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INTERACTIVE ICT TOOLS LINKING MATHEMATICS, SCIENCE AND ROBOTICS – GETTING THE MOST FROM GAME MAKER . Michael Fenton Scientist Diploma/Degree level ICT tutor / researcher High School Biology, Chemistry, Physics, Computing, Electronics Creator/author of commercial interactive
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Diploma/Degree level ICT tutor / researcher
High School Biology, Chemistry, Physics, Computing, Electronics
Creator/author of commercial interactive
Nexus Research Group1997-2004. Scientists: Michael & Christine Fenton
New Zealand's only school based research organisation
Dedicated to providing students of all ages and abilities with enough detailed "how-to" secrets of research to allow ambitious amateurs to make original discoveries.
The team of students engaged with a number of communities;
science fair, conferences, Royal Society, fashion, inter-school, international…
“No matter what subject is being taught, attempt to create practical, hands-on, real-world, problem solving tasks for students…”
Careers Expo 2005
You should try finding a car park for these…
Our classrooms reflect our view of what should be taking place for learning to occur…
Does a curriculum focused system ready students for working in the community…or is it a system of convenience?
Driving forces for e-learning initiatives
Impact on schools
“e-learning covers a wide set of applications and processes;
Web-based and computer-based learning, virtual classrooms, and
It includes the delivery of content via Internet, intranet/extranet
audio- and videotape, satellite broadcast, interactive TV,
e-learning is interactive, or rather, provides instructional interactivity.
While you can learn from many things in this world, it’s the
that differentiates learning from mere e-publishing.
In the company
Communities of practice
A global connected
ICT enables eLearning solutions…notice the community focus!
ideas and reasoning.
More than just games…mathematics, science, robotics…
I cdnuolt blveiee taht I cluod aulacity uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid. Aoccdrnirg to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer inwaht oredr the Itteers in a wrod are; the olny iprmoatnt tihng is taht thefrist and Isat Itteer be in the rghit pclae.
The rset can be a taotl mses and you can sitllraed it wouthit a porbelm.
Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef but the wrod as a wlohe.
And I awlyas toguhht slpeling was ipmorantt!
GM can convert text to this format for a fun look at language, codes and ciphers.
How does it help learning?
“You never run out of time to meet deadlines when you have a TARDIS”
Game Maker was created by Professor Mark Overmars, a lecturer in computer games programming at Utrecht University in the Netherlands.
Based on Object Oriented Programming (OOP), games can be created by dragging and dropping items from a set of standard toolbars - great for novices.
However, it also includes a powerful built-in programming language, called GML, for intermediate and advanced students.
Game Maker is free to download and use. For a small license fee you can get some very useful add-ons and contribute to the continued development of the software.
In brief, the following things (often called resources) play a crucial role:
objects: which are the true entities in the game
rooms: the places (levels) in which the objects live
sprites: (animated) images that are used to represent the objects
sounds: these an be used in games, either as background music or as effects
backgrounds: the images used as background for the rooms
People need sprites to play a game… we think of the pictures as real
Computers understand only objects… a sprite is stuck on top so humans can see what the computer is doing with the objects.
Mikaela gets a little help from a fiend…
e-learning is expensive.
Instead, it is poor e-learning that is expensive.
You need to start with the simplest concepts and tasks.
Instead, learners prefer jumping into interesting tasks, then breaking them down into their components as it becomes understandably necessary.
The “tell-and-test” paradigm: convey a block of content through slides, animations, etc, then give a quiz.
Instead, learners enjoy a challenge. If learners can meet the challenge, you won’t have bored them by telling them things they already know.
If learners can’t meet the challenge, they can ask for help. In asking for help, learners will value the information you give them and see its relevance immediately.
You should give learners immediate feedback.
Instead, delaying feedback as learners work through multi-step tasks is often much more effective. It entices learners to monitor their work more closely and make corrections without relying on external assessment and guidance.
Geography.RIGEL data logger system
Multipurpose system invented by Michael Fenton
See The Education Weekly, June 18th 2007
Detecting firing of a spark plug…
Year 13 Calculus internal assessment Level 3 NCEA
Modelling using trigonometric equations
Todays session was a BRIEF look at “Game Maker” and its links to mathematics.
You can contact Mike at Inglewood High School; firstname.lastname@example.org
or visit his website for any other topics involving:
Science experiments (junior and senior)
Crime Scene Investigation/Forensics
Dr Who (time machines and daleks!)