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I love twitter, and check it basically every chance I get. I find great content and get exposed to dozens of new perspectives and ideas every day. It’s magic if you create and curate lists, so you can hop between themed conversations.

Here are some video game critics whose twitterstreams I enjoy:

Mattie Brice (https://twitter.com/xMattieBrice)
video game consultant and critic, gender/identity focus

Eve Walters (https://twitter.com/MidnightRem)
associate editor at ArenaNet, a big MMORG publisher

Failbetter Games (https://twitter.com/failbettergames)
Publisher of web-based interactive fiction game “Echo Bazaar”, they just released an open-source IF platform called Story Bazaar, with complete instructions for building your own game. Their newest game is Machine Cares! “An interactive story about death, happiness, relationships and kittens, aimed at 14-16 year-olds”.

If anyone has any gaming-related twitter accounts they’d like to share, I’d love to add more to my lists!

A snapshot of middle schools in Chittenden County

We’ve noticed that an overwhelming number of workshop attendees, survey respondents and general requesters of information come from Chittenden County, where our organization is located. But what do Chittenden County middle schools look like?

I got the data via PublicSchoolsK12.com’s Chittenden County Middle Schools page, and their Vermont Middle Schools page. Their data is aggregated from the Vermont Department of Education, the Census Bureau, the US Department of Education and the Bureau of Labor and Statistics. The editing was done in Mac Preview.

Hidden object games for literacy?

When I think about how to incorporate hidden object games to support literacy, I’m mainly thinking about the ELL/ESL population, and a comment made by one of the teachers we work with, that the commercially available hidden object games would be great to give some of the older students in her ELL population because they support boosting reading skills without loss of face.

But what specifically about hidden object games might make them useful in this way?

I have yet to find a review site that looks at hidden object games in this manner, but when I’m looking at them through this lens I’m looking at:

–absence of semantic ambiguity
–amount of reading necessary to solve mystery
–appropriateness of content
–reading level of
–reading level of vocabulary words

Can any reading specialists weigh in with whether they’d be interested in using games this way in their classroom?

http://prezi.com/v7n2fmhlpw4n/using-hidden-object-games-to-teach-literacy/

The Ghost Oxen of Oregon speak.

Let’s just get this out of the way up front: I hate Oregon Trail.

Hate it with the power of a thousand fiery suns.

We had to play it in 4th grade, in pairs, and I always let my partner do all the clicking and basically just sat there frozen in my molded plastic seat, trying to avert my eyes. It wasn’t that basically in order to learn how to play the game you have to die of dysentery over and over and over. I was fine dying of dysentery. I understood that that was a reality of 19th century exploration.

What I wasn’t fine with, though, was how often your oxen died. And I always thought of them as my oxen.

Each time I played, I was confronted by a brand new pair of oxen that would inevitably meet their doom at the hands of my own incompetence — or my partner’s, because again with the averting of the eyes and the freaking out. Every time I even hear the words “Oregon Trail” I’m haunted by the spectres of dozens of dead oxen with sad pleading ghost eyes and drooping horns.

What can I say, I was a sensitive wee thing.

But that’s not to say that I didn’t enjoy games. I loved games! Connect Four (the tactile feel of the chips, the plotting, the rush of noise when you let them all fall at the end), Trivial Pursuit (no one in the history of time, I believe, has ever beaten my father at this game, and yet I persevered!) and above all else, the Steve Jackson Fighting Fantasy Gamebooks, cheap and cheerful pulp paperbacks you game your way through armed with only a six-sided dice, paper and pencil.

I still have my books, all battered and torn up from the summer I carried them all in my backpack with me everywhere. I have the maps I drew of Firetop Mountain and the Island of the Lizard King (it was impossible to map out the Forest of Doom because believe me when I say I have devoted serious study to this idea). I have my character sheets with their careful equations of risk and loss against a host of gryphons, orcs, wild-haired old men and dragons.

And that, I think, was a key reason I loved the Fighting Fantasy gamebooks so much: none of those creatures are real. (Except the old men and honestly, it was very hard to feel sympathy for them.)

My point is that the risk of this set of games was way more acceptable to me: I had only myself, a lone wanderer, and my coin purse to watch out for, so if I got slain by four kobolds lying in wait in a mysterious glen, I could just shrug it off and try to remember where the glen was for next time.

Both games had clearly defined rules, feedback systems and, honestly, the same goal: survival. But there’s nothing voluntary about forcing students to slaughter oxen for a grade.

First thoughts about Badgestack for the middle grades classroom

So, Susan Hennessey and I sat down this evening and, because we work together and our (middle grades focused) organization is going to be adopting Badgestack for a few of our projects, we recorded some of our initial reactions to the platform via a Google+ hangout.

(As an added bonus I had to figure out how to record a Google+ hangout)

Leaping forward, keeping moving

I’m spending the month taking this course on educational gaming from the University of Wisconsin Stout. It’s a distance learning course deployed on the Badgestack platform.

I’m enjoying already the ways in which this Badgestack Dashboard is prompting me to reflect in ways I can share out with collaborators — blog entries and tweets and being more mindful in documenting the gaming work I’ve already done with an eye to sharing it with other developers. But one worry I’m having is what will happen after the course finishes.

Right now, this reflection process is being heavily motivated by the idea of earning badges, and heavily supported by the Badgestack platform. It’s really going to be a challenge for me to find a way to train myself to sustain this process in anticipation of not having the platform to motivate me.

It’s an interesting tension between “carrot and stick”: try to prompt self-change or look for a tool that supports that change.

So simple, so smart: interactive fiction via YouTube

This is not an escape.
Interactive fiction on YouTube

“All you have to do is watch the video until you are given your choices. Click on the one you want to choose and it will take you to the next video. I hope you enjoy!

This game was made for the JayIsGames websites Casual Gameplay competition and won Second Place.”

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