Featured

Lesson 8 - Create a Sequential Game in Taleblazer 

Students have playtested a geolocative game with TaleBlazer and analyzed how it’s parts interact. This lesson introduces students to the TaleBlazer interface which they will use to create a mini sequential game. Students will build on these skills to design their collaborative game as the program progresses.

 

 

Essential Questions:

 

  • How do the elements of a sequential game interact?
  • How is a game made on TaleBlazer?

 

 

Objectives: Introduce the TaleBlazer interface Begin to create a sequential game on TaleBlazer Review of Geo-Locative Games

 

 

Begin by asking students, what are geo-locative games?

 

Elicit: games that are played in a physical space, but at the same time, they are supported by actions and events in a virtual space (computer, devices, internet) that connect all its parts.

 

In the last workshop, students played a geo-locative game. Ask, what do you remember about it? What did you as the player do to interact with the game (the mechanics)?

 

·       What was the goal of the game?

·       What were the components of the game that you interacted with?

·       What was the space?

·       What were the mechanics?

 

Now that there is an understanding of geo-locative games and how they are played in the physical space, students will create their first game on Taleblazer. 

 

Create a Sequential Game in TaleBlazer

 

In this activity, students will create a simple game in TaleBlazer in which agents (characters) appear on the map in sequential order. Visiting (bumping) an agent triggers the next agent to appear on the map.

 

The game should follow these parameters:

 

1.     There are 3 characters in the game

2.     Only 1 character appears at the beginning of the game

3.     Character 2 appears only after player has seen character 2

4.     Character 3 appears only after player has seen character 3

 

Following are the steps to take in order to create the game as explained in the video below.

 

Step 1: Create the map.

a.              Enter address

b.              Click search address

c.              Click: Move Game to Here

d.              Check Lock Map

 

Step 2: Create the agents.

 

Step 3: Place agents.

 

Step 4: Create Scripts

Agent 1 included at start of game

When bump Agent 1 include Agent 2, exclude Agent 1

When bump Agent 2 include Agent 3, exclude Agent 2

When bump Agent 3, exclude Agent 3, say “End of Game.”

 

Assessment:

 

·       Students learn the TaleBlazer interface

·       Students collaborate to make a mini-game on TaleBlazer

·        

Design Journal:

 

·       What did you learn today in TaleBlazer?

·       What would you like to learn?

 

 

See the following video for detail instructions on how to create the game: 

 

 

 

 

video: 
See video

September 2014 Maker Party 

Youth between the ages of eleven and seventeen attended the Global Kids Maker Party where they experimented with circuitry using LittleBits modules. Attendees learned the meaning of “input” and “output” circuits through various design challenges given by Maker Party facilitators. These initial challenges built up to a final challenge, in which participants created “gadgets” that would improve a particular room of one’s home. Youth collaborated with their peers over a few slices of pizza and completed brainstorming activities that led to the successful creation of the aforementioned gadgets. Notable creations include a remote control that would program the cable box of a television using light sensors, a garbage disposal mechanism, and a music player for one’s bathroom.

IMG_0081

iDesign Summer Camp at Hofstra University 

 

Students and teachers from the iDesign program are getting ready to start the second year of the project as they participate in a sumer camp at Hofstra University where they have been learning about geo-locative games and the use of the WeDo interface with Scratch. They are also learning basic concepts of game design, and how to create games using the MIT software TaleBlazer. As they explored the campus and started building their games, a group of students have designed a game with interesting mechanics and storytelling that takes the player through a tour of a part of the Hofstra campus.

 

Global Kids has been partnering with the School of Education at Hofstra University on the iDesign program, a National Science Foundation funded initiative to implement game design with teachers in middle school afterschool programs. With the goal of inspiring kids to pursue STEM careers through computational thinking introduced with game design, the program also teaches kids to create games that are culturally relevant. For more on the iDesign program visit IDesign.hofstra.edu

 

Online Leadership Program Associate 

Global Kids, Inc. - the premier non-profit educational organization for global learning and youth development - works to ensure that urban youth have the knowledge, skills, experiences and values they need to succeed in school, participate effectively in the democratic process and achieve leadership in their communities and on the global stage.

 

Global Kids Online Leadership Program (OLP) has developed and pioneered cutting-edge practices that integrate digital media, global awareness, and youth leadership for underserved middle and high school students. In addition to youth-facing work, OLP works to build capacity of other youth-serving educators and institutions, and contribute to the field of digital media and learning through speaking engagements and special trainings.

 

Global Kids is seeking a talented and enthusiastic individual for its Online Leadership Program to run youth programs using digital media. The Online Leadership Program Associate will work collaboratively with other Online Leadership Program staff as well as other Global Kids staff in order to:

 

  • Coordinate, develop and facilitate interactive, experiential workshops using digital media for in-school and afterschool programs for middle school youth

  • Write curricula and lesson plans that incorporate digital media and global issues

  • Conduct professional development trainings for educators

  • Collaboratively brainstorm ideas for new digital media projects that embrace Global Kids mission

  • Stay up to date on digital media and learning news and research

  • Coordinate and manage multiple projects, both independently and on a team

  • Cultivate and maintain relationships with funders, institutions, and other collaborative partners

  • Contribute writing and ideas to grant proposals and reports

  • Represent GK through blog posts, speaking engagements, and other outreach

  • Perform other duties as assigned

 

Qualifications:

  • Bachelor’s degree required

  • Minimum 2-3 years of related work experience required

  • Experience using interactive experiential learning strategies and youth development or leadership strategies in culturally diverse settings with youth

  • Experience teaching digital media skills and tools to middle school youth strongly preferred (i.e. games-based learning, audio/video production, mobile applications, social media, web design, etc.)

  • Excellent facilitation and interpersonal skills

  • Experience with curriculum development and games-based learning

  • Game design experience plus familiarity with game design platforms such as Scratch and Gamestar Mechanic, etc.

  • Strong project management skills

  • Short learning curve around new digital tools and applications

  • Strong interest in global issues, social activism and youth empowerment

  • Strong organizational skills, attention to detail, and proven ability to prioritize tasks

  • Ability to work in a fast-paced environment

  • Strong interpersonal skills

  • Experience working in schools with middle school youth

 

Salary / Benefits:

Mid to high 30's, depending on experience. Good benefits and possibilities for travel.

We are actively seeking candidates of diverse backgrounds.

 

To Apply

Please send your resume and cover letter as a PDF to resumes@globalkids.org. Indicate “OLP Associate” in the subject of the email. We are unable to accept any phone, mail, or fax inquiries. Please refer to www.globalkids.org and http://olpglobalkids.org for more information.

 

Deadline To Apply

Application process will be open until the position is filled with the right person, though we are looking to hire as soon as possible.

Global Kids, Inc. is an equal opportunity employer. We are committed to a policy of equal treatment and opportunity and do not discriminate against employees or applicants for employment on the basis of race, sex, color, national origin, religion, age, citizenship, mental or physical handicap or disability, marital status, sexual orientation, pregnancy, military or veteran status or any other characteristic protected by law. We continue to support and promote equal employment opportunity, human dignity, and racial, ethnic, and cultural diversity.

Global Kids takes part in littleBits Global Makeathon 

 

DSC03937

 

At the Global Kids headquarters this past Saturday September 14th, a group of kids from different parts of New York City and different ages gathered to take part in the littleBits Global Makeathon 2013.  According to the littleBits webiste, the Global Makeathon was "the world's largest physical and virtual littleBits workshop. We are bringing together makers from around the world for one day to bring their own cities to life. Join us, with your Bits, your crafts, and your tools and Make Something that Does Something!" 

 

Young kids who came to take part on the challenge started the day talking about the things they enjoyed the most about living in New York City. The theme of the makeathon was "Bring Your City to Life" and the kids were excited to start thinking about how they could represent their city in the challenge. After introductions from Ayah Bdeir to the challenge and a google hangout with makers from all around the world, the kids learned the basics of using little bits: that the color blue was for the power bits, pink for input, orange for wire, and green for output.

 

Combating Sexual Cyberbullying with That Could Be Your Sister 

Twenty-five youth from around New York City. A problem to solve through the design of a digital tool. Cash prizes at stake.

 

That was the set up for yesterday's That Could Be Your Sister Design Challenge, held at the Brooklyn Public Library by Global Kids and WNYC's Radio Rookies. The youth – many of them affiliated with BPL's T4 program and several from GK and Rookies – listened intently as 17-year-old Temitayo Fagbenle played a radio story that she had reported last year about "slut-shaming" on online social networks, or as she and producer Courtney Stein wrote, "using photos and videos to turn a girl's private life inside out." She challenged the group to propose an idea for a digital tool that could be mobilized to support victims, raise awareness or collect data about the issue.

 

Hive NYC's Julia Vallera presented a menu of digital tools for students to consider integrating into their designs; from apps to text messaging campaigns. "There are no limitations" she said. "Think outside the box." With that, the students were off in their groups -- drawing, writing, and brainstorming their way to digital solutions.

 

 

During the presentations, the four judges -- Jess Klein and Atul Varma from Mozilla, Erica Doyle, Assistant Principal at Vanguard High School, and Jasmine Hood from Common Sense Media – were treated to five stellar pitches for new digital tools. One group dreamed up a website that followed a human body metaphor - the mouth would link to a section to help victims speak out, the ear to a section for listening to testimonials, and "tears" collecting at the bottom of the screen would contain words of inspiration and support from the community. Another group decided to place QR codes in locations that teens frequent the most in order to direct them to the campaign website. The “Insert Title Here” group’s proposal included a “choose your own adventure” game that would guide players to make choices in scenarios of sexual cyberbullying. The "Tech Geeks" team won with their idea for an informational website and an app that victims would be able to use to report offensive photos and seek the support of specialists.

 

5/6 of the members of the winning team, "Tech Geeks."

 

While everybody couldn’t walk away from the competition with a gift card, the rewards of the program went far beyond. In an email to GK’s Juan Rubio, one student wrote about how he’d love to continue learning Photoshop, something he began to explore during Thursday’s event:

 

“Gracias por toda su ayuda y aunque no ganamos, ganamos porque aprendimos mucho de cyberbullying y también de tecnología. (Thank you for all of your help, and even though we didn’t win, we won, because we learned a lot about cyberbullying and also about technology).

 

Thank you to Project:Connect and our panel of judges, Brooklyn Public Library’s Jen Thompson and Jackson Gomes, and WNYC Radio Rookies’ Kaari Pitkin, Courtney Stein and Sanda Htyte.

 

For more coverage of the event, check out SchoolBook!

 

Freelance producer Karen Duffin also produced a radio piece about the event, featuring OLP's very own Jack Martin and Juan Rubio!

 

Simulating Inequality - P4K Gamers at Hungercraft 2.0 

_MG_6920

What happens when resources are unequally distributed? Do citizens learn to cooperate and trade? Or is violence inevitable?

 

Those were some of the questions pondered by Global Kids’ Playing For Keeps youth leaders at Hungercraft 2.0, an event at the Main Branch of the Brooklyn Public Library on Saturday, March 30. Using a special world created by Minecraft Edu inspired by the popular books The Hunger Games, they faced off against the teens in Brooklyn Public Library’s T4 program (Today’s Teens, Tomorrow’s Techies).

Jack Martin Joins Global Kids! 

GK is pleased to introduce a new member of the GK Family! Jack Martin joins us as Associate Director of the Online Leadership Program after many years of directing programs at the New York Public Library. At the Library, he partnered with GK to create NYC Haunts, our geolocative mobile gaming program. Jack also has an extensive background in theatre, the arts, technology, science, and dance. Welcome Jack!

 

I'm Leaving GK and What You Can Do About It 

After a dozen years at Global Kids, the majority directing our Online Leadership Program, I would like to announce that it is time for me to move on. I am sad to be leaving this incredible organization, the youth we serve, and the staff with whom I have had the privilege of doing such ground-breaking work.

 

I will be embarking on a new adventure, as the Associate Director for Digital Learning in the Education Department of the American Museum of Natural History.

 

Because Global Kids has meant so much to me, I would like to ask your help as I plan to transition, in three specific ways:

  • Comment on the 12 key lessons I have learned while working at GK.
  • Help me see that work continue to flourish.
  • Promote the search for my replacement.

 

Help 1: 12 Lessons After 12 Years

After considerable thought, I think I can summarize 12 key lessons I learned over my time at Global Kids, lessons about digital media in a youth development and global education context. To read explanations of each of the lessons (and respond through the comment section) please visit here.

 

12 Lessons After 12 Years 

A few weeks ago I completed my 12th year at Global Kids, the majority as the Director of our Online Leadership Program. I recently announced that at the end of the month I will be leaving, to take on a new position at the American Museum of Natural History. My time at GK has been a continuing education program beyond my wildest dreams. As I prepare for the upcoming transition, I wondered if I could take this opportunity to see if I could summarize my key take-aways. What I came up with are lessons I am sure to carry with me but, more importantly, speaks to the importance for this work to continue at Global Kids.

      
1. Youth Care. Youth care about their lives, the worlds around them, and what they can do to better both. Some youth I met knew it. Others had forgotten. But in my 12 years at GK I have never met a youth who lacked the capacity for passionate engagement, given the proper context and support. I learned none should underestimate youth from low performing or at risk communities.