Scratch 2.0 Programming (e-book)

Scratch 2.0 Programming. Making games and cartoons. Detailed step by step guide for children. by  Denis Golikov February 16, 2015 http://scratched.gse.harvard.edu/resources/scratch-20-programming-making-games-and-cartoons-detailed-step-step-guide-children The goal of the book is an introduction into programming and mathematics for middle school students. The material is written for student self‐study for Grade 5‐6 students http://scratch.mit.edu/users/scratch_book “fire & smoke” with clones http://scratch.mit.edu/projects/38397794 soccer (penguin) http://scratch.mit.edu/projects/33551044   Feather generator (remix) http://scratch.mit.edu/projects/26555315 original: http://scratch.mit.edu/projects/26351912   SCRATCH_stageRain (remix) http://scratch.mit.edu/projects/23296127 original: http://scratch.mit.edu/projects/23041356 3D Milkyway http://scratch.mit.edu/projects/16143885   Table of colors for beginners http://scratch.mit.edu/projects/21625009       SCRATCH_sodaSoda http://scratch.mit.edu/projects/21406637   Multiplayer Test http://scratch.mit.edu/projects/19588793 Triangle fractal http://scratch.mit.edu/projects/10100473 SCRATCHstageastronaut http://scratch.mit.edu/projects/20259888   explosion simulation in 10 customs http://scratch.mit.edu/projects/20191402 4 pens http://scratch.mit.edu/projects/20077978 writing machine http://scratch.mit.edu/projects/19312855 3 hungry bugs http://scratch.mit.edu/projects/19773821 SCRATCH_stageplatform game, 3 levels http://scratch.mit.edu/projects/19312843   flies http://scratch.mit.edu/projects/19312780 collect apples http://scratch.mit.edu/projects/18570648 Cool animation (olympic version) http://scratch.mit.edu/projects/18442050

Are Multiplayer Games the Future of Education?

Are Multiplayer Games the Future of Education?
A new classroom approach tries to bring more competition into the classroom.
Melanie Plenda
Jul 11 2014
http://www.theatlantic.com/education/archive/2014/07/are-multiplayer-games-the-future-of-education/374235

This intricate Maltese Falcon­-like story will unfold each day, over the course of semester, as a multiplayer game at Renssalear Polytechnic Institute in New York. It is being  designed as a language-learning exercise by Lee Sheldon, an associate professor in the college’s Games and Simulations Arts and Sciences Program. “Using games and storytelling to teach­—it’s not that radical of a concept,” says Sheldon. “It makes them more interested in what’s going on.”

Sheldon is a pioneer in gamification

Based on his own success, Sheldon went on to write the book The Multiplayer Classroom: Designing Coursework as a Game.

The reason it works, Lee explains, is that games themselves actively engage players cognitively, emotionally, and socially to keep them motivated to play.
In their paper Gamification in Education: What, How, Why Bother?, Lee and his coauthor, Jessica Hammer, point out that games offer a rich and complex environment that demands experimentation, problem-solving and quick thinking.

some students just aren’t that into it either.
Juho Hamari and Jonna Koivisto of the University of Tampere in Finland have studied gamification extensively, and they’ve found that some students simply dislike competition.
“Similarly,” Hamari notes, “all students might not appreciate narratives and, for example, role-playing type of interactions.”

Once students enter the real world, bosses are generally short on hugs.
So how well does a gamified classroom actually prepare students for life after graduation?

=================

Gamification in Education: What, How, Why Bother?
2011
http://www.gamifyingeducation.org/files/Lee-Hammer-AEQ-2011.pdf

Games and Apps, Social Skills, and Schooling

Games And Apps Will Push Social Skills Back To The Center Of Schooling
August 19, 2013
http://www.forbes.com/sites/jordanshapiro/2013/08/19/games-and-apps-will-push-social-skills-back-to-the-center-of-schooling

Games and apps begin to unchain us from the outdated educational conventions of the 20th Century.

During the last century, schools mastered the process of brick and mortar teaching. Students learned to line up against cinderblock walls and follow rigid schedules. The school day mimicked the work day. Children sat in rows and responded to bells. Practically automated like a factory, teachers–expected to act more like foremen than educators–herded kids from classroom to cafeteria, from gym to playground. Skilled teachers were reduced to attendance-takers and grade-stampers. The lines between “schooling,” “conditioning,” and “brainwashing” remained fuzzy and ambivalent.

In 1954 Michel Foucault wrote that “in its education a society dreams of its golden age.” So presumably, at some point the United States envisioned our rich way of living modern life and, perhaps unintentionally, we created a training program to make it a reality.

And one could easily argue that it worked perfectly. Private schools nurtured budding executives. Magnet schools crafted bright kids into middle managers. The rest of the institutions catered to the labor class.
It was a “know-your-place” kind of education. It reinforced a world of haves and have-nots.

“The education system is essentially a socio-economic class system,” said Susan Crown.
Schools teach not only reading, writing, and arithmetic, but also cultural and social behaviors.
The prioritization of cognitive skills, test scores, and easily quantifiable information only veils the even bigger achievement gap in interpersonal and intrapersonal skills.

Michel Foucault also asked, “Is it surprising that prisons resemble factories, schools, barracks, hospitals, which all resemble prisons?”

Foucault wasn’t the only one who noticed. After all, in The Republic, Plato also illustrated how ways of thinking can be confining.
He used the image of prisoners chained in a cave in his discussion of the essence of education.
He wrote about the inherent tensions of schooling, between creating good citizens rather than simply creating good conformists.
Is teaching about igniting the passion that comes from within the individual, or putting in place the social conformity that is a prerequisite for civilization? Both, of course.

see also:
http://www.theatlantic.com/education/archive/2014/09/how-to-make-teachers-more-like-doctors/380643

related:

https://franzcalvo.wordpress.com/2016/06/24/the-extraordinary-complexity-of-modern-life-1909

Video games: illusion of choice

In The Stanley Parable, Finding The Story Is The Game
by Steve Mullis
December 10, 2013
http://www.npr.org/blogs/alltechconsidered/2013/11/19/246213397/in-the-stanley-parable-finding-the-story-is-the-game

an interesting animal in the gaming zoo

When the narrator scolds you for not going in the direction of “his” story, the developers are taking a jab at modern games that, despite a glossy sheen of graphics, voice acting and the illusion of choice, are still basically on rails.

Take one of the biggest hits of this year, Bioshock Infinite.
It was highly praised for its story and narrative direction. But in the end, it was a very lead-you-by-the-hand adventure. There were no alternative paths, no choices that really led to a different outcome.
This was also the case for The Last of Us, another critically acclaimed game.
They were great games and I enjoyed both.
But they were very linear in design, and this is what The Stanley Parable takes issue with.

Even Stanley’s job, of pushing buttons at a certain time and for a certain duration, and only when told to do so, is a commentary on the repetitiveness and hand-holding in the design of some modern games. Sure, games are getting more and more gorgeous, but are they just turning us into single-button-pushing automatons? (Looking at you, Assassin’s Creed 4.)

list of games (March 2014)
http://www.npr.org/blogs/alltechconsidered/2014/03/23/293425847/xbox-playstation-wii-a-cheaper-way-to-join-the-console-wars