Kodu Today Introducing Kodu - PowerPoint Presentation

Slide1

Kodu

Slide2

Today

Introducing

Kodu

Possible course Outline

Level Descriptors

Objectives, Activities and outcomes

Marking, assessment, levelling

Slide3

How to use Kodu

Features of the User Interface

Loading Worlds

Creating New Worlds

Saving Your worlds

Modifying Terraincreate textured landscapes including waterMovement Controlarrow keys MouseFollowingRandom movementJumping

Additional

Behaviours

- Targeting

using the mouse

- Eating

- Shooting

controls

Variables

- increment

a score

- Controlling

timers

- Reacting

to timers

How to react if you touch a colour,

- for

example drive a car around a

race

track

Pages

Slide4

3D Worlds

Terrain

OBJECT

TOOL

Slide5

Importing

You can’t import a background, images, or animations, videos

etc

You can create “2D” games like PACMAN, or create learning tools with interaction by making the camera fixed to one side and allow objects to only move left, right, up, down

You can only use the Objects that are built into

Kodu

Slide6

Load World

(Your different Games)

“Built-In” Worlds

Sample Games

GAMES + ideas for games

can be editedsome are left unfinished…..Tutorials

teach you something…..

Techniques

specific game behaviour like chasing certain colours.

Tutorials and Techniques are found under Lessons

Slide7

“Lessons”

Show

Category

8 Games

Per

screen

SORT

Slide8

Programming

No typing - Use same interface as Game

Escape

switches between

game mode and selecting a Tool from the Tool Palette, and programming modeSelect Tiles to control behaviour of each object using “When” and

“Do”

Slide9

Using When and Do

code starts

with a

When,

followed by a Do

available tiles determined by what was selected before. If no tiles in the When, the action will be done at all times.

Keyboard

Control

For

PC

Gamepad

Control

For

XBOX

Slide10

Tiles

have

help –

press

F1

Gives examples

of how to use that

tile

.

example

code can be inserted directly by

clicking

on the

A

button.

scroll

through

examples

by clicking on

the

L in

a

circle on the left:

Slide11

Terrain

To create a new world, you must first have terrain.

Terrain is created by painting with the terrain tools.

select

a

colour

and

brush

increase brush

size (using the right arrow)

You can raise

and lower the terrain,

Make it smooth

or

jagged

each

world starts with “glass walls

”

Slide12

New World

Create a New World

Add an Object

Give it some movement

Create some Terrain

Slide13

New to

Kodu

?

Select

Lessons

, Click on Mars Rover:Discovery you are in Play Mode. ESC switches between play and edit mode

Use the arrow keys to control steering

Use B to shoot and drill rocks

Slide14

Select ‘Lessons’ OR ‘Samples’

Play a range of tutorials and techniques

Practice using the Terrain tool

ZOOM Camera - Mouse Wheel

Move Camera - Left click drag

Camera Angle - Right click drag

Slide15

Changing Settings

Right Click on an Object

Select ‘Change Settings’

Scroll through a range of parameters such as

Speed

Missiles

Effects

Strength

Slide16

Play games,

complete

tutorials

Worlds have been created to

Help you learn how to

Program

Complete the Following

First Tutorial

Programming

Kodu

Add/Paint Terrain

Score Tutorial

Glass Walls Tutorial

Slide17

Possible Course Outline

Intro, Games, functionality, Design, Create, Test, Improve

identify features, behaviour and controls

Terrains, Buildings, Variables,

Timers

‘Staged’ or ‘Independent’ game developmentPlay Games

Intro

to

Features

of one game

Plan sketches of terrain, flow chart, textual description

Pupils develop their own game

Identify/explain functionality

Pupils follow a guided development

Self-Assess,

Peer Review, improve

Analyse,

Review,

I

mprove

Describe concepts of Repetition and Selection

Design Tasks

a

id levelling

Level Based on

Complexity

And Design

Slide18

combine

ICT tools within the overall structure of an ICT solution.

select

the information they need for different

purposes

check its accuracy and organise it in a form suitable for processing. use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences.

exchange

information and ideas with others in a variety of ways, including using digital communications.

create

sequences of instructions and understand the need to be precise when framing and sequencing instructions.

explore

the effects of changing the variables in an ICT-based model.

use ICT to organise, store and retrieve information using logical and appropriate structures. use ICT safely and responsibly.

discuss their knowledge and experience of using ICT and their observations of its use outside school.

assess

the use of ICT in their work and are able to reflect critically in order to make improvements in subsequent work.

use

appropriate evaluation criteria to critically evaluate the fitness for purpose of their work as it progresses.

Current Level 5 Descriptors

Slide19

plan

and design ICT-based solutions to meet a specific purpose and audience, demonstrating increased integration and efficiency in their use of ICT tools.

develop

and refine their work to enhance its quality, using a greater range and complexity of information.

Where

necessary, they use complex lines of enquiry to test hypotheses. present their ideas in a variety of ways and show a clear sense of audience. develop, try out and refine sequences of instructions and show efficiency in framing these instructions, using sub-routines where appropriate.

use

ICT-based models to make predictions and vary the rules within the models.

assess

the validity of these models by comparing their behaviour with information from other sources.

plan

and review their work, creating a logically structured portfolio of digital evidence of their learning. They discuss the impact of ICT on society.

Current Level 6 Descriptors

Slide20

Current Level 7 Descriptors

Pupils design and implement systems.

scope the information flow required to develop an information system.

combine information from a variety of ICT-based and other sources for presentation to different audiences.

identify the advantages and limitations of different information-handling applications.

select and use information to develop systems suited to work in a variety of contexts, translating enquiries expressed in ordinary language into the form required by the system.

develop, test and refine sequences of instructions as part of an ICT system to solve problems.

design ICT-based models and procedures with variables to meet particular needs.

consider the benefits and limitations of ICT tools and information sources and of the results they produce, and they use these results to inform future judgements about the quality of their work.

make use of audience and user feedback to refine and enhance their ICT solutions.

take part in informed discussions about the use of ICT and its impact on society.

Slide21

Proposed Level 7 as Suggested by CAS

Pupils

describe key algorithms, for example sorting/searching, parity, and are aware of efficiency.

Pupils can fully decompose a problem into its sub-problems and can make error-free use of an appropriate notation to represent it.

Pupils can recognise similarities in given more complex problems and are able to produce a model which fits some aspects of these problems.

Pupils use pre-constructed modules of code to build a system.

Pupils can design and use complex data structures including relational databases.

Pupils select and use programming tools suited to their work in a variety of contexts, translating specifications expressed in ordinary language into the form required by the system.

Pupils consider the benefits and limitations of programming tools and of the results they produce, and pupils use these results to inform future judgements about the quality of their programming.

Pupils program in a text-based programming language, demonstrating the processes outlined above. Pupils document and demonstrate that their work is maintainable. Pupils can debug statements.

Pupils can analyse

complex

data structures, use them in programs and simplify them.

Slide22

Objectives

, Activities and Outcomes

(6 possible Lessons)

Intro

to Worlds and the

design tools, play some games, identify features of the tools, add objects, create terrains2. More on Terrains, create backgrounds for different types of game, add Rivers, Trees, castles3. Intro to objectsMovement using the keyboard

Following Paths

4. Intro to Objects reacting to each other

Controlling a score

Changing to a New Page

5. Intro to Variables

Scores and Timers6. Intro to Game DesignTerrain, Objects, Purpose

Slide23

Marking, assessment, and Levelling

Very different level of abilities from the start

Differentiated

outcomes

possible

by pointing to different techniques and tutorials Assessment through annotated screenshotsWorlds Saved to Kodu Game LabAvailable to review and play, time consumingTransferable Skills, yes, through the design process, but not obvious through game development.

Slide24

Useful websites

www.kodugamelab.com

http://fuse.microsoft.com/projects/kodu

You have to download

Kodu

Game lab to your PChttp://

planetkodu.com