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I-Search, Diigo, and Gaming

About this curriculum

Deep Understandings:

In addition to the skills and knowledge from the core curriculum, students will understand games. Students will be able to:

  • analyze games in a meaningful way,
  • know how, and why, games help create certain experiences and evoke certain emotions and feelings in its players,
  • know how games are used, and can be used, as an expressive medium, and
  • have an informed discussion on the merits (or lack thereof) of a particular work.

    (from Jose Pizagal's Ludoliteracy)

  • application of game mechanics Putting the Fun in Functional: Applying Game Mechanics to Functional Software (This video starts out by laying bare some of the fundamentals)

Calendar

Week 1 - What is a game?
Feb 22 - Feb 26 (Tech Thursday Feb 25 - YV Assessment)

  • Introduction to Game Literacy
  • Game Design Lesson 1: Games, Play, and Emergence

Week 2 - Can games change the world?
March 1 - March 5 (Tech Thursday March 4 - YV Assessment)

  • Intro to Human Rights and Choosing Serious Issues
  • Game Design Lesson 2: Goals, Obstacles, and Chance
  • Evoke begins March 3.

Week 3 - How do games get serious?
March 8 - March 12 (Tech Thursday March 11 - Games)

  • Explore Serious Issue Through Gameplay
  • Game Design: Core Mechanics and Narrative

Week 4 - What do games teach us?
March 15 - March 19

  • Battle of the Issues
  • Found Object Game Design

Week 5 -
March 22 - March 26 (Tech Thursday March 25 - Games)

  • Narrowing the topic
  • Core Mechanics


Week 6 - April 12 - April 16 (Tech Thursday, April 15 - YV Assessment)

  • Game Company Roleplay
  • Researching the issue

Week 7- April 19 - April 23 (Tech Thursday April 22 - Games)

  • Serious Game Design
  • Field Trip/Guest Speaker

Week 8 - April 26 - April 30

  • Finalize Serious Game Design Concept
  • Paper Prototyping

Week 9 - May 3 - May 7 (Tech Thursday May 6 - YV Upgrade)

  • Design Team Work Day
  • Design Team Work Day 2

Week 10 - May 10 - 14

  • Final Design and Presentation Day

Week 11 - May 17 - 21 (Tech Thursday May 20 - YV Upgrade)

  • Reflection and Assessment

Week 12 - May 24 - 28

Week 13 - May 31 - June 4 (Tech Thursday June 3 - YV Upgrade)

 


January 30, 2010 | 9:01 AM Comments  0 comments

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Social Issues and Gaming

About this curriculum

Deep Understandings:

In addition to the skills and knowledge from the core curriculum, students will understand games. Students will be able to:

  • analyze games in a meaningful way,
  • know how, and why, games help create certain experiences and evoke certain emotions and feelings in its players,
  • know how games are used, and can be used, as an expressive medium, and
  • have an informed discussion on the merits (or lack thereof) of a particular work.
    (from Jose Pizagal's Ludoliteracy)
  • application of game mechanics Putting the Fun in Functional: Applying Game Mechanics to Functional Software (This video starts out by laying bare some of the fundamentals)

What is a game?

  • Introduction to Game Literacy
  • Game Design Lesson 1: Games, Play, and Emergence

Can games change the world?

  • Intro to Human Rights and Choosing Serious Issues
  • Game Design Lesson 2: Goals, Obstacles, and Chance

How do games get serious?

  • Explore Serious Issue Through Gameplay
  • Game Design: Core Mechanics and Narrative

 


January 30, 2010 | 9:01 AM Comments  0 comments

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Class Study or Inquiry

Recently in <Subject area> we've been studying <something specific>. At first, I thought <What were your first thoughts about this study? Look back at your first freewrite.>. When I <saw/read/played/heard...> <a specific resource> I started to think <How did your thinking shift or change?>. I know that many people feel that <what do some people say about this issue?>. After doing this study, <what do you think about this issue, now?> For example, I heard that <be specific with one expample of what you have heard.>

One thing that I know for sure about <your subject> is that <be specific>. Now I've studied my share of <Put a subject here, for example: U.S.History, Biology, Environmental Science, Religion, Philosophy, Music, Sports...>, and <make a claim about your topic. What do you believe?> Personally, it's funny to me how <explain how what you are studying is a pattern that you've noticed before.>

I did some research on <the topic>. I came across this one article: <Title and link to the article.> This article provided a lot of information and opinions on <your subject>. Some people felt that <your subject> were <summarize some facts from your article.> <Insert a quote from the article.> This <statement/statistic> didn't really surprise me all that much, but it did make me feel <emotion>. <Write 2 or 3 more sentences, expaining why you feel the way you do.>

In another source that I looked at, <Title and link to another article/video/photo series/poem/song....> there was this one statement that made me <nod my head in agreement / shake my head in disagreement> with the <writer/photographer/reporter/poet..>. It was: <Insert a second quote from the article.> This is so <true / untrue>, because <expalin why you think and why in 3 or 4 more sentences.>

All of this makes me think that <write 3 or 4 more sentence summarizing what you learned from reading these Internet sources.>


January 21, 2010 | 10:01 AM Comments  0 comments

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Quick research and publish project

Aim: To do a very quick research project that results in a discussion post with and image and a post by the end of the period.

1. Sign in and view a Diigo toolbar. Change the Highlight button to read Highlighter.

2. Find the Wikipedia article, "2010 Haiti Earthquake," Wikipedia: The Free Enclyclopedia. 14 January 2010 http://en.wikipedia.org/w/index.php?title=2010_Haiti_earthquake&oldid=337815187 .

3. Use the following code for highlighting this article as we read it together:

  • yellow = important facts
  • blue = something difficult that I need to break down more in my own words
  • green = questions
  • pink = another source that confirms this point

4. In a new Google Document, write your "Response to a Wikipedia article."

5. Add an image using the steps on "Inserting an image into a Discussion."

6. Add a Discussion - "Text and Media"

 


January 14, 2010 | 10:01 AM Comments  0 comments

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