Tuesday, June 25, 2013

Minecraft Class Management Tips


Minecraft Class Management Tips

As we worked through the process of Kids teaching Kids using the Minecraft software we found that setting specific time limits on tasks was the most effective way of ensuring the kids were on task and hitting all the milestones we set for each session.

We realised that kids just don’t get TIME! Young children often have an issue with personal time management and open ended tasks such as the construction and design elements we designed for our program lend themselves to ever evolving and continual add-ons, changes and rethinks. Without a clearly defined goal and set time limit and schedule they would just keep on building. By giving specific time limits for completion of the stages the children adhere to them and get the job done.

How do we manage this?

We use a large digital timer on a screen that counts down the time allocated to the task. The teams begin to use this timer as focus for keeping on task and completing it in the set time. At first it does cause panic and rush, often teams do not finish and the timer is their enemy!! But as time goes by the children begin to innately understand exactly how long 5 or 10 or 15 minutes is in terms of how they can best use their time. They discuss and set their goals before the time begins and while keeping an eye on the timer they get on task and stay on task. The preliminary discussion time sets team goals and gives every team member a defined task to complete.  The timer eventually establishes in the students an inbuilt body clock and before long they know how much they can get done and what are realistic goals to set for each time block.

Learning In A Virtual World

Learning in a 3D Virtual World When I began working with students in a 3D Virtual World it was very obvious that it was a fantastic tool for creation and design. The interface and operation looked like a computer game and for that reason a 3D Virtual World was extremely easy to engage students who found more traditional classroom setting tedious. Initially the projects I developed were arts based. Creating large scale sculptures designed for public spaces was impossible in a school; this was instantly achievable in a 3D Virtual World. Fashion shows, costume design, architecture all fell into the same art design category. I was impressed with what students produced in classes ranging from Grade 6 to Year 10 but I still felt there a greater depth to what I could use the 3D Virtual World for in the classroom. My idea original for the use of a 3D Virtual World in the classroom was for the creation of interesting films. So many student films suffered from the same problems, uniform designed government building, lack of interesting sets, and a selection of well meaning but often mis-guided staff over acting their way through a student film (with the five spare minutes they staff had between yard duty and their next class.) With the 3D Virtual World the art of Machinima opened up as a truly creative and powerful tool. Students could design everything from the ground up, characters, costumes, sets, lighting and do complex camera moves which were impossible for the average school. We developed a number of interesting projects with students using the 3D Virtual World as the set, screen capture software as the camera, Crazytalk software to lip sync the Avatar’s mouths to the dialogue and a wide variety of editing packages. Students relished the idea of being able to create a short film or a documentary about a creation they had made ‘in world’ which could post on Youtube to show their friends and families. One of the most exciting outcomes was a five minute film we created in an Italian class. A group of students from Debney Park Secondary College studying Year 10 Italian were going to Italy for a two week trip and they wanted to create something to impress their Italian hosts. They also had an amazing teacher who would try anything new. The students created a five minute film set in an Italian Piazza about and old man telling his grandson his experiences on April Fool’s Day many years ago. All the dialogue in the film was spoken by the students in Italian. The students were very proud of their presentation in Italy. It was while I was at Debney Park Secondary College I began to think about more abstract and expansive ideas to develop with a 3D Virtual World. Loosely the ideas were about society, government and the Hunger Games but this was a jumbled collection of thoughts. At this time I was given the opportunity to lead The Doveton Live Project with SoundGarage at Doveton College in Victoria. With the support of the Executive Principal Bretton New and Principal Vicki Miles I created some work involving 3D Virtual Worlds for the Grade 6 and Year 7 students. This new environment offered a variety of new challenges. One of the main issues surrounded students working together in groups. This cohort of students struggled with this concept which made the idea of creating films impossible. As my colleague Peter Wardrobe and I began to explore what we could do with this group of students we had the pleasure and good fortune to meet a staff member Chrisi Tambakakis. Suddenly we shifted gear, from the initial glimmers of ideas around societies and governments Chrisi helped us create a reality; even if it was virtual. We would use the 3D Virtual World in Humanities to expand the student’s social and emotion skills, team building and empathy. From anarchy came law and order. In the beginning we gave the each student an Avatar and huge land mass of 20 regions. We showed the students some basic building skills and said do what you like and with freedom came joy but for only about two weeks. Soon the problems started, students building on each other’s land, trolling and other annoying behaviour. We then set the students the task of taking control of their 3D world. They designed a government with student elected parliamentarians and they created their own set of laws, building codes and community mores which are constantly modified and addressed in weekly government meetings. Students know that there was is correct process to deal with situations, they fill in a form which cannot be anonymous and the issue will be resolved via the government without the need for staff intervention. As we slowly expanded the student’s social and emotional skills their ability to work co-operatively grew and this lead to the ability for group tasks to take place. Fashion show were designed and filmed, computer games developed, famous international landmark buildings were recreated to scale in the virtual world but always with the Government ticking away in the background. We also found the 3D Virtual World was a great tool in our new environment for disengaged students. During this period of time I constantly had students asking whether we could do MineCraft at the school. I had a quick at the software and made a mental note “why would children be interested in some chucky graphics program that looked like something from the eighties.” After much more of student arm twisting I took a further look, flew to Sydney with Peter Wardrobe and did some research at the Powerhouse Museum and MLC. We were both easily convinced. Once again we wanted to use MineCraft as a tool for social development not as a construction or art design tool. Chrisi Tambakakis designed a ten week course, “students as teachers program” which we currently role over every term. Grade 5 students learn to design and teach outcomes to Grade 3 students. The backend of this project is technically supported by Nathan Birffa from Network Neighbourhood. Currently Nathan and I are working to publish a safe online MineCraft and 3D Virtual World with protocols and moderation to manage security issues. As a team we are currently in discussion with a number of schools in our time zone, Singapore, Indonesia, Hong Kong, New Zealand and PNG as we create an international learning experience for students. Currently my colleagues Chris Tambakakis and Peter Wardrobe and I are researching and working on the following Abstract for a paper we will look to publish. “A Virtual World is a microcosm of how a community functions with implied and explicit rules. We look to explore how a cohort of student from grade five to year eight to Doveton College work and co-operate in Minecraft and a Opensim branch Virtual World. Do their behaviours mimic their AFK (Away From Keyboard) experiences with their in world experiences and can they articulate and transfer their in world behaviours and social effects to the real world.” Some of our students work in both MineCraft and Virtual World can be seen on our Youtube channel. https://www.youtube.com/user/dovetonlive

Tuesday, June 18, 2013

A Pig In A Poke

I will not go through the mechanics of this session. The whole purpose behind this project was the social and emotional responses of children interacting with each other. It was remarkable to see the patience of our "teachers" dealing with the enthusiasm of the Grade 3 students. There was a great sense of calm (amongst the noise) of direction and support provided by our Y5 student "teachers". They were firm but considerate and the overall tone was of help and ideas to progress the Grade 3 students in their learning. This is a Real World Outcome where students learn to develop an idea, test the idea and it's functionality, then take it to a Real World situation and deliver an outcome. The Grade 3 students had a great a ability to reflect on what was to them a great experience and the Grade 5 students had a fantastic ability to reflect on what they had done well and what they would like to have done better. What impressed me the most was our "teachers" describing how hard it was sometimes to get the younger students to listen to the instructions and reflect on how hard it must be for their teachers when "students don't listen." I was also impressed by the resilience of our "teachers" not to become frustrated or angry then an idea didn't go to plan. When there was an issue our "teachers" spoke calmly to us and asked advice as to how to solve the problem they were dealing with. Some Grade 3 students accidently broke things due to lack of experience but our "teachers" calmly solved the issue and continued on with the instructions. It must be said that our "teachers" were expecting a small number of students to deal with be were in fact blitzed with the turn out rate from the Grade 3 students. While there was a certain sense of nervousness and concern in the room before the little folk arrived when they turned up our "teachers" rose to the occasion and unflinchingly soldiered on. It was remarkable watching our "teachers" helping place fingers on keyboards, describing objectives and gently lead their younger charges through the process. The sense of pride exhibited by our "teaching staff" was palpable at the end of the session.

Reflection Week 10 Session 11


Reflection Week 10 Session 11

Well, we were expecting 20 year 3 students and 30 turned up…… AND……. due to absences we had only 14 year 5 teachers. What to do??

Not wanting to disappoint and turn them away we were quickly able to make a few organisational changes on the spot and decided that each year 5 “teacher” would have 2 year 3 “students” each. We used the stand-up hand up, pair up and off we went.

The students spent the first part of the session introducing themselves and a short get to know you time. Then we moved to the computers. The year 5 “teachers” immediately began to teach! The roll play session from the week before kicked in and they knew exactly what to do. The “teachers” were able to trouble shoot and problem solve on the spot. They clarified instructions when needed, reworded, used gestures and suggestions to help their “students” understand. In turn, the students were highly engaged; they listened, understood and applied what they were taught.

The level of communication was excellent; they really worked patiently and listened to their pupils. They answered all questions with a high level of expertise and knowledge. The year 3 “students” were attentive and respectful and followed all instructions.

The feedback session was brilliant. We asked the teams to sit together and tell each other one thing that was a positive about the Minecraft session. There was so much enthusiasm and praise for the year 5 “teachers” and the year 3 “students” it was wonderful to hear.

Positive! Positive! Positive!

This session brings together everything we have been working towards over the past 10 sessions. Being our first kids teaching kids session we had hoped to achieve an outcome that would be the basis of what we could work towards in the future. In actuality it was so much more that we hoped and was exactly what we dreamed it could be. We are so proud of our students and the Minecraft team.

This could be perceived as chaos…but it’s awesome chaos!



Todays minecraft class was the culmination of the last 10 sessions. 
The plan was for 20 grade 3 students to come over to work with the minecraft students and experience the adventures that they had designed especially for them. The adventures ranged in flavour and focus and included
  • a parkour course
  • a rollercoaster
  • a treasure hunt 
  • and even a pig race!


As a part of the project, the grade 5 students assumed the role of the teacher to help the younger students use minecraft and make their way through the experiences. This was to be done with the explicit guideline of not touching the keyboard or mouse. Additionally the “Teachers” had to remember that the “Students” would have little or no minecraft experience and be supportive to the students at all times.

That was the plan… What happened was a little different.

At the beginning of the session the students logged the computers into minecraft, moved their avatars into position. We then reviewed the expectations of the “Teachers” and what they would need to keep in mind when working with the grade 3 “Students”.

When the grade 3 students arrived we had 30 little visitors, and we only have 20 licenses of minecraft! Instead of having a 1:1 ration of grade 5 “Teachers” to grade 3 “Students” we had…not that so with a little on the spot improvisation we ended up with a few 1:2s and 1:3 groups to get the ball rolling.

The class, I must say in all honesty was loud, active and totally AWESOME, with just a hint of chaos!

The “teachers” stepped up to the challenge and showed an amazing level of patience with the “students” even when they kept accidentally destroying parts of the rollercoaster or kept missing some(most) of the jumps that were in the parkour course.

The lanuage used by the “teachers” was very supportive and encouraging throughout the activity and was noted by the younger students when we had a feedback session after the activity.

Given the subject was created to develop specific students social and emotional skills, this lesson and the 2 term subject itself, in my humble opinion was a complete success. Chaos and all!

Term 2 week 10 Session 11


Term 2 week 10 Session 11

MINECRAFT

Kids Teaching Kids

Year three first session
Following the outline we ran for our 5s last week when they role played the teacher pupil scenarios.

Student grouping process
Stand up Hand up Pair up.

Ice cream matching cards

Introduction

Pair up the threes and fives introduce each other and tell favourite ice-cream flavour. The pairs then report their names and flavours.

In World

On to the keyboard, Year 5 teachers guide the year three student through the interaction of their Minecraft structure.
Have the fives stand next to the year 3 at the computers, as they "talk them" through the first MINECRAFT session.

Feedback Time

Each team member is to voice a positive about the session. Then share one with the whole class.

Tuesday, June 11, 2013

Reflection Week 9 Session 12


Reflection Week 9 Session 12

The students work exceptionally well between both the document and the Minecraft program. They really defined and described all of the key element s of the instructions they would need to give a novice to successfully complete the task.

During the role play they were able to test, retry and replan their instructions. The feedback session was very positive and productive. All of the students performed all tasks with enthusiasm and the feedback was constructive and helpful.

We are all looking forward to running our first lessons with our year 3 students!

Plan Term 2 Week 9 Session 12


Week 9

Session 12

Minecraft - Creative Mode

Build session – complete the interactive structures to be used for tutoring year 3s

Out of world

Structure

Sit at same computer as previous week (computer # recorded in student list)

Log into same server – all kids in the right world.

Instruction

Task is to write a step of cue phrases to use as notes for a lesson where our students will play the part of the teacher. The notes and cues must give specific instruction for use and interaction in the structure created by the team the student belongs to. The students will work between the Minecraft software and a word document to create this lesson sequence document.

Team conference

The team goal locate each other start at the beginning of the structure and move through it in the intended manner (how you want it to be used) recorded the sequence steps and the instructions required for your pupil to be able to interact with your structure. Include key functions and Minecraft specific language.

Save the words document you create to the Minecraft folder on the student server.

In world

Give explicit instructions to find each other in world. Students are to do this in a set period.

Time management - Set timer 2 min to locate your team

Begin task as outlined

Allow 20 minutes for development of the document and planning of the steps/instructions.

At 20 minute mark partner up.

Team A Pig Race partner  Team B Spleef

Team C Parcor partner team D Rollercoaster

The students are to role-play teacher and student and test the steps and instruction they have designed. Students from other teams will be the “students” and follow all the instructions they are given to use the structure that has been built.

Set timer for 5 minutes

Feedback - At the end of the 5 minutes the “students” are to verbalise 3 positives about the “teacher” and give them 1 thing they feel could have been done better. Reverse roles and move to the structure of the other team. Repeat Process.

Back to own structures and document development continue and improve.

Saturday, June 8, 2013

Adventures in Minecraft

The Creeper creeps

Minecraft is in our art classes.  This is a Creeper necklace created by one of our students.

Week 8 Session

Week 8
Session 11
Research Project
Have the students complete the online survey, to add to baseline data
Minecraft - Creative Mode
Build session – complete the interactive structures to be used for tutoring year 3s
Out of world
Structure
Sit at same computer as previous week (computer # recorded in student list)
Log into same server – all kids in the right world.
Instruction
Outline goal, purpose and aim of session. Build session.
Gene, to go over land marking and orienteering strategies in world that will allow for easier locating of structure and finding teams in world.
Give explicit instructions to find each other in world. Students are to do this in a set period.
Time management - Set timer 2 min to locate your team
Team conference
The team goal
Once they have located their team mates, they are to stop (hands off computer) and have a group team discussion, they are to redefine allocated tasks. This will enable all team members to have clearly in their minds what their individual responsibilities are to achieve the team goal.
In world
Continue the construction.