The document discusses how public libraries can promote 21st century literacy skills through free digital media design software and activities like game design, digital storytelling, and animation workshops. It provides examples of the Game Maker Academy program at various libraries, which uses tools like Scratch and Game Maker to teach important skills. Sample student projects are shown. The document argues that these activities help students learn important math, programming, and multimedia concepts while fostering collaboration and community.
Conference: 2013 Canberra Centenary: ‘Imagined pasts…, imagined futures’
URL: http://www.aicomos.com/2013-canberra-centenary/
Venue: Museum of Australian Democracy in Old Parliament House, Canberra, 1-3 Nov 2013
TITLE: Can the past be shared in Virtual Reality?
There is an interesting divide between historians and the public that must be debated, how to best use virtual heritage, and digital media in general, to learn and share historical knowledge and interpretation. Heritage and history do not have to be a series of slides; space-time-intention can now be depicted and reconfigured. Teaching history and heritage through digitally simulated ‘learning by doing’ is an incredibly understudied research area and is of vital importance to a richer understanding of heritage as lived. However, the actual spatial implications of siting learning tasks in a virtual environment are still largely un-researched. Evaluation of virtual environments has been relatively context-free, designed for user freedom and forward looking creativity. It is still much more difficult to create a virtual place that brings the past alive without destroying it.
There has been an explosion in virtual heritage conferences this century. In the last year alone, there have been calls for digital cultural heritage or virtual heritage by Graphite, VSMM, New Heritage Forum, VRST, VAST, DIME, Archäologie & Computer, and DACH, just to name a few. An outside observer may believe that such academic interest, coupled with recent advances in virtual reality (VR), specifically in virtual environment technology and evaluation, would prepare one for designing a successful virtual heritage environment. Game designers may also be led to believe that games using historical characters, events or settings, may be readily adaptable to virtual heritage. This paper will advance key contextual issues that question both assumptions.
Beacham, R., Denard, H., & Niccolucci, F. (2006). London charter for the computer-based visualization of cultural heritage. Retrieved from http://www.londoncharter.org/introduction.html Fredrik, D. (2012). Rhetoric, Embodiment, Play: Game Design as Critical Practice in the Art History of Pompeii. Meaningful Play 2012 conference paper. Retrieved fromhttp://meaningfulplay.msu.edu/proceedings2012/mp2012_submission_178.pdf
How AI can help games fulfil their purposeRui Prada
My keynote at the 7th EAI International Conference on Interactive Digital Media (https://icidm.eai-conferences.org/2021/).
It discusses the potential of games for serious purposes and the use of Artificial Intelligence (AI) for games. It discusses how AI can be used in games applied to learning of social skills and how AI can improve the social qualities of artificial agents in games. It concludes with a discussion of the use of AI for game production, in particular, to generate content and to automate playtesting.
Conference: 2013 Canberra Centenary: ‘Imagined pasts…, imagined futures’
URL: http://www.aicomos.com/2013-canberra-centenary/
Venue: Museum of Australian Democracy in Old Parliament House, Canberra, 1-3 Nov 2013
TITLE: Can the past be shared in Virtual Reality?
There is an interesting divide between historians and the public that must be debated, how to best use virtual heritage, and digital media in general, to learn and share historical knowledge and interpretation. Heritage and history do not have to be a series of slides; space-time-intention can now be depicted and reconfigured. Teaching history and heritage through digitally simulated ‘learning by doing’ is an incredibly understudied research area and is of vital importance to a richer understanding of heritage as lived. However, the actual spatial implications of siting learning tasks in a virtual environment are still largely un-researched. Evaluation of virtual environments has been relatively context-free, designed for user freedom and forward looking creativity. It is still much more difficult to create a virtual place that brings the past alive without destroying it.
There has been an explosion in virtual heritage conferences this century. In the last year alone, there have been calls for digital cultural heritage or virtual heritage by Graphite, VSMM, New Heritage Forum, VRST, VAST, DIME, Archäologie & Computer, and DACH, just to name a few. An outside observer may believe that such academic interest, coupled with recent advances in virtual reality (VR), specifically in virtual environment technology and evaluation, would prepare one for designing a successful virtual heritage environment. Game designers may also be led to believe that games using historical characters, events or settings, may be readily adaptable to virtual heritage. This paper will advance key contextual issues that question both assumptions.
Beacham, R., Denard, H., & Niccolucci, F. (2006). London charter for the computer-based visualization of cultural heritage. Retrieved from http://www.londoncharter.org/introduction.html Fredrik, D. (2012). Rhetoric, Embodiment, Play: Game Design as Critical Practice in the Art History of Pompeii. Meaningful Play 2012 conference paper. Retrieved fromhttp://meaningfulplay.msu.edu/proceedings2012/mp2012_submission_178.pdf
How AI can help games fulfil their purposeRui Prada
My keynote at the 7th EAI International Conference on Interactive Digital Media (https://icidm.eai-conferences.org/2021/).
It discusses the potential of games for serious purposes and the use of Artificial Intelligence (AI) for games. It discusses how AI can be used in games applied to learning of social skills and how AI can improve the social qualities of artificial agents in games. It concludes with a discussion of the use of AI for game production, in particular, to generate content and to automate playtesting.
Using Video Games to Promote Positive Social Interaction on Campus - 2007Bruce Jones
Delivered to the ACUI on April 2007. "Using Video Games to Promote Positive Social Interaction on Campus" (PDF). Gaming Technology. Savage Geckos LLC. Retrieved 2009-07-31
Conducted part of the "Marketing Your Library" workshop, organised in conjunction with the "Conference on GenNext Libraries 2012" at the Universiti of Brunei Darussalam (UBD), Brunei.
The slides present the context of a workshop on using card games to interpret datasets as well as defamiliarize and reassess the role of tools in data practices and the computational humanities. An abstract with more information and literature can be found here: https://www.dropbox.com/s/rsb1zilzzisqfja/RMA%20Workshop_%20Making%20Data%20Playable%20-%20announcement.pdf?dl=0.
Video Games as Learning Tools & Making Games as Systems ThinkingMichelle
Playing and making video games – classroom appropriate? Games encompass many new media literacy skills and allow opportunities to develop analytical, systems, and problem-solving skills. There are three ways to use games with students: play an existing game, you make a game, and students make a game.
The success of libraries in the future will be determined by its ability to create stories rather than provide them. One way to accomplish this is by putting technology and people together so patrons become creators in makerspaces or other learning environments. Discover great new learning technologies and techniques for patrons, and how to build your new fablab or hackerspace. Arm yourself with facts for having interactive spaces to get buy-in from everyone from staff to public to the IT teams. Lastly, we will discuss ways to continually train and engage the staff so that your environment will constantly evolve.
Making Your Library Epic: Creating Innovative Spaces for Student LearningDiana Rendina
School libraries are no longer the quiet dusty rooms where students sit at heavy wooden tables and read silently. We’re using modern technology and teaching strategies – now we need to update our spaces to match. In this session, attendees will get ideas and inspiration for transforming the physical space of their libraries to make them innovative, student-friendly learning environments. Learn how to apply educational design theory to renovate your library no matter what your budget is. Learn strategies for changing up your space that you can apply as soon as you get back.
Using Video Games to Promote Positive Social Interaction on Campus - 2007Bruce Jones
Delivered to the ACUI on April 2007. "Using Video Games to Promote Positive Social Interaction on Campus" (PDF). Gaming Technology. Savage Geckos LLC. Retrieved 2009-07-31
Conducted part of the "Marketing Your Library" workshop, organised in conjunction with the "Conference on GenNext Libraries 2012" at the Universiti of Brunei Darussalam (UBD), Brunei.
The slides present the context of a workshop on using card games to interpret datasets as well as defamiliarize and reassess the role of tools in data practices and the computational humanities. An abstract with more information and literature can be found here: https://www.dropbox.com/s/rsb1zilzzisqfja/RMA%20Workshop_%20Making%20Data%20Playable%20-%20announcement.pdf?dl=0.
Video Games as Learning Tools & Making Games as Systems ThinkingMichelle
Playing and making video games – classroom appropriate? Games encompass many new media literacy skills and allow opportunities to develop analytical, systems, and problem-solving skills. There are three ways to use games with students: play an existing game, you make a game, and students make a game.
The success of libraries in the future will be determined by its ability to create stories rather than provide them. One way to accomplish this is by putting technology and people together so patrons become creators in makerspaces or other learning environments. Discover great new learning technologies and techniques for patrons, and how to build your new fablab or hackerspace. Arm yourself with facts for having interactive spaces to get buy-in from everyone from staff to public to the IT teams. Lastly, we will discuss ways to continually train and engage the staff so that your environment will constantly evolve.
Making Your Library Epic: Creating Innovative Spaces for Student LearningDiana Rendina
School libraries are no longer the quiet dusty rooms where students sit at heavy wooden tables and read silently. We’re using modern technology and teaching strategies – now we need to update our spaces to match. In this session, attendees will get ideas and inspiration for transforming the physical space of their libraries to make them innovative, student-friendly learning environments. Learn how to apply educational design theory to renovate your library no matter what your budget is. Learn strategies for changing up your space that you can apply as soon as you get back.
Digital game design as a complex learning activity for developing the 4Cs ski...Margarida Romero
Romero, M. (2015). Digital game design as a complex learning activity for developing the 4Cs skills: Communication, Collaboration, Creativity and Critical thinking. Presented at the Game and Learning Alliance conference (GALA 2015), Rome.
Into the twilight zone innovations for educationCynthia Calongne
Ten Colorado Technical University doctoral students and Dr. Cynthia Calongne presented their paper at the TCC 2011 Worldwide Online Conference April 13, 2011 called Into the Twilight Zone: Innovations for education, virtual worlds and emerging media.
Trip report: Games and Learning Conferences 2008Steve Vosloo
I presented at the 2008 Games, Learning and Society and ED-MEDIA conferences. In this presentation are broad themes related to digital game-based learning ...
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.
How to Create Map Views in the Odoo 17 ERPCeline George
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
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.
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
The Library as a Possibility Space: Cultivating 21 st Century Literacy and Learning
1. The Library as a Possibility Space:
Cultivating 21 st Century Literacy and Learning
Brian Myers
Center for Talent Development
Northwestern University
Rhode Island Library Association
2011 Annual Conference
2. Goal of this presentation:
To demonstrate that the public library can effectively and inexpensively
promote 21st century literacy skills and STEM learning by providing access to
free digital media design software and design-oriented activities. These
activities include game design, digital storytelling and animation workshops
that offer opportunities for learning, peer collaboration and community-
building.
The Library as a Possibility Space
3. Structure of this presentation:
1. Game design and digital storytelling as a context for nurturing
important 21st century literacy skills.
2. Game Maker Academy and the Game Design Club
Its history and current activities
3. Sample projects
Game projects produced by program participants and club members
4. Free and open source technologies, resources and instructional materials
A selected list of IDEs and other tools utilized in our programs
The Library as a Possibility Space
4. Computer Literacy vs. Computational Literacy
Computer Literacy:
Turning on the computer
Using a mouse
Using email and business applications
Searching the Web
Etc.
Computational Literacy:
Using the computer to create, not just to passively consume
Thinking algorithmically, understanding data structures
Conversant in high level programming languages
Treating information as a multimodal entity
Etc.
The Library as a Possibility Space
5. Computer Literacy vs. Computational Literacy
Computers can be the technical foundation of a new and
dramatically enhanced literacy, which will act in many ways like the
current literacy and which will have penetration and depth of
influence comparable to what we have already experienced in
coming to achieve a mass, text-based literacy.
Andrea DiSessa
Changing Minds: Computers, Learning and Literacy (MIT Press, 2000)
Access alone is not enough. The goal must be fluency for everyone.
That will require new attitudes about computing – and new
attitudes about learning. If computers are to truly transform
our lives in the future, we must treat computational fluency
on a par with reading and writing.
Mitch Resnick
Communications of the ACM (2001)
The Library as a Possibility Space
6. Media Computation in Game Design, Digital Storytelling & Animation
Design applications such as Scratch, Game Maker and Alice serve as
“tools to think with” much like the blocks and puzzles that teach
preschoolers about shapes and numbers.
The experience of creating games and digital stories with these applications
engages youth with important math and programming concepts, and provides
valuable experience creating and editing audio and graphic content, and
constructing meaning within a rich multimedia environment.
The Library as a Possibility Space
7. Media Computation in Game Design, Digital Storytelling & Animation
Math Concepts: Programming Concepts:
Addition Iteration (Loops)
Subtraction Conditional Expressions
Multiplication Variables
Division Arrays
Angles Casting
Coordinates Boolean Logic (and, or, not)
X,Y Positioning Randomness
Variables Event Handling
Trigonometry Strings
Calculus User Interface Design
The Library as a Possibility Space
8. Game design as a context for promoting media literacy
“Our position is that there is an emerging form of media
literacy that we sometimes call ‘Gaming Literacy.’ Gaming
Literacy has to do with information management,
understanding complex systems, social networks, a critical
design process, and creativity with digital technology.
Increasingly, this new form of literacy will be crucial in the
workplace and in our social and civic lives. The process of
game design, which combines mathematics and logic,
storytelling and aesthetics, writing and communication,
systems and analytic thinking, among other elements, is one
of the best ways of engaging with this form of literacy.”
Eric Zimmerman
Retrieved July 23, 2007 from
http://www.henryjenkins.org/2006/12/an_interview_with_eric_zimmerm.html
The Library as a Possibility Space
9. Game design as a context for promoting media literacy
“When kids learn to design games they not only learn how to
explore the possibility space of a set of rules but also learn to
understand and evaluate a game’s meaning as the product of
relationships between elements in a dynamic system . . .
“Educators and education advocates have recently
acknowledged that the ability to think systemically is one of
the necessary skills for success in the 21st century. We
believe that game-making is especially well-suited to
encouraging meta-level reflection on the skills and processes
that designer-players use in building such systems, be they
games or communities of practice.”
Katie Salen, Gaming Literacies (unpublished draft, 2007)
The Library as a Possibility Space
10. Game design as a context for promoting media literacy
The Library as a Possibility Space
11. Game Maker Academy
Began in 2006; first programs offered at the Wilmette (IL), Evanston,
and Park Ridge Public Libraries
Typical program included 4-5 separate workshops of 2 hours where participants
created two or three games based upon classic console games of the 70s and 80s
Each program could accommodate 10 – 12 teens; demand was such that we
doubled the number of programs during the first summer.
The Library as a Possibility Space
12. Game Maker Academy
Initial programs were built around Game Maker, a freeware game-development IDE
created by Mark Overmars of Utrecht University in 1999.
In early 2007 we began offering programs built around Scratch from MIT. These
programs consisted of two workshops: the first offering a guided introduction to the
Scratch design environment, and the second devoted to open experimentation and
collaboration between participants.
The Scratch programs became immediately popular and we began to offer them on
a regular basis, about 2 programs were scheduled for each 2-3 month period.
The Library as a Possibility Space
13. Game Maker Academy
Additional workshops offered under the program include Alice, Starlogo TNG,
Greenfoot, and Robocode.
By late 2007 some of the participants of the previous Scratch and Game Maker
programs established a club (the “Game Design Club”) to plan advanced game
design workshops, create tutorials and host game related events.
Some of these club members participated on a panel at the 2007 ALA Games,
Learning and Libraries Symposium in Chicago.
The Library as a Possibility Space
14. Game Design Club
The original Club members met once each month to plan additional workshops and
competitive events (design competitions and gaming tournaments).
Past Club-hosted workshops include HTML and CSS programs, 3D demonstrations,
Sketchup workshops, demonstrations on how to use microcontrollers and how to
map game controllers to Game Maker and Scratch projects.
Guest visitors including game designers, game programmers and artists have
frequently visited the group. Ricarose Roque of MIT's Scratch team visited with the
group twice and helped out with our 2010 Scratch Day event
The Library as a Possibility Space
15. Game Design Club
.
The Club frequently hosts gaming tournaments and design contests. We've
collected a number of retro (Atari, SNES, N64, Sega) game consoles and frequently
host well-attended retro game nights.
A twice-yearly Robocode tournament is hosted, and an annual summer game
design contest is sponsored by the group in which members compete to create
games based upon predetermined themes.
Members of the Club participated in Media Mashup, a 2008-2010 IMLS-funded
research grant that put Scratch into a number of library systems around the country.
Some of the older Club members earn money in the summer facilitating programs at
neighboring libraries.
The Club's greatest accomplishment is its establishment of a creative culture and a
community that continues to engage new members as the older members graduate
and go on to college. Members think of the club as their legacy and they are very
protective of its values: imaginative play, creativity, collaboration and shared
responsibility for learning
The Library as a Possibility Space
21. Programs that nurture creativity and computational literacy
Alice
www.alice.org
3d animations
Simple games
Cross-platform
Free download
Developed by researchers at
Carnegie Mellon, version 3.0 is
under development in partnership
with EA.
The Library as a Possibility Space
22. Programs that nurture creativity and computational literacy
The Library as a Possibility Space
23. Programs that nurture creativity and computational literacy
Scratch c
scratch.mit.edu
Animations
Games
Simulations
Includes built-in graphics & sound
editors
Cross-platform
Open source/free download
Developed by the MIT Media Lab’s
Lifelong Kindergarten Group.
The Library as a Possibility Space
24. Programs that nurture creativity and computational literacy
The Library as a Possibility Space
25. Programs that nurture creativity and computational literacy
StarLogo TNG
education.mit.edu/starlogo
3d simulations
Uses “programmable blocks” coding
environment, similar to Scratch.
Cross-platform.
Free download.
Developed by researchers at MIT’s
Media Lab, in collaboration with
the Teacher Education Project.
The Library as a Possibility Space
26. Programs that nurture creativity and computational literacy
The Library as a Possibility Space
27. Programs that nurture creativity and computational literacy
Game Maker
www.yoyogames.com
2D/3D games
Includes built-in graphics & sound
editors
Mac version released in 2010
Free download
Registered version: $20
Developed by Marc Overmars of
Ultrecht University for freshman
computer science students.
The Library as a Possibility Space
28. Programs that nurture creativity and computational literacy
The Library as a Possibility Space
29. Programs that nurture creativity and computational literacy
Robocode
robocode.sourceforge.net
Virtual battlebots IDE
Java or .NET
Cross-platform
Open source/free download
Used in school-based coding tournaments
worldwide
Developed bt Matthew Nelson at IBM, has
been open source since 2005. Project
now maintained by Flemming Larsen
and Pavel Savara.
The Library as a Possibility Space
30. Programs that nurture creativity and computational literacy
The Library as a Possibility Space
