unlock level
20. Course Logistics
•Assessment & Grading - Make sure students know how XP converts to a
letter grade
•FAQs - Provide a frequently asked questions page
•Resources - Provide a folder of resources that is accessible without having
to level up to a specific rank
•Quest-Specific Resources - Provide a folder of resources at the mission
level (each rank)
•Encourage - Remind students about importance of time management
•Engage & Motivate - Tell the students that there are “Easter Eggs” (high
XP value quests) somewhere in the set of missions they need to accomplish
21. Approving/Denying XP
• Check quest queue daily (several times a day) – this benefits you and your
students!!!
• Award full XP if all requirements for the quest are met OR return with a
clear explanation as to what needs to be addressed (formative assessment)
• Provide motivational feedback that encourages students to keep
progressing, regardless of level.
• For students that are struggling, provide positive reinforcement (award
badges for exceptional behavior) and negative reinforcement (discourage
cessation of questing to avoid losing out on special quests that may expire)
• Monitor all students’ progress and ask for feedback in class. Make sure
they understand what progress means (quantitatively and qualitatively)
22. Managing Student Progress
• Determine ideal XP milestones at typical interval points in the course,
e.g., 3-week, 5-week, midterm, etc. and share those with students
• For example, my evaluation is Quests = 60% and Final Project Quests =
40% (1500 XP + 1000 XP, respectively)
• 15 week semester could be divided into a “slow ‘n steady” pace of 100
XP a week + completion of the required Final Project Quests (Phases
due on specific dates, else XP is forfeited)
• Balance quests by including expiration dates for foundational learning
concepts or course materials that need to be front-loaded early on
23. Best Practices – Teaching UE4 using QBL
• When creating learning outcomes, remember difficulty levels!
• Know your limitations but maximize learning opportunities!
• Teach importance of project file management early! Use GitHub for
project version control and file sharing.
• Teach the importance of workflow to instill consistency throughout
game development process. Use Trello for project management.
• Take advantage of the numerous resources available online!
• Do not underestimate the power of the Game Jam!
24. What Students Are Saying…
“Let us do quests that allow us to create a tutorial that others can
learn from.”
“We like the flexibility quest-based learning provides.”
“This class taught me that time management is important. “Even
though I got a slow start due to procrastination, I can get it together
and still succeed.”
“It makes me want to start before the semester even starts!”
25. QUESTIONS?
Teaching Resources Available Here!
http://bit.ly/gdc2016-marcello-qbl
Every truth has four corners: as a teacher I give you one corner, and it is for
you to find the other three. - Confucius