FETC 2015 Advanced Game Design Presentation - Workshop
1. Advanced Game Design
D. Michael Ploor
Teacher and Author
Hillsborough County Public Schools and Goodheart-Willcox Publisher
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Has the export modules built in and Expires 5/1/2015
12. Character development,
symbolism, storyboards
Environmental
Design, Cultural Symbolism
and Semiotics
Gravity, Force, Friction,
Physics and Ballistics
Social
Science
Science
English
Geometry, Trigonometry,
Probability, Fractions
and Graphing
Math
Digital Design
Color, Contrast, Elements of
Art, Principles of Design
Other
STEM
Elective
Platform
Game Design
13.
14. Are we making students dependent?
Are we teaching the test?
Can students perform at a workforce ready level?
Challenge students
Do not make them dependent on your help!
Prepare them as life long learners
How do we do this?????
15. 4G Classroom
4G is a new educational model to provide project based
learning models into frequent use. Develops work place ready
skills and inspires success through strategies used to make
games addictive.
•Goal
•Gather
•Go
•Glory
16. 4G Classroom
Goal
• Objectives
• End Product
• What you are
expected to be able
to do?
• Were will students
be when finished? Achievement Based
17. 4G Classroom
Gather
• Required materials
• Skills
• Knowledge
• Training
(reading, modeling,
guided practice, etc.)
Loot Based
18. 4G Classroom
Go
• Get to work
• Creating the end product
• Manage and support the
process – not the people.
(independent practice,
team project, application
and synthesis level activity) Adventure Based
19. 4G Classroom
Glory
• Assessment
• Presentation
• Certification
(celebrate success,
track success,
establish self assessment skills,
inspire to outperform, etc.) Community Based
20. Successfully Motivating Classroom Audience
Make it FUNIntegrate Student Interest
Build from one success to another
Animations
Character Development
Drawing
Games
Creating - - not just doing!
Let the Bears forage on their own!
Student becomes unteachable - independent
21. Integrating Office Technology
•PowerPoint Games
(Quiz show and Maze)
•Microsoft Word Asset construction
(2D and 3D; Design Documents)
•Microsoft Excel Games
(Crossword ,Tic-Tac-Toe, Battleship)
•Microsoft Paint or Open Office Draw
•Microsoft Clip Art
•Microsoft Sound Editor or Audacity
•Create Presentations, Brochures, Letters, Charts
using Office products for marketing
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40. Activity 3-4:Physical Dexterity Puzzle
Objective: Students will be able to construct a simple puzzle game. Students will
demonstrate hyperlink and mouse over game features. Students will use a
variety of tools to build games. Students will understand the benefits of a
physical dexterity training game.
Situation: The Really, Really Cool Game Company needs to create a few puzzle
games to teach users how to correctly use a stylus (digital pen) on a handheld
organizer. Your team will create a prototype sample puzzle to test the concept of a
hand-eye coordination training game.
Each team member will create a different maze concept.
46. Crop coin image to edge.
Change line color to match coin.
Rotate to 3D.
47. Clickteam Software
•FREE to schools (The Games Factory 2 and MMF2)
•Object oriented programming
•Rapid Game Development
•Foundation for Visual Basic or C++
•Simple interface
•Step by step directions
•Builds as an executable file
•Build games as HTML 5, Android, iPhone, Xbox, etc.
•Post to your school website
•www.clickteam.com
65. • Pivot Software
• Free download
• Let’s Play (Pivot demonstration)
• Active animation student example 1
• Active animation student example 2
• Student example with depth
• 3D Animation with Blender
Animation Basics
81. Insanity
• Insanity: doing the same thing over and over
again and expecting different results.
Read more:
http://www.brainyquote.com/quotes/quotes/
a/alberteins133991.html#ixzz1KgH3jq4T
•Do not dumb down.
•Make the learning process simpler and more effective
•Reverse engineer from desired outcome
•Scaffold learning to achieve objectives
91. Learning Enhanced with
“Error Inclusion” Directions
Unlike other curriculum, I
find value in errors.
Without putting errors in
the directions, students
never learn how to
problem solve for the
solutions. That is why
common errors are left in
place, tested and then
explained how to fix. Next
time the students
encounters a similar error,
they will have tools to fix
the problem and not rely
on you to help.