Minecraft can be used to explore real world topography by importing elevation data from sources like NASA's Shuttle Radar Topography Mission into world generation programs. The author describes how he imported SRTM data of Cumbria, UK to create a realistic Minecraft map, which he then enhanced with historical maps and details. This project with a museum engaged students in exploring Roman history sites like Hadrian's Wall through Minecraft. Other examples presented use Minecraft to facilitate urban planning collaborations, teach Danish geography at a 1:1 scale, and allow virtual tours of cities like Brisbane.
Exploring the Minecraft world using real world topographical dataAdam Clarke
In this talk I will show you how I have used real world topographical radar data, taken during a space shuttle orbit 14 years ago, to explore the north of England and its historic monuments such as Hadrian's Wall, Carlisle Castle and even coastal wetland bird habitats.
Google Earth is a virtual globe program created by Keyhole Inc. that maps the Earth. It allows users to view locations from different perspectives and zoom levels. While commonly used for geography, business, and raising environmental awareness, it also has military and intelligence applications due to its detailed mapping capabilities. Google Earth is available for free online through a web browser, or as paid apps with additional features. The free Basic version has limited zoom and loading speeds, while Plus and Pro versions provide enhanced functionality and data for professional users.
June 2016 Digital Humanities Hub CAKE slidesAndrew Thomas
These slides are from a short presentation I did at an event for arts and humanities stakeholders at a CAKE event, at the Digital Humanities Hub on the University of Birmingham campus (http://www.birmingham.ac.uk/facilities/digitalhumanitieshub/index.aspx). It was about using web technologies to easily create digital landscapes that can be widely shared, widely engaging, fully inclusive, and fun. One of the interesting aspects I wanted to get over is that web-based landscapes open up new ways for humanities practitioners and technical developers to collaborate in creating real-world and conceptual digital landscapes.
This document provides an overview of Google Maps and related Google mapping applications. It discusses what Google Maps is, how to search and save places, and features like Google Earth, Google Moon, Google Mars and Google Sky. It also briefly describes how Google Maps originated as a C++ program and is now a web application owned by Google. Screenshots and links are provided to demonstrate searching places and viewing 3D city models in Google Maps.
This talk from November, 2012 discusses some surprising initiatives and accomplishments from Google with links to YouTube videos. Contact the author at gregwilde@gmail.com.
Exploring the Minecraft world using real world topographical dataAdam Clarke
In this talk I will show you how I have used real world topographical radar data, taken during a space shuttle orbit 14 years ago, to explore the north of England and its historic monuments such as Hadrian's Wall, Carlisle Castle and even coastal wetland bird habitats.
Google Earth is a virtual globe program created by Keyhole Inc. that maps the Earth. It allows users to view locations from different perspectives and zoom levels. While commonly used for geography, business, and raising environmental awareness, it also has military and intelligence applications due to its detailed mapping capabilities. Google Earth is available for free online through a web browser, or as paid apps with additional features. The free Basic version has limited zoom and loading speeds, while Plus and Pro versions provide enhanced functionality and data for professional users.
June 2016 Digital Humanities Hub CAKE slidesAndrew Thomas
These slides are from a short presentation I did at an event for arts and humanities stakeholders at a CAKE event, at the Digital Humanities Hub on the University of Birmingham campus (http://www.birmingham.ac.uk/facilities/digitalhumanitieshub/index.aspx). It was about using web technologies to easily create digital landscapes that can be widely shared, widely engaging, fully inclusive, and fun. One of the interesting aspects I wanted to get over is that web-based landscapes open up new ways for humanities practitioners and technical developers to collaborate in creating real-world and conceptual digital landscapes.
This document provides an overview of Google Maps and related Google mapping applications. It discusses what Google Maps is, how to search and save places, and features like Google Earth, Google Moon, Google Mars and Google Sky. It also briefly describes how Google Maps originated as a C++ program and is now a web application owned by Google. Screenshots and links are provided to demonstrate searching places and viewing 3D city models in Google Maps.
This talk from November, 2012 discusses some surprising initiatives and accomplishments from Google with links to YouTube videos. Contact the author at gregwilde@gmail.com.
Minecraft has become hugely popular due to its simple yet engaging gameplay that allows players to build anything they can imagine. It has also become a platform for collaboration, as players from around the world can join multiplayer servers to play together. This has led to communities forming where people can meet, discuss, and create projects together. Beyond just being a game, Minecraft is now being used as a tool for learning in a variety of fields like education, art, science, and more, as it can engage students in complex topics in an enjoyable way. It demonstrates how games can enhance education and shows that the line between play and learning is blurring as games become more integrated into teaching.
Valedictory Lecture
Making Thinking Visible in Complex Times
Prof Simon Buckingham Shum
This event took place on 15th July 2014 at 4:00pm (15:00 GMT)
Berrill Lecture Theatre, The Open University, Walton Hall Campus, Milton Keynes, United Kingdom
In 1968 Doug Engelbart gave “The Mother of All Demos”: a disruptive technology lab had quietly invented the mouse, collaborative on-screen editing, hyperlinks, video conferencing, and much more. This was the start of the paradigm shift, still unfolding: computers were no longer to be low level number crunchers, but might mediate and mould the highest forms of human thinking, both individual and collective. In this talk I review nearly 19 years in KMi chasing this vision with many colleagues, inventing tools for making dialogue, argument and learning processes visible in different ways. How do we harness such tools to tackle, not aggravate, the fundamental challenge facing the educational system, and its graduates: to think broadly and deeply, and to thrive amidst profound uncertainty and complexity? These are the hallmarks of the OU — and indeed, all true education from primary school onwards.
Jeffrey Piontek discusses his background as co-founder of Foundation 9 Entertainment, a large game development company. He introduces Creativity Academies which use programming tools like Scratch to teach students skills like computer literacy, teamwork, and project management. Students can design simulations, games, and other projects that also meet science standards. The goal is for students to build 3D virtual worlds and simulations that can be explored by others.
This document discusses the potential for using virtual reality in libraries and education. It describes how students have used Minecraft to build a virtual library and learn digital citizenship skills. The document also outlines some of the history of virtual reality technologies, from early viewing devices to their use in virtual worlds like Second Life. Researchers examined over 75 virtual libraries created in Second Life and believe new virtual environments will also be used to create virtual libraries and information spaces. The document promotes trying virtual reality and lists several references on topics like using games to teach design, exploring virtual reality for science learning, and how the Oculus Rift could be used in libraries.
The document summarizes the role of geospatial information in a hyper-connected society. It discusses how the digital earth and geo big data/internet of things are generating massive amounts of geospatial data. It also describes how web geo services, participatory mapping, and geo crowdsourcing are making this data accessible and enabling new forms of interaction between people, places, and things on the internet.
The document summarizes the role of geospatial information in a hyper-connected society. It discusses how the digital earth utilizes geospatial data and services to create three-dimensional, multi-resolution models of the planet. It also explores how geo big data from satellites, sensors, social media, and the internet of things is creating massive datasets. Web geospatial services allow users to access, analyze and visualize this geospatial data through applications and participatory platforms.
New media studio 2 veerle van der sluysMADNewMedia
The document discusses new media projects that can be linked to master's students' own projects. It provides examples of new media works including interactive installations, location-based games, data visualization, and more. Students are tasked with presenting the status of their master's project, linking it to new media, and defining a possible research project within the studio to further develop new media aspects.
Virtual worlds: Implications for teaching children with autismLynette Goodnight
The document discusses how the virtual world game Minecraft can provide benefits for children with autism. It describes how Minecraft allows for creative building and learning about spatial relationships and materials. It highlights the Autcraft server, a safe space within Minecraft created for autistic children and their families where griefing and bullying are prohibited. On Autcraft, children are encouraged to collaborate on projects to develop social and cooperation skills in a protected environment catered for their needs. While Minecraft may not be suitable for all autistic children, the document argues it can offer a safe place for learning, communication, creativity, and building friendships.
Stories from Minecraft CESI conference presentation feb 2015Sabine McKenna
There are many tips for and from the classroom when you start using Minecraft in schools –
or with groups of school-age children outside of school.
Here, I am sharing some of them.
How to easiest get started. Why to use Minecraft in the classroom. And a good few ideas how to use it in various subject areas. Take your class on an adventure!
COGNITIVE SPACE IN THE INTERACTIVE MOVIE MAP: AN INVESTIGATION OF SPATIAL LEA...michelafelici1
The document describes the development and implementation of an interactive movie map system. The system allows users to virtually navigate an unfamiliar urban environment through street-level video footage and aerial photos accessed from a video disc. Users can travel through sequences of photographic footage, view maps and data, and change their viewpoint and route. The system was developed using footage of Aspen, Colorado filmed from streets and helicopters. It is intended as a research tool to study how users acquire spatial knowledge of an unfamiliar place through interaction with the system.
Video games have significant potential for improving engineering education and public understanding of the field. Some key points:
- Educational institutions and organizations like NASA have seen success using commercial games like SimCity, World of Warcraft, and a Mars rover landing game to teach concepts.
- Engineering-focused games that teach principles like Kerbal Space Program, Space Engineers, and Poly Bridge have grown in popularity as developers explicitly aim to promote STEM fields.
- The interactive, trial-and-error nature of games makes them effective learning tools, giving instant feedback to help players learn.
- As gaming has expanded to include more educational and engineering-focused titles, it presents an opportunity for engineering societies to partner with developers
This document discusses Hawaii Technology Academy's approach to immersive learning through creativity academies. It focuses on using game development and interactive 3D worlds to teach STEM concepts in an engaging way. Students learn skills like programming, animation, and project management by designing their own games, simulations, and virtual environments. The goal is to prepare students for 21st century careers through hands-on, collaborative projects.
This document provides an overview of a classroom presentation on virtual worlds and serious games. It discusses how virtual worlds like Second Life can be used for educational purposes through simulations, interactions with international students, and virtual field trips. It also explores how serious games that incorporate educational topics can motivate learning for subjects like science, history, and problem-solving. Educators are encouraged to consider how these digital tools can transform traditional classrooms into 21st century learning environments.
The document discusses transmedia storytelling and how stories can be expanded across different mediums to increase engagement. It uses the examples of Star Wars and the children's book Flotsam to show how they were expanded from their original forms into other mediums like movies, toys, video games and more. The author discusses experiments they conducted taking Flotsam and developing an interactive app and physical exploration kit to extend the story's world. However, the most successful experiment blended the digital and physical by using AR-enabled collectible cards. The document concludes by discussing the research question of how to better blend the digital and physical worlds in transmedia stories and play experiences to enhance 21st century learning.
This document discusses various projects undertaken by Stamen Design to visualize web data. It describes projects like MoveOn.org's Virtual Town Hall that mapped participants in online political discussions. It also discusses projects with Digg, Trulia and SFMOMA that visualized social media activity, real estate data and art collections in novel digital formats. Throughout, it emphasizes concepts like live, vast and deep data and explores ways to represent complex information through interactive maps and other visualizations.
This document discusses various virtual worlds and 3D online social networks. It provides descriptions and summaries of several virtual worlds including Second Life, Active Worlds, Kaneva, ScienceSim, and the Arts Metaverse. It also discusses why virtual worlds are used, particularly for simulations, training, and education when recreating real-world situations and environments is difficult or costly. The document reflects on the author's initial experiences exploring and learning in Second Life.
Minecraft has become hugely popular due to its simple yet engaging gameplay that allows players to build anything they can imagine. It has also become a platform for collaboration, as players from around the world can join multiplayer servers to play together. This has led to communities forming where people can meet, discuss, and create projects together. Beyond just being a game, Minecraft is now being used as a tool for learning in a variety of fields like education, art, science, and more, as it can engage students in complex topics in an enjoyable way. It demonstrates how games can enhance education and shows that the line between play and learning is blurring as games become more integrated into teaching.
Valedictory Lecture
Making Thinking Visible in Complex Times
Prof Simon Buckingham Shum
This event took place on 15th July 2014 at 4:00pm (15:00 GMT)
Berrill Lecture Theatre, The Open University, Walton Hall Campus, Milton Keynes, United Kingdom
In 1968 Doug Engelbart gave “The Mother of All Demos”: a disruptive technology lab had quietly invented the mouse, collaborative on-screen editing, hyperlinks, video conferencing, and much more. This was the start of the paradigm shift, still unfolding: computers were no longer to be low level number crunchers, but might mediate and mould the highest forms of human thinking, both individual and collective. In this talk I review nearly 19 years in KMi chasing this vision with many colleagues, inventing tools for making dialogue, argument and learning processes visible in different ways. How do we harness such tools to tackle, not aggravate, the fundamental challenge facing the educational system, and its graduates: to think broadly and deeply, and to thrive amidst profound uncertainty and complexity? These are the hallmarks of the OU — and indeed, all true education from primary school onwards.
Jeffrey Piontek discusses his background as co-founder of Foundation 9 Entertainment, a large game development company. He introduces Creativity Academies which use programming tools like Scratch to teach students skills like computer literacy, teamwork, and project management. Students can design simulations, games, and other projects that also meet science standards. The goal is for students to build 3D virtual worlds and simulations that can be explored by others.
This document discusses the potential for using virtual reality in libraries and education. It describes how students have used Minecraft to build a virtual library and learn digital citizenship skills. The document also outlines some of the history of virtual reality technologies, from early viewing devices to their use in virtual worlds like Second Life. Researchers examined over 75 virtual libraries created in Second Life and believe new virtual environments will also be used to create virtual libraries and information spaces. The document promotes trying virtual reality and lists several references on topics like using games to teach design, exploring virtual reality for science learning, and how the Oculus Rift could be used in libraries.
The document summarizes the role of geospatial information in a hyper-connected society. It discusses how the digital earth and geo big data/internet of things are generating massive amounts of geospatial data. It also describes how web geo services, participatory mapping, and geo crowdsourcing are making this data accessible and enabling new forms of interaction between people, places, and things on the internet.
The document summarizes the role of geospatial information in a hyper-connected society. It discusses how the digital earth utilizes geospatial data and services to create three-dimensional, multi-resolution models of the planet. It also explores how geo big data from satellites, sensors, social media, and the internet of things is creating massive datasets. Web geospatial services allow users to access, analyze and visualize this geospatial data through applications and participatory platforms.
New media studio 2 veerle van der sluysMADNewMedia
The document discusses new media projects that can be linked to master's students' own projects. It provides examples of new media works including interactive installations, location-based games, data visualization, and more. Students are tasked with presenting the status of their master's project, linking it to new media, and defining a possible research project within the studio to further develop new media aspects.
Virtual worlds: Implications for teaching children with autismLynette Goodnight
The document discusses how the virtual world game Minecraft can provide benefits for children with autism. It describes how Minecraft allows for creative building and learning about spatial relationships and materials. It highlights the Autcraft server, a safe space within Minecraft created for autistic children and their families where griefing and bullying are prohibited. On Autcraft, children are encouraged to collaborate on projects to develop social and cooperation skills in a protected environment catered for their needs. While Minecraft may not be suitable for all autistic children, the document argues it can offer a safe place for learning, communication, creativity, and building friendships.
Stories from Minecraft CESI conference presentation feb 2015Sabine McKenna
There are many tips for and from the classroom when you start using Minecraft in schools –
or with groups of school-age children outside of school.
Here, I am sharing some of them.
How to easiest get started. Why to use Minecraft in the classroom. And a good few ideas how to use it in various subject areas. Take your class on an adventure!
COGNITIVE SPACE IN THE INTERACTIVE MOVIE MAP: AN INVESTIGATION OF SPATIAL LEA...michelafelici1
The document describes the development and implementation of an interactive movie map system. The system allows users to virtually navigate an unfamiliar urban environment through street-level video footage and aerial photos accessed from a video disc. Users can travel through sequences of photographic footage, view maps and data, and change their viewpoint and route. The system was developed using footage of Aspen, Colorado filmed from streets and helicopters. It is intended as a research tool to study how users acquire spatial knowledge of an unfamiliar place through interaction with the system.
Video games have significant potential for improving engineering education and public understanding of the field. Some key points:
- Educational institutions and organizations like NASA have seen success using commercial games like SimCity, World of Warcraft, and a Mars rover landing game to teach concepts.
- Engineering-focused games that teach principles like Kerbal Space Program, Space Engineers, and Poly Bridge have grown in popularity as developers explicitly aim to promote STEM fields.
- The interactive, trial-and-error nature of games makes them effective learning tools, giving instant feedback to help players learn.
- As gaming has expanded to include more educational and engineering-focused titles, it presents an opportunity for engineering societies to partner with developers
This document discusses Hawaii Technology Academy's approach to immersive learning through creativity academies. It focuses on using game development and interactive 3D worlds to teach STEM concepts in an engaging way. Students learn skills like programming, animation, and project management by designing their own games, simulations, and virtual environments. The goal is to prepare students for 21st century careers through hands-on, collaborative projects.
This document provides an overview of a classroom presentation on virtual worlds and serious games. It discusses how virtual worlds like Second Life can be used for educational purposes through simulations, interactions with international students, and virtual field trips. It also explores how serious games that incorporate educational topics can motivate learning for subjects like science, history, and problem-solving. Educators are encouraged to consider how these digital tools can transform traditional classrooms into 21st century learning environments.
The document discusses transmedia storytelling and how stories can be expanded across different mediums to increase engagement. It uses the examples of Star Wars and the children's book Flotsam to show how they were expanded from their original forms into other mediums like movies, toys, video games and more. The author discusses experiments they conducted taking Flotsam and developing an interactive app and physical exploration kit to extend the story's world. However, the most successful experiment blended the digital and physical by using AR-enabled collectible cards. The document concludes by discussing the research question of how to better blend the digital and physical worlds in transmedia stories and play experiences to enhance 21st century learning.
This document discusses various projects undertaken by Stamen Design to visualize web data. It describes projects like MoveOn.org's Virtual Town Hall that mapped participants in online political discussions. It also discusses projects with Digg, Trulia and SFMOMA that visualized social media activity, real estate data and art collections in novel digital formats. Throughout, it emphasizes concepts like live, vast and deep data and explores ways to represent complex information through interactive maps and other visualizations.
This document discusses various virtual worlds and 3D online social networks. It provides descriptions and summaries of several virtual worlds including Second Life, Active Worlds, Kaneva, ScienceSim, and the Arts Metaverse. It also discusses why virtual worlds are used, particularly for simulations, training, and education when recreating real-world situations and environments is difficult or costly. The document reflects on the author's initial experiences exploring and learning in Second Life.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
1. How can Minecraft be used
to explore real world topography.
Adam Clarke
12 May 2014
Slide 1
Minecraft is a game played by over 100 Million people around the world. Its popularity is partly due
to the fact that there is no end goal. It is a sandbox game where the players can create anything
they can imagine using simple cubes or blocks. This element of creativity has tapped into a large
community, hungry to share, learn and develop tools to play Minecraft in ever more interesting and
creative ways. It is therefore not surprising that teachers want to know the secrets of how to get
young people to engage and learn within Minecraft itself.
In this talk I will show you how I have used real world topographical radar data, taken during a
space shuttle orbit 14 years ago, to explore the north of England and its historic monuments such
as Hadrian's Wall, Carlisle Castle and even coastal wetland bird habitats.
Video games are often played on maps and have a history of using real world data to add realism
and environmental narratives to game play. However, games-based learning has started to use
game maps for engagement and learning.
Slide 2
First let’s look at what Minecraft is and what a normal Minecraft map consists of. Minecraft is a
sandbox construction game created by Mojang founder Markus Persson, AKA Notch, and inspired
by the Infiniminer, Dwarf Fortress and Dungeon Keeper games. Gameplay involves players
interacting with the game world by placing and breaking various types of blocks in a three-
2. dimensional environment. In this environment, players can build creative structures, creations, and
artwork on multiplayer servers and single-player worlds across multiple game modes.
The starting area is called the Overworld and a normal Minecraft map is infinite. However, the
number of blocks the player may walk on is limited. The area on the X/Z axis that a player normally
plays, is: 30,000,000. There is also a height limit of 255 blocks. Beyond this edge, world generation
is significantly simpler, any chunk after the edge consists of just dirt, sand, stone and water with
absolutely no vegetation. Because of these limitations, the maximum blocks that can be generated
in a world is approximately 921,600,000,000,000,000 (nine quintillion, two hundred and sixteen
quadrillion). Which is pretty big….
The Overworld is also subdivided into biomes. Biomes may have varying sizes, and each has its
own features. For example, a forest biome will have large quantities of trees, and a snow biome
will have snow and ice.
Chunks are the method used by Notch to divide maps into manageable pieces. They are 16 blocks
wide, 16 blocks long, and 256 blocks high, each containing 65,536 blocks. By adjusting the render
distance, differing numbers of chunks will be loaded into memory, ranging from 25 to 1089. Only
chunks which have been loaded may experience activity such as spawning, de-spawning, growth,
fluid movement, or player interaction. Upon reaching the required distance away from a chunk, it
will be unloaded from the memory, but not deleted. Thus, upon re-entering that area, the game will
reload the chunk(s).
So this give us a near infinite world for players to explore, with random limited resources and a
host of dangers and challenges . It make for a very engaging gameplay and, without any final
goal, the players are left to create narratives and rebuild the world as they see fit. It is this
engagement that first caught my attention and led me into investigating Minecraft’s educational
possibilities.
3. Initially, Minecraft offers simulated typography and generates maps through a procedural formula
that takes a random number as a starting point — referred to as a seed — and uses it to generate
all the terrain. Using a specific seed generates exactly the same world each time, and thus
interesting Minecraft worlds can be shared between players.
As interest in Minecraft grew, so did the creative community around it and it wasn't long before
Map generators and World editors appeared. This gave me the tools to reshape and design new
Minecraft maps and topographies. It was at this point that I started to explore real world
topographical data from The Shuttle Radar Topography Mission (SRTM) which obtained elevation
data on a near-global scale. SRTM consisted of a specially modified radar system that flew
onboard the Space Shuttle Endeavour during an 11-day mission in February of 2000.
Slide 3
One of the first Maps I produced was a Minecraft version of Cumbria. I did this by first
downloading an SRTM file — there are lots of places to do this on the internet and I can give links
at the end. I then used MicroDEM software to extract and export a black and white height map,
using instructions from YouTube videos to work out how to do this. I used this height map in
another program called World Painter, that is designed to create and paint Minecraft maps.
Slide 4
This program allows you to import height maps and using it, I was able to produce realistic
topographical Minecraft maps. The software also allows you to overlay images, which meant that I
could overlay historical maps and even where Hadrian's Wall was. The software is designed just
like Microsoft Paint and uses simple brush tools. So it is easy to paint a landscape or historical
remains or roads, rivers, forests and so on. Excited by this, I showed my map to Tullie House
Museum and Art Gallery in Carlisle, Cumbria, who asked me to create a much more detailed map
that explored Roman Cumbria.
Slide 5
4. We collaborated on a Minecraft history project that became part of the Museums At Night Event in
2013. The audience were students and members of the public who were interested in discovering
stories and narratives about Hadrian’s Wall and also interacting with the Wall in a novel and new
way.
Slide 6
We encouraged participants to help, build and discover roman buildings and learn about urban
planning.
This was just the seed, so to speak — the learning potential within Minecraft can:
Slide 7
1. Promote ‘Learner Engagement’, specifically across multiple age groups.
2. Hear and amplify the ‘Child’s Voice’, specifically as part of a chorus of engaged voices
3. Promote ‘Shared Responsibility’, specifically among peer groups (a hard nut to crack ordinarily).
4. Encourage ‘Collaboration’ and ‘Negotiation’.
5. Facilitate ‘Judgement’ and ‘Decision Making’.
It is also a powerful mechanism for encouraging learners to focus on ‘Outdoor Learning’ by
inspiring through play an interest in landscape, structure, people and place. thus challenging the
common criticism that is levied at Games, that it discourages young people from being outside.
As well as my own work within Minecraft, there are other significant Games-Based Learning
practitioners working globally. One of these that I would like to cite is Stephen Reid, of
ImmersiveMind. Some educational examples of his work include: Pompeii and a working volcano;
minefields and the relocation of human populations after a war or natural disaster; whole cities in
which town planning and green spaces can be explored for health and wellbeing; pyramids and
tomb traps as part of Egyptian studies. As you can see, the scope for learning is vast.
5. Slide 8
‘Data Analysis’ and ‘Bringing data to life’ is fundamental to the success of learners across a wealth
of subjects, from people and population in geography to number crunching in Mathematics and
science data gained from experimentation in physics, chemistry or biology. Data analysis can
sometimes feel time consuming and laborious. With Minecraft, data analysis becomes ‘Fun’ and
playful.
There are many other examples of topographic data being used for education within
minecraft - here are a few of the best….
Slide 9
Block by Block
"Block by Block" is an innovative partnership between the United Nations Human Settlements
Programme (UN-Habitat), the UN agency promoting sustainable towns and cities, and Mojang, the
makers of Minecraft. “Block by Block” involves young people in the planning of urban public
spaces. Minecraft has turned out to be the perfect tool to facilitate this process. A four-year
partnership plans to upgrade 300 public spaces by 2016.
Slide 10
Denmark 1:1 scale Minecraft model
There are many opportunities to use Denmark's free spatial data in a Minecraft world for teaching.
By walking around in the virtual world and compare with the physical world, it is possible to
increase the spatial understanding of pupils. The game consists of blocks of 1x1 meters and is also
a representation of Denmark 1:1, which provide good opportunities for doing exercises with the
measurement of distance, circumference and volume.
Students can also calculate prices for construction works by counting the different types of blocks
and can also calculate how high a bridge must be for a truck to get under it.
6. Language is also explorable in the Danish Map. There are inserted addresses in the game, so it's
possible to have a discussion of place names and their meanings.
You can also take students on a virtual field trip to places you normally can not reach physically.
And this leads to the danish map to promoting Outdoor Education where you can using spatial data
and maps get an overview of the school's immediate environment and thus the potential to move
education out of the classroom.
You will be able to plan field trips together. Students can put their findings into the wild into the
game. Denmark's free geo-data in a Minecraft world can bridge the gap between the classroom
and the school environment.
Slide 11
Brisbane City
Brisbane City Council has developed a custom Minecraft map for the city of Brisbane which is
available as a free download.
The custom scaled map includes a number of city icons such as City Hall, the Brisbane River,
South Bank lagoon, Brisbane Square, the Story Bridge and the Gabba.
Users can explore these real life buildings which have all been built to scale using Council's Virtual
Brisbane 3D modelling objects. The Council sees the game and the map it has developed as
providing a number of educational benefits for children from reading, writing, maths, geometry,
collaboration and general creativity. It highlights Brisbane as Australia’s new world city and a
leader in digital communication through the use of games to educate.
Slide 12
This platform enables endless amounts of learning opportunities, from storytelling to urban renewal;
reminiscence engagement to real world climate change modelling; exploring the science of human
7. body and discovering the history of art. Minecraft has become a tool for artists and educators, social
activists and community developers, scientists and other organisations around the world. It is being
recognised for its ability to engage young people in ideas and concepts that go beyond playing a
game. People are using Minecraft to develop transferable skills such as political awareness,
mathematics, literacy, humanities, scientific concepts - the list is without limit.
Slide 13
What Minecraft has shown us is a window to a future where games based learning is changing the
face and shape of education at all levels, from primary into corporate and government training. It has
shown us that the boundaries between play and education are not fixed and can enhance each other
to encourage innovative creative response. Through the connections and collaborations made within
game, a community has grown that is beginning to shape the way in which we learn and influence
change on a local and global scale. Through its simplicity, it has given the player a sandbox in which
the imagination can expand and ideas can grow.
However, it is important to remember that, at the heart of all this potential, Minecraft is a game, and
is, at its core, about having fun with your friends. Which is why it is games-based learning, not
learning based games.
Material has been remixed and adapted from http://minecraft.gamepedia.com/
Content is available under CC BY-NC-SA 3.0 unless otherwise noted. Minecraft content and materials are trademarks
and copyrights of Mojang and its licensors. All rights reserved.
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http://www.worldpainter.net/