Someone pointed out Blurb Mobile to me yesterday as a possible app for digital storytelling. I really like it so far. Presentations can be created from pictures and one video. The limits on the number of pictures or videos can be changed by paying for the full version.
Most interesting to me is that it plays the presentation in two ways. One plays the audio and then the user can flick through the pictures manually. The other converts it to a video that plays each picture an equal time throughout the length of the audio clip.
After using other apps I have talked about, here are some thoughts...
I still really like Storyrobe, but the resolution can be bad if you play the movies full screen on a computer. Also, the fact that the pictures have to be in landscape (or they get cropped) is unfortunate. We found out this week if the iPad gets tipped while taking pictures the picture turns out in portrait even though we had the iPad turned for landscape. If you can live with those, this is still my favorite for simplicity and being able to control when the pictures change.
Videolicious - Still love it. I just wish you could time the images. I will be putting together some short reports on classroom projects in the next week...as long as I can convince the teachers to narrate!
Technology, creativity and passion in learning
Thursday, April 12, 2012
Tuesday, April 10, 2012
Standardized Tests and Teacher Accountability
However, as we talked I realized that he is only thinking of education from the view of the tests. That's understandable given his job, but I hoped he'd give it more consideration. I reminded him that when testing, the students work alone. They cannot talk and they have very limited access to technology. That's great for looking at part of what they have gained from education. However, how many of their future work environments will resemble that testing environment?
He obviously had not considered that. If he hadn't, how many others see the published test scores and think no further of what they indicate?
I think it was Kevin Honeycutt who pointed out a good quarterback does not throw the ball where the catcher is (and certainly not where he was) but instead, he will throw it to where the catcher will be.
When we talk about how well teachers are doing their jobs, let's think about where the students will be five and ten years from now. Certainly we need to consider the standardized tests as we make necessary decisions. But let's remember they can only provide a limited view. If that view gets all the attention in the decisions involving money then innovative educators will lose opportunities to fully prepare their students.
Saturday, April 7, 2012
How to Make Games - Part 2
In this part of the presentation I focus on some vital tips that I learned about the playtest process. This is certainly the most important and possibly the most enjoyable part of making a game. I playtested most of my best games with students over the years and the fun of those sessions and the lasting friendships that developed outweigh any success I have achieved as a game designer. That might be the best lesson to share with students if you are creating games for or with your classes.
After years of working with some talented and successful game designers, I have pulled out just a few practical bits of advice that can be very insightful for testing any game.
I love the Educreations app, which was used to record this presentation. However, I have found it's not ideal when I like 85% of what I said, then I mess up or can't remember a detail! Consequently, here are some clarifications:
Blind playtesting - I made it sound like the playtesters at this stage have to find the game components! I was picturing them finding them in the box like one would after purchasing a game, but it could be misleading. Basically, this is your late stage testing and you want to provide the testers with a close copy of what they will have if they purchased a published version of your game.
That golden question about what keeps players playing comes from work I did with Kes Sampanthar when we edited the Protospiel playtest sheet. I am in his debt for that insight.
And it slipped my mind at the moment, but it was an interview with Andrew Parks where I pulled out the idea of changing just one thing at a time in later stages of playtesting. Take that for what it's worth. I usually can't so limit myself!
And to elaborate on Protospiel:
The Protospiel website is here. Check out that site, but also do some searches for it to see how the group has grown and how many published games have been created by attendees over the years. The original idea came from Stephen Glenn and his friend Dominic Crapuchettes organized the first gathering. It would be a shame to talk about Protospiel without giving them credit for their early efforts.
The old Protospiel site has some useful resources that didn't get moved over to the new one yet. You might want to browse those here as well.
And last of all, I have to point out that playtesting at school has one important drawback. Almost any game seems more fun to students when they are at school! This is especially true if you try a game during class. I usually did playtesting at lunch or after school, but even then games seem more fun than the usual business of that environment. Keep that in mind when you think about dropping several thousand dollars on publishing your creation. Games need to attract attention when in the vast array of competing products, not just when compared to your lecture on supply and demand.
More on that in the third part, if I get to it.
After years of working with some talented and successful game designers, I have pulled out just a few practical bits of advice that can be very insightful for testing any game.
I love the Educreations app, which was used to record this presentation. However, I have found it's not ideal when I like 85% of what I said, then I mess up or can't remember a detail! Consequently, here are some clarifications:
Blind playtesting - I made it sound like the playtesters at this stage have to find the game components! I was picturing them finding them in the box like one would after purchasing a game, but it could be misleading. Basically, this is your late stage testing and you want to provide the testers with a close copy of what they will have if they purchased a published version of your game.
That golden question about what keeps players playing comes from work I did with Kes Sampanthar when we edited the Protospiel playtest sheet. I am in his debt for that insight.
And it slipped my mind at the moment, but it was an interview with Andrew Parks where I pulled out the idea of changing just one thing at a time in later stages of playtesting. Take that for what it's worth. I usually can't so limit myself!
And to elaborate on Protospiel:
The Protospiel website is here. Check out that site, but also do some searches for it to see how the group has grown and how many published games have been created by attendees over the years. The original idea came from Stephen Glenn and his friend Dominic Crapuchettes organized the first gathering. It would be a shame to talk about Protospiel without giving them credit for their early efforts.
The old Protospiel site has some useful resources that didn't get moved over to the new one yet. You might want to browse those here as well.
And last of all, I have to point out that playtesting at school has one important drawback. Almost any game seems more fun to students when they are at school! This is especially true if you try a game during class. I usually did playtesting at lunch or after school, but even then games seem more fun than the usual business of that environment. Keep that in mind when you think about dropping several thousand dollars on publishing your creation. Games need to attract attention when in the vast array of competing products, not just when compared to your lecture on supply and demand.
More on that in the third part, if I get to it.
Wednesday, April 4, 2012
How to Make Games - Part 1
Here's my first attempt at a presentation about making games. I talk very generally about how I get ideas and how I begin to develop them. If there is interest in this, I will follow it up with information on playtesting and publishing the games.
This post also serves as an example of the Educreations app for the iPad. I love the app, but it can be frustrating when you want to start over on the recording. I am happy to find out that I can embed the lesson here. Originally I thought they were only accessible by users registered with your school on the Educreations site.
This post also serves as an example of the Educreations app for the iPad. I love the app, but it can be frustrating when you want to start over on the recording. I am happy to find out that I can embed the lesson here. Originally I thought they were only accessible by users registered with your school on the Educreations site.
Great Advice for the Creative Life
I have been reading Steal Like an Artist by Austin Kleon. It's filled with some great advice for students growing up in today's information saturated society.
When I first wrote this short post about Austin Kleon's book I had no idea how many people find my blog through it.
If you're not a teacher but you came across this blog, please consider passing the link along to someone you know in education. Ideas can change the world and even the simplest ideas and acts can change a life.
See my pages about creativity games in the classroom or my vision for education. If you know someone who might find them useful, please send them the links!
This image has been all too true of my own work, except for that low point at the bottom. For me it never seems like just a single point!
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