After putting student-created videos on Google Maps I’ve been thinking about how a similar process could be used to provide an orientation to the institution and community for new international students. Some of the teachers at Ohio University are already well on their way to creating such a map.
Videos of some of the popular destinations have been recorded, posted to YouTube, and embedded into the popup balloons on the map. [Note: Not all of these features will work on the video I have embedded above. Click on “view larger map” to see the fully-featured version.] Others include other useful information such as websites and phone numbers. This was all teacher-created, but the opportunity exists to allow student contributions.
This is something we really need to pull together. Know of a similar example? Leave a comment.
When I first heard about MIT’s Scratch programming language, I thought it was interesting because it seemed like a simple but powerful way for kids to create games. Scratch is an object-oriented, event-driven, visual programming environment. All of these terms are explained in detail in an article in the current issue of Make Magazine, but the gist is Scratch uses draggable blocks to create programs, rather than lines of code, which simplifies the process of creating a game (or presentation, animation, etc.). In fact, it was reading the Make article that got me thinking about another video game class.
A year ago, I taught a course in Second Life with mixed results. This virtual environment is rich with detail and almost infinitely customizable, but the learning curve was steep and students found it difficult to collaborate within Second Life. Scratch, by contrast, is very simple — there are collections of games created by kids posted online. Once games are posted, they can be downloaded, edited, and mashed up as part of the learning process.
So, would Scratch make a good foundation for an elective class in an intensive ESL program? In a four-week class, the first week could be exploring scratch projects and learning some of the basics, the second week could be devoted to a small animation project, and the final two weeks could be devoted to a final game project. I would be inclined to get students working in pairs so there would be more interaction (it would be an ESL class, after all). I don’t have any experience with this programming language or project management in game development, but if the students were enthusiastic enough, and I learned some of the basics before the class, I think we could all learn as we go along and wind up with some interesting projects that students would be proud to share online.
Will I offer this class? Not sure. I’m going to try to track down some students who would like to give it a test-drive to see if it could work. If things go smoothly, maybe it’s something I would try in the summer. Stay tuned.