# Lets twist it up

As a teacher I think some of these assignments on DS106. I would use Design assignment, Messing with the MacGuffin to create a assignment geard towards 3rd grade class. Where they would take their favorite book. Look through the book and find a picture and find something about the story they would change. Preferably a line that the character says. Have them change that line, I wold let them know that whatever line they changed needed to alter the storyline. This would be a assignment I would use to explain storyline and plot. I would use a fairy tale picture as my example.

Now, this would only be part one of the assignment part 2 would be for them to them re write the story using the twist they added to the story.  Then I would have them record their revised story for everyone else to hear. Here is my story

http://vocaroo.com/i/s0sQdQZM5OO9

This would be a lesson I would use to explain storyline and elements of a story.

This assignment didn’t take too long to create, the picture I used a google image and then I used roflbot to add the text to the picture. Then I found my storybook, Disney’s Storybook Collection and used the Snow White and the seven dwarfs story. When I got to the part of the story with the poison apple I wrote down the ending that i created adding my twist.

Then I recorded myself telling the story using Vocaroo. to record the story then I saved the recording and added the link to my post.

I think the students would love this assignment. It allows them to use their imagination. I think I would alter this assignment maybe allowing them to used it to change history. Allowing them to pick a point in history they could change or alter. I think that would be exciting for them.

# Pop Some Math

The lesson Plan for math that I had in mind was more or less helping students to memorize their multiplication tables. This lesson plan is built over the course of a few days.It begins first in making an attempt to evaluate what the student already knows and has previously memorized.  This includes their, 0’s,1’s,2’s,5’s,10’s,11’s. Once these tables have been taught through repetition and practice the next phase is implemented, the 3’s and 9’s time table using the different activities mentioned in the lesson plan. Drill all these problems into their heads and make it almost like second nature. The last step is to create a 5min. timed quiz for the students to test their knowledge, 100 problems. Next and final step would be tying everything together.

This is where my game would come into play. Instead of using the traditional method of a drill sheet why not make a game where the students can reinforce their multiplication skills and pop some balloons. I would explain the the children the concept of the game and have each student spin at least once. We would do a few as a class no paper or pencil.  I wasn’t able to create a mock up of the game because it included so many elements. I took a while to build and it wasn’t finished till the day of the arcade.

I changed the rules form have the students give me all the possible combinations for the number on the wheel to only ave to come up with one. The biggest feed back I got was ion the non-popping balloons. Some suggested I use something else entirely but most said just make the balloons bigger so they can pop. However, I realize were could not conduct this game in an actual classroom due to the use of sharp objects. But the point of the game is clear.

# Creation with a Pop

I have to say I went through quite a few ideas in the creation of this game. I originally wanted to create a video game for English. I realized, very very early, that that was’nt going to be possible at all. Next I though of using the wack the mole game to teach multiplication but quickly realized that that was also something that I just wasn’t equip to build. Then when discussing it in class I had realized that maybe wacking wasn’t the only action I could use to make my game fun.

I though of something else that children love, balloons. What better way to teach the kids but by allowing the to destroy them, pop them. So I decided that instead of doing a typical drill where where a combination of numbers, from 1 through 12 are placed together through multiplication  and asking for he answer, why not give the player the answer and have them give me the multiplication problem. So started by listing all the possible multiplication answers from the 1 to 12 times table. Then I wote down all the possible multiplication answers for each number I listed.

Next it was time to make the wheel. I got a plate from the 99 cent store and counted all the numbers I needed to place on the wheel (59), the number was uneven so added another space to the wheel, you win. I then used post its to write the #’s on the plate

what came next was the board itself. I used a decent size box and took it apart. I used to top panel for the directions.

the Next two panels I cut out twelve holes and brought some number magnets that I pasted above each hole. Once that was done I cut out the conors of some smaller boxes and pased then to back of each hole. This little “cup” would hold the balloon. the last panel I used as a stand t hold the base of the board up. The last step was to blow up the balloons. I blew up 90 balloons, didn’t even use half but at least I was prepared. This was the final product.

# Multi- Pop

My game was 98% skill and 2% chance. It consisted of knowing your multiplication skills. Being able to use the numbers 1 through 12 to figure out what two numbers on the board, when multiplied, gives you the number they spun on the wheel. Also, because they only had 30 seconds to figure it out there was a element of speed that was implemented, another skill. However, there was a hint of chance in my game, if you spun the wheel and landed on you win he player would have received 10 tickets without even answering a question.

I think people responded well the the style of the game. They wanted to play and realized, quickly that it wasn’t as easy as they thought it would be. Some of the kids were stuck on certain numbers and couldn’t come up with a combination.

My game was truly a showcase of knowledge game. It didn’t require students to learn much. However, in the end they would learn whether or not they really knew there required multiplication tables (1 through 12 table).

The mechanics of the game I feel were good. The mechanical areas of the game is what I would have changed. The board wasn’t very stable at all that was something I was most disappointed in. Another major issue I encountered was the fact that he balloons were not big enough to pop. This took most of the fun out of the game, I felt. I would have liked to work that out before the day we presented the games.The only rule I would have, and technically did change, was the one about popping ALL possible combinations. That rule I altered decided as long as the player gave me one they could win some tickets.

One of my favorite games was Find the Ace. I enjoyed that it was the complete opposite of my game, all chance. Iliked that it was a spn off of Deal or No Deal. The game was exciting, it gave suspense and was fun to play. However, out of all the games I played Physical Fitness Plinko was one that could have used a slight change. I loved the Plinko board and the way in which you won the tokens to play on the board but I didn’t like the structure of the rules at the beginning. For one the definitions written on the card needed to be more legible. Two, I feel each player should have received maybe 50 or 60 seconds to place the definitions in the right spot. Third the fact the the player was handed the definitions kind of slowed down a part of the game that as suppose to be speedy. Other than that the game was awesome!

I loved this class. My expectation was that it was going to be computer based with exams on how to operate programs and technical devices. I was happy to see the class was not like that at all. Having the class goal be an arcade game for students to play to help them learn was a fantastic idea. I feel it taught us, as teachers, to be open to the idea that chalk, notes and textbook readings aren’t always as effective in teaching as making learning fun. We have to add technology and it isn’t limited to computers technology can be anything, any tool, that isn’t text based.

My favorite assignment this class was the maker Research Assignment. I found MOOC’s to be so interesting. Learning how they worked, what their goal was originally and how that goal changed over time. I was interested in all the problems that contributed t the POSSIBLE demise of MOOC’s as a creditable way to earn a degree. I would change this class by NOT making it a winter course but rather a regular semester course. I think that would allow students to really create an amazing game that would not only be fun an learning oriented but one tht they could later implement in their own classroom.

# Visual Learning Fun and Games

Cartoon You (Design Assignment)

I used this picture to alter because I thought it would look amazing in cartoon form. I ididn’t use the traditional cartoon version I used a different style one:

Original picture

I used Befunky.com to alter the picture. I explored with first creating a cartoon version with the cartoonize feature. Once I did that I began to expore other changes that the site offered. I played with the tinting and color. I sharpened the the image and even added text. I enjoyed using this digital tool and when I got the hang of it I really explored all the possibilities. This is what I created:

Cartoon Me

A Word…. A Picture…. A Story (Video Assignment)

I came up with a list of 9 words to create a story with.I wanted to make a story based on love. so the words I chose were:

boy, girl, fall in love, pregnancy, fight, baby, make-up, family, happily ever after

Next, I went on google to find a picture to represent each of the words I came up with. The last step is to make a video using the pictures Here is my video:

I use Imovie to create the video. I had never used the program before so I learned a lot. I learned how to import clips, create new clips, selecting a theme for the video, and lengthing the each clip. After I did that I added transition clips to make the video flow better. After I did that I was ready to view the video and finalize the project. After that I up loaded the video to youtube. I liked that I did this project because I learned how to use a video editing program and I think it will benefit me later on.

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# Wack Some Math or Sentence Monkey

When we went to Chucky Cheese Monday to look for the game I had in mind for my final project. I had a game in mind, Wack-a-mole. This is the traditional game where the moles pop up and player must wack the moles over the head with the hammer. I didn’t really find that game but I did find something similar. I would say a little more 21st century-ish. It was called, Hammer Fun.

This game is simple enough. The player is given a picture of a specific type of mouse to hit. Then when the game starts the player must hit all those mice during that level. The mice appear on the screen and the player is given a hammer to hit the screen with. If you hit the right mole you gain points. If you hit the wrong mole you get no points. In order to get to the next level you must hit all the mice required. For example, level one has 35 mice you must hit in order to get to the next level. I would use this game as a math lesson.

I also saw another game, Super Monkey Ball. I didn’t play it but I did take some pics.

The player rolls the ball to direct the monkey on  the screen through the board. The player rolls that ball in the direction they want the monkey to turn. left, right or straight. If I had more time I would make this a English game for maybe 1st graders. I would have the child go through each level putting a sentence together.The monkey would pick up words on the board as they go. At the end of each board they would have to create a sentence that made sense. Each level would be harder, either requiring more words or more complex sentences.

# Lets Play Sequencial Order

Step 1: Gather Materials

• One deck of 54 playing card (including 2 jokers)
• a 10 sided die

Step 2: Assign one material to strategy and one to luck

Deck of playing cards >>>Strategy

10 sided die >>> Luck

~I made the cards the strategy because I like card games and throught there was more room for strategic expression with card. I made the dice random because rolling a die is a random action so it made sense.

Step:3: Craft a core mechanic around choice

First thing is you need to know the Order of Cards

After that, the rules about the Jokers (Wild cards)

These cards are used anytime during the game and allow the next player to put down any card they choose as long as the card is the same color as the wild card. ex. if the wild card is red the next player can only play a dimond or a heart. If the wild card is black the player can only play a spade or a club.

Now lets see a demo of the game (keep in mind the demo isn’t a whole game just explain some rules and giving you an idea of how to play) :

~ I choose the idea for putting the cards in order from the game ‘Bullshit”. This is a game where you put the card in order face down and if you think the person is lying about the card you put down you say “bullshit” if the person i lying they have t take the deck of cards but if you were wrong you have to take the deck of cards. I based my game on the idea of order.

Step 4: Disrupt your core mechanic with randomness

To create randomness I incorporated a 10 sided die into the game. When the player can not go and have to draw the die is thrown to tell them how many cards to draw from the deck.

Demo of how this works:

~ I decided to implement chance in the game this way becuase I didn’t really know how else to do it.

Step 5: Pick a goal

The goal of the game is to get rid of all the cards in your hand. The first person to do this before all of the other players playing is the winner.

~ I made this the goal because , like the game it was based on, the goal is to ge rid of all your cards.

## Step 6: Playtest your game

I played the game with my dad. Here it is:

What is fun about the game? Not fun?

~ I enjoyed playing the game because learning how to strategically place you cards in order, in order to get rid of the most cards in one turn is really fun. I would say the original form of the game wasn’t so fun because having to draw one card at a time from the deck seemed to make the game go on forever. By adding the die you are using the randomness to cause the game to progress faster make it more fun.

What would you do to change the game? Why?

~ I wouldn’t change the game however, when I played the game with my dad he found something he would change. He didnt like the name of the game. He didnt think it was a good title for a card game. I don’t really have another name for it and my dad was no help but I wouldn’t change the game bacause I feel like its not too complicated once you get the hang of it and its quite fun.

I hope you guys enjoyed my game. I encourage all to try it and if you have any changes you would like to add please leave a comment I want to hear from you.

Five Core Design Elements

1  Rules

You are given a credit card with a limit on. You are then shown five prizes to look at. You have to pick 3 of the five prices who values, when added, is less than the credit limit on the credit card. Each item is selected one at a time and after each item is selected its value is subtracted from your credit limit. If you choose 3 items that total under the credit limit you win all 5 prizes shown.

2 Core Mechanics

strategy, adding skills good knowledge of pricing

3 Goal

Choose 3 items whose values total under the credit limit given.

4 Space

table

5 Components

• credit card
• 5 prizes and their values
• 1 player

My own version at play

PRIZES

Item #2

Item #3

Item #4

Item #5

Credit Card Limit

The Three Items Selected and their prices

Item #5

Item #4

Item #2

Winner!!!!!

Modification

As a group we choose this game to modify. Each of us had to choose something about the game we would modify or change. For me I thought of  adding a “Bailout“. This is s set amount of money (cash) that is set to the side. If the player, for example, selects two items and feels that they may go over there limit when they select the last one, they can choose to use the “Bailout”. What would happen is the player would give up the cash in the bailout and that amount of money would be added back to their credit card limit.

If the “bailout” money isn’t used and the player wins then they win all 5 prizes and the bailout money.

WINNER!!!!!

# MOOC’s Fork in the Road: Will it stand the TEST of time?

MOOCs is an acroymn for Massive Open On-line Course(s).

MOOCs are a new way of taking courses and learning new material. They were originally being offered for computer tech  and other technology courses now they have begun to expand into universities. All of these courses are free in sense you can sign up for them with about paying a fee however, if you register through a school and expect some type of credit towards a degree you will be paying for that aspect of the course. They offer a chance for students to learn at their own pace with interactivity, student to student communication and online labing. These courses are designed for students to explore and teach themselves as well as each other instead of learning in a traditional classroom with a teacher.

There are two different types of MOOCs that are on rise right now.

One is xMOOCs this is a newer version and it works more or less like you your standard university on-line course. This is where students are taught by structured and organized course material. With  these MOOCs assessments and test are used to measure the students understanding of the material. At the end usually some type of award, degree or passing grade is given.

The more original version is cMOOCs, this one is version of courses is only to achieve, for the student, life long learning. A student won’t, more than likely, receive any type of credit from the course but instead the achievement is a more self-fulfilling one. In this version a student is not limited or expect to learn anything impaticualr but rather to have a free place to discover and explore the topic on their own. They learn from their peers and the information that they gather. Students set their own goals and there is no platform or structured path. Audrey Watters called cMOOCs brings up in her article the idea of  connectivism. Which is an idea of teaching that focuses on exploration and self education the goal is set by the individual and only the individual can measure whether they learned anything or not, they use a system called gRSShopper. Downes, the creator of this system describes it by saying,

Rather than driving users to a course website or a learning platform for all their interactions, the users on gRSShopper “are assumed to be outside the system for the most part,” writes Downes, “inhabiting their own spaces, and not mine.”

This is one of the biggest problems with this form of teaching. Due to this type of system grading is almost impossible. They want peer feedback, students to grade their peers which is ineffective. Students may not know enough about the subject to respond. Also due to the fact that most students that use this type of learning are outside the US there are also language barriers that make peer review almost impossible.  The other problem is the large drop out rate with this form of learning. Students do not last in these class for a number of reasons. The two biggest are lack of drive which is very important due to the fact  that a lot of the work done has little to no guidance by the teacher. Another reason is that the course itself didn’t hold the students attention. These issues have caused a lot of teachers to drop that part of the course.

We see these issues and question if MOOCs will survive much longer. This system could either continue to lose its popularity and fade into the darkness or it can be improved and reevaluated and continue to grow and expand from university to university; eventually becoming, possibly, the future of higher education. This is the fork in the road, What do you think?

# Teacher’s should create Learners, not Students

I started my search on Google. I used the term “elementary school teacher” then I refined my search to only include blogs. As I began to go through and explore everything that came up, I hit the third page and a blog title caught my attention. The title was A conversation about teaching preparation by. Robert Talbert.

That lead me to another blog titled We need to produce learners, not just students and This article really spoke to me because I completely agreed with Prof. Talbert’s main point. He said,

For me, the main purpose of higher education is to train students on how to be learners— people who take initiative for learning things, who are skilled in learning new things, and who above all want to learn new things. My goal as an instructor is to make sure that every student in my class makes some form of incremental improvement in having the dispositions and skills attendant with successful lifelong learning. I care about this a lot more than I care about covering this or that particular content topic in a course.

I definitely feel that he is so right. Your GPA means nothing if you never gasped the material that was taught and don’t posses the skills needed in your chosen profession. This is a concept that I agree with and feel should be expressed to not only teachers but students as well. We need to create students that want to learn and not just try to “get through the class”. Students that take the initiative to explore on their own and are interested in what they are learning.   As a future education teacher for grades 1 to 6, I feel that at the age in a child development, although the student will need all of guidance, to allow them to explore and discover things on their own we can create a generation of learners rather than just students.

He goes on to explain how he achieves this in his own classroom . Using 4 simple steps he got from  Paul Pintrich. He states,

1. Learners are active participants in the learning process.
2. Learners have the option to monitor and control their thinking and motivations for learning.
3. Learners have a standard against which comparisons can be made to decide whether their learning is going fine or needs to change.
4. Learners are mediators between their own personal learning characteristics and their achievement.

Pintrich called this concept a Self-regulated learning model. On a higher education level of education this model would work amazingly well ,however, in an elementary school setting things would need to be more structured in order for this to be effective. I am see a lot of his blogs being helpful to me in my path on being a teacher. Learning from other teachers and network sharing on how to teach things are so beneficial and I was very interested in a lot of the topics he brought up. Absolutely would love to continue to follow him and his work.