Hive Digital Media Learning Fund
RFP5 Cohort Hangout
November 20, 2013
Traditional portfolios favor skill-based visual exercises
but very few primary and secondary level students have
access to...
+	
  
Design	
  Team:	
  
7	
  DreamYard	
  educators	
  across	
  
different	
  disciplines	
  are	
  learning	
  from	
  ...
Unforeseen	
  Challenge:	
  Some	
  educators	
  need	
  more	
  @me	
  developing	
  a	
  technical	
  
understanding	
  ...
Unforeseen	
  Challenge:	
  We	
  made	
  the	
  assump@on	
  that	
  kids	
  would	
  have	
  basic	
  digital	
  
compu@...
Unforeseen	
  Challenge:	
  Teachers	
  have	
  very	
  liJle	
  @me	
  for	
  addi@onal	
  projects	
  in	
  their	
  
cl...
New	
  Tools:	
  
Small	
  Idea:	
  

Two	
  different	
  forms	
  of	
  blogs	
  have	
  taken	
  shape:	
  
	
  	
  
1.  Class	
  blog	
  m...
Big	
  Idea:	
  

We	
  are	
  a	
  community	
  art	
  center,	
  a	
  public	
  high	
  school	
  and	
  a	
  private	
 ...
@
Goals
Create content tied to the Museum of the
Moving Image and incorporate its collection.
Introduce game design to stude...
Narrative
Game: Zork
Tell stories through an interactive system.
Reveal plot, background, and world building through
explo...
Challenge 1: Map as Story
A game’s story is often tied to the space the
game is played in: as players explore the
space, t...
Activity
Write stories out.
Break story up on to index cards.
Revealed as information about individual rooms
visited.
Feedback
“Exploring the Museum”
“Creating the Story”
“Playing everyone else’s game”
“The limited amount of time was frustr...
Game Feel
Games: Asteroids, Defender & Space
Invaders
Modify example game by adding/removing prebuilt behaviors.
Add own b...
Challenge 2: Space is Space
How you define the space of your game directly
impacts how it feels to play the game. Nowhere ...
Activity
How do 2D space games provide different
experiences of Space?
Have kids experiment with digital games.
Feedback
Kids created different types of space games.
Liked experimenting with the example to create
alternative solutions...
Understanding Rules
Games: Frogger & Ms. Pacman
Games are systems of interacting rules, as are
software programs.
Challenge 3: Rules are the Program
Board games come with a set of rules that explains to you how you
play the game, where ...
Activity
Recreate digital games by building a physical
version of the board.
Write rules to give to people, that make them...
Feedback
Kids loved remaking Frogger and Ms. Pacman
as physical games.
Successfully built fun games, close to original.
St...
Translate real-world to the web
Web Development
Develop channels to contextualize challenges.
Develop more robust submission tools.
Give users a stronger ...
Content
Give clear compelling challenges for kids
working alone.
Changemakers
Creating 21st century movement makers &
agents of change
Make the Road New York
• 

• 

Make the Road New York (MRNY)* builds the power of Latino and
working class communities to ...
The Academy at
Urban Arts Partnership
• 
• 
• 

Urban Arts Partnership advances the intellectual, social and artistic
deve...
LatinoJustice, PRLDEF
• 

• 

LatinoJustice PRLDEF champions an equitable society. Using the power
of the law together wit...
Changemaker Project: More Than A Quota
• 

• 

• 

Utilizing the power of advocacy, creativity,
grassroots organizing and ...
Survey, Website, and Social Media
What new tools, ideas or
practices have evolved as a
result of this work?
Youth Pack the Courts
Visibility, engagement &
p...
How does it set your
project apart?

•  Media makers & producers
•  Going viral
•  Controlling the message
•  Creating the...
Going Viral!
You’re Invited!
Multimedia
Digital Popup
Showcase
December 3rd
5-9pm
SOHO
ARTHOUSE
138 Sullivan St.
Hive NYC Cohort 5 Shareout
Hive NYC Cohort 5 Shareout
Hive NYC Cohort 5 Shareout
Hive NYC Cohort 5 Shareout
Hive NYC Cohort 5 Shareout
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Hive NYC Cohort 5 Shareout

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A Presentation about three Hive NYC Learning Fund projects by the organizations that run them.

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Hive NYC Cohort 5 Shareout

  1. 1. Hive Digital Media Learning Fund RFP5 Cohort Hangout November 20, 2013
  2. 2. Traditional portfolios favor skill-based visual exercises but very few primary and secondary level students have access to that type learning experience. Who gets left behind in this model?
  3. 3. +   Design  Team:   7  DreamYard  educators  across   different  disciplines  are  learning  from   Parsons  faculty  about  how  to   implement  Learning  Por<olios  in  a   classroom.      
  4. 4. Unforeseen  Challenge:  Some  educators  need  more  @me  developing  a  technical   understanding  of  blogging  in  order  to  feel  comfortable  teaching  it  to  their  students.   Solu5on:  We  encouraged  more  technically  savvy  educators  to  pair  up  with   beginning-­‐level  educators  for  planning.   We  learned:  Co-­‐planning  helps  teachers  plan  more  efficiently.  
  5. 5. Unforeseen  Challenge:  We  made  the  assump@on  that  kids  would  have  basic  digital   compu@ng  skills  and  feel  immediately  comfortable  with  the  prac@ce  of  blogging.   Solu5on:  We  must  integrate  basic  typing,  file  naming  and  spell  checking  tools  in  the   learning  por<olio  curriculum.       We  learned:  Students  help  each  other  when  there  are  different  levels  of  technical   skills  represented  in  the  classroom.    
  6. 6. Unforeseen  Challenge:  Teachers  have  very  liJle  @me  for  addi@onal  projects  in  their   classrooms.     Solu5on:  We  built  in  more  planning  @me  within  our  monthly  mee@ngs.     We  learned:  We  refined  the  expecta@ons  for  our  research  outcomes  to  be  more   about  quality  and  less  about  quan@ty.  
  7. 7. New  Tools:  
  8. 8. Small  Idea:   Two  different  forms  of  blogs  have  taken  shape:       1.  Class  blog  made  by  teacher   2.  Learning  Por<olios  made  by  students     We  underes@mated  how  long  it  would  take  to  set  up  the  class  blog.    
  9. 9. Big  Idea:   We  are  a  community  art  center,  a  public  high  school  and  a  private  college   who  have  very  different  popula@ons  and  contexts  but  we  share  a  similar   goal  to  increase  access  to  por<olio  development  in  and  beyond  the  arts.  The   challenges  that  our  students  face  mainly  due  to  access  and  @me  are   mirrored  in  the  challenges  we  are  tackling  with  this  pilot.    
  10. 10. @
  11. 11. Goals Create content tied to the Museum of the Moving Image and incorporate its collection. Introduce game design to students from underserved communities. Define a way to partner with institutions to promote and extend Gamekit.
  12. 12. Narrative Game: Zork Tell stories through an interactive system. Reveal plot, background, and world building through exploration and locations. Reveal secrets to advancement through narrative.
  13. 13. Challenge 1: Map as Story A game’s story is often tied to the space the game is played in: as players explore the space, they reveal the game’s plot. From classic games like Adventureland to modern games like the Grand Theft Auto series, you understand the world and story you are in by moving through it.
  14. 14. Activity Write stories out. Break story up on to index cards. Revealed as information about individual rooms visited.
  15. 15. Feedback “Exploring the Museum” “Creating the Story” “Playing everyone else’s game” “The limited amount of time was frustrating.” “More time” “Stories were very linear”
  16. 16. Game Feel Games: Asteroids, Defender & Space Invaders Modify example game by adding/removing prebuilt behaviors. Add own behaviors and art.
  17. 17. Challenge 2: Space is Space How you define the space of your game directly impacts how it feels to play the game. Nowhere is this more obvious than video games about space. Space Invaders constrains the space leaving players feeling boxed in, even cramped. Defender uses a scrolling space to encourage a feeling of exploration. Asteroids uses wrap-around borders to make space feel never ending.
  18. 18. Activity How do 2D space games provide different experiences of Space? Have kids experiment with digital games.
  19. 19. Feedback Kids created different types of space games. Liked experimenting with the example to create alternative solutions. Very engaged. Liked playtesting. Kids wanted deeper understand of Stencyl than could be provided in a short workshop.
  20. 20. Understanding Rules Games: Frogger & Ms. Pacman Games are systems of interacting rules, as are software programs.
  21. 21. Challenge 3: Rules are the Program Board games come with a set of rules that explains to you how you play the game, where to place the pieces, how they move, and how you win. Video games also have sets of rules, but rather than being given to you to read and follow, they are programmed into the computer. The ghosts in Ms. Pacman turn when they hit a wall, the cars in Frogger have different speeds, directions and exit one side only to reappear on the other side. You win a level of Pacman by eating all the dots, you win a level of Frogger by getting five frogs safely to the other side. The rules of the game actually form the foundation for the code of the game. Learning to write rules is one of the first steps to learning to program.
  22. 22. Activity Recreate digital games by building a physical version of the board. Write rules to give to people, that make them act like players, enemies, and obstacles.
  23. 23. Feedback Kids loved remaking Frogger and Ms. Pacman as physical games. Successfully built fun games, close to original. Started modding games.
  24. 24. Translate real-world to the web
  25. 25. Web Development Develop channels to contextualize challenges. Develop more robust submission tools. Give users a stronger sense of identity.
  26. 26. Content Give clear compelling challenges for kids working alone.
  27. 27. Changemakers Creating 21st century movement makers & agents of change
  28. 28. Make the Road New York •  •  Make the Road New York (MRNY)* builds the power of Latino and working class communities to achieve dignity and justice through organizing, policy innovation, transformative education, and survival services. Make the Road New York promotes equal rights and economic and political opportunity for immigrant New Yorkers through Community/ Electoral Organizing, Leadership Development, Adult Education, Youth Development, Legal and Support Services and Strategic Policy Advocacy.
  29. 29. The Academy at Urban Arts Partnership •  •  •  Urban Arts Partnership advances the intellectual, social and artistic development of underserved public school students through arts-integrated education programs to close the achievement gap. UAP is the largest arts-education organization in NYC serving over 100 schools, 9,000 students and 450 teachers. The Academy is a state-of-the-art facility that instills artistic, leadership, and academic excellence within high schoolers, positioning them as agents of change in their communities and preparing them for their next step in life, be it college or career.
  30. 30. LatinoJustice, PRLDEF •  •  LatinoJustice PRLDEF champions an equitable society. Using the power of the law together with education and advocacy, LatinoJustice PRLDEF protects opportunities for all Latinos to succeed in work and school, fulfill their dreams, and sustain their families and communities. LatinoJustice PRLDEF’s work encompasses three guiding principles – protecting civil rights, cultivating Latino leaders and increasing civic participation – that conveys our work, and showcases our exceptional role within the Latino rights community. The Youth Leadership Network is year long program that teaches young people to become effective new media strategists. Students learn how to utilize social media and engage their artistic talents to become creative agents of change in their communities.
  31. 31. Changemaker Project: More Than A Quota •  •  •  Utilizing the power of advocacy, creativity, grassroots organizing and online activism, we aimed to change how students interact and organize around social issues in their communities. Our goal was to discover how students could utilize new media to build political and social movements utilizing the social media platforms they already use and master on an everyday basis. The creative students from UAP provided essential digital and artistic talents to new media students from LatinoJustice PRLDEF and grassroots youth organizers from MRNY. Together, our young people developed an effective social media campaign to elevate the issue and examine the impact of discriminatory policing practices in youth communities.
  32. 32. Survey, Website, and Social Media
  33. 33. What new tools, ideas or practices have evolved as a result of this work? Youth Pack the Courts Visibility, engagement & participation of youth Youth are being asked to be at the table Twitter Town Halls Digital Communication Guide Meme creation •  •  •  •  •  • 
  34. 34. How does it set your project apart? •  Media makers & producers •  Going viral •  Controlling the message •  Creating the message •  Political participation & Representation
  35. 35. Going Viral!
  36. 36. You’re Invited! Multimedia Digital Popup Showcase December 3rd 5-9pm SOHO ARTHOUSE 138 Sullivan St.

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