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<P>I have created my first game in gamemaker using a maze.</P>
<P>However the object person starts to move immediately I open the game. </P>
<P>It does not respond to my keyboard commands.</P>
<P>I believe I have followed the key movement commands correctly yet I cannot find where I created my error.</P>
<P>Can anyone help.</P>
<P>game attached</P>
<P>thanks <BR><BR><FONT face="Lucida Handwriting, Cursive" color=#0066ff>Geoffory M Crombie</FONT></P><BR><BR><BR>>From: "Keith Richardson" <keithcr@fastmail.fm><BR>>Reply-To: "Year 12 Information Technology Systems Teachers' Mailing List"<is@edulists.com.au><BR>>To: "Year 7 - 10 Information Technology Teachers' Mailing List"<yr7-10it@edulists.com.au>, "List IS" <is@edulists.com.au>, "ListMulti-Media" <vet-mm@edulists.com.au>, "List Tech" <tech@edulists.com.au>, "List IP&M" <ipm@edulists.com.au>, "List Moodle" <moodle@edulists.com.au><BR>>Subject: [Year 12 Its] RE: [Yr7-10it] ICT in the Essential Learning Standards<BR>>Date: Sat, 25 Jun 2005 08:34:42 +1000<BR>><BR>>DISCUSSION STARTER...<BR>>I find it interesting to be in the MIDDLE of something huge that is<BR>>happening, know that it is happening, yet not be
able to see or<BR>>understand WHY it is happening. Methinks that it has something to do<BR>>with VALUES perhaps? When we talk about THEM, and THEY, we are (I<BR>>assume) referring to the great mass of non-ICT-expert adults in the<BR>>world. However, it is THEY who obviously have more control than we do<BR>>over the values 'society' places on ICT education. This whole happening<BR>>has many 'rippples-in-time', so to identify a few may be some way of<BR>>feeling-out an understanding of what has happened. The Tech-Bubble was a<BR>>major contributing event. When companies were falling over themselves to<BR>>invest millions of dollars in ICT infrastructure, Web-based<BR>>technologies, business models that had only red in the bottom line,<BR>>instant millionaires created on false promises etc, WE LOST THE RESPECT<BR>>of the rest of the world. It doesn't
matter whose fault it was - the<BR>>fact is that it HAPPENED.<BR>>OK, so much for that pearl of perceptive wisdom. What I would like to<BR>>know is, can anyone else shed light on the CAUSES of the current effects<BR>>we are experiencing?<BR>>Over to others!<BR>>Keith Richardson.<BR>><BR>><BR>><BR>>On Sat, 25 Jun 2005 00:44:25 +1000, "Jim Bunn"<BR>><bunn.jim.c@edumail.vic.gov.au> said:<BR>> > Thanks Roslyn,<BR>> ><BR>> ><BR>> ><BR>> > You paint a rather grim picture for ICT across the state. From where I'm<BR>> > sitting I can only agree with you. The administration at my school has<BR>> > been<BR>> > trying for years to get rid of Junior 7-8 ICT ...sorry, integrate it into<BR>> > other KLAs. With all due respect to our colleagues, the ICT teachers here<BR>> > don't see the ICT skills in
very many of our other teachers. It's a good<BR>> > theory, but practically I just don't see it working effectively, at least<BR>> > yet. My cynical view sees some people using ICT time as 'ok kids you have<BR>> > the assignment, here are the computers,' and off the kids go while their<BR>> > teachers mark work or check their email. The end of Junior ICT at this<BR>> > school is inevitable. Other KLACs are already lining up for the extra<BR>> > periods.<BR>> ><BR>> ><BR>> ><BR>> > In defence of integrating ICT into other disciplines, someone recently<BR>> > said<BR>> > to me something like, 'Schools used to teach touch typing but who does it<BR>> > now?', as he smartly laughed. A rather smug comment maybe, but I see<BR>> > this<BR>> > same mind set, or perception towards ICT. As a counter argument,
one of<BR>> > my<BR>> > Cisco Networking students brings his laptop to class, and during my<BR>> > frequent<BR>> > PowerPoint lectures he sits there, and as he stares at the screen, he<BR>> > madly<BR>> > types away. The other students cannot believe what they see. They stare<BR>> > in<BR>> > amazement. These other students take notes (as you know) by looking at<BR>> > the<BR>> > screen, writing/typing a few words, looking back at the screen, and so<BR>> > on. A<BR>> > touch typist in the classroom is rare and really stands out. Sure these<BR>> > other students can get by, but how much better are they if they have good<BR>> > typing skills. I see the ICT skills that ICT teachers teach being lost as<BR>> > our classes are integrated into other subjects. You've heard the argument<BR>> > before,
but here is again: we all are supposed to teach English/literacy<BR>> > skills, so why not integrate English into all the other KLAs? Why not?<BR>> > The<BR>> > logic is the same. Why don't we do it? Because most of us are not<BR>> > trained,<BR>> > or don't have the English skills that an English-trained teacher has. How<BR>> > are ICT skills any different??<BR>> ><BR>> ><BR>> ><BR>> > I think I'll forget about all this and have a nice, relaxing two weeks. I<BR>> > hope everyone out there can do the same.<BR>> ><BR>> ><BR>> ><BR>> > Jim Bunn<BR>> > CCNA CCAI<BR>> > Technology Coordinator<BR>> > Hampton Park Secondary College<BR>> > Victoria Australia<BR>> ><BR>> > bunn.jim.c@edumail.vic.gov.au<BR>> ><BR>> > _____<BR>> ><BR>> > From:
yr7-10it-bounces@edulists.com.au<BR>> > [mailto:yr7-10it-bounces@edulists.com.au] On Behalf Of Meadows, Roslyn M<BR>> > Sent: Thursday, 23 June 2005 7:26 PM<BR>> > To: Year 7 - 10 Information Technology Teachers' Mailing List<BR>> > Subject: RE: [Yr7-10it] ICT in the Essential Learning Standards<BR>> ><BR>> ><BR>> ><BR>> > Thanks Paula,<BR>> ><BR>> ><BR>> ><BR>> > Having poured over the documentation, publications, powerpoint<BR>> > presentations, DVD and website since I first saw the VELS booklet last<BR>> > year<BR>> > (and went "oh shock horror!"), I believe that I, like most others on this<BR>> > list, fully understand the gist (and possible implications) of VELS.<BR>> ><BR>> ><BR>> ><BR>> > But it is our collective fear that given the opportunity, and an
already<BR>> > crowded curriculum, many schools will take the opportunity to hit the<BR>> > delete<BR>> > button on ICT as a separate subject and attempt to integrate it into<BR>> > other<BR>> > subjects - thus freeing up a couple of periods per week in Year 7 and 8,<BR>> > which will then be 'up for grabs' by other KLA's. Being a small learning<BR>> > area (3 teachers at BSC) we will rarely have the 'numbers' in the vote<BR>> > that<BR>> > may or may not take place (in our school it will be a decision made by<BR>> > the<BR>> > principal). And sometimes these school based decisions are not made on<BR>> > educational merits alone, but are more influenced by peoples' personal<BR>> > agendas, which members of staff are on the committee that makes the<BR>> > decision, the lobbying by some and the
personalities of the lobbiers.<BR>> > It's<BR>> > all a matter of politics really! I have seen this happen numerous times<BR>> > in<BR>> > my years of teaching.<BR>> ><BR>> ><BR>> ><BR>> > In the previous emails to these lists which describe the experiences of<BR>> > other schools who have already tried to integrate ICT, the ICT teachers<BR>> > were<BR>> > overwhelmingly disappointed in the outcome.<BR>> ><BR>> ><BR>> > The standards that each student must attain are in the VELS<BR>> > documentation,<BR>> > but who will be following this up to make sure that these standards are<BR>> > met?<BR>> > Will the VELS watch dogs be at every school to make sure that ICT skills<BR>> > are<BR>> > being learned? What will happen in a couple of years time once Maths or<BR>> >
SOSE<BR>> > have gained these extra periods each week - will the ICT component of<BR>> > their<BR>> > course eventually be watered down to the bare minimum, or even less?<BR>> ><BR>> ><BR>> ><BR>> > And how can an English, SOSE, Maths or Science teacher with little or no<BR>> > interest in ICT (and perhaps little or no ICT knowledge or skills)<BR>> > replace<BR>> > an enthusiastic ICT teacher who has the knowledge, interest and the<BR>> > experience teaching these skills? I am sorry but I see ICT skills as<BR>> > being<BR>> > much more relevant to today's students than, for example - what food<BR>> > ancient egyptians ate or what they wore (the subject of a Year 7 history<BR>> > assignment that consumed many hours of cutting out, colouring in, and<BR>> > drawing pictures that my daughter had
to complete)<BR>> ><BR>> ><BR>> ><BR>> > As an aside - I did a brief 'hands up' survey earlier this week of two<BR>> > year<BR>> > 8 classes on "What is your favourite subject?" Only 3 subjects got a<BR>> > guernsey - ICT, Sport and Art - with the overwhelming majority choosing<BR>> > ICT.<BR>> > (They have studied databases, web design, flash and image manipulation<BR>> > this<BR>> > semester - all of which has been put into the context of real world and<BR>> > relevant situations - thanks Greg Bowden for your text and CD ROM).<BR>> > Perhaps<BR>> > this is a reflection of my enthusiasm for the subject (one would like to<BR>> > think so), perhaps it is because they are always so engaged that there is<BR>> > never any misbehaviour (and one of these classes has a number of<BR>> >
'difficult'<BR>> > students, which makes life rather tedious for the other 'good' kids),<BR>> > perhaps it is because they just love sitting at a computer. How will the<BR>> > kids feel if you take ICT away and give them an extra period of say,<BR>> > Maths<BR>> > and SOSE each week?<BR>> ><BR>> ><BR>> ><BR>> > So I continue to ask "Has VELS got it wrong?" (By even considering giving<BR>> > schools a chance to integrate ICT across the curriculum) And I still<BR>> > strongly believe that ICT should be up there with the big four (English,<BR>> > SOSE, Maths, Science). And I don't believe that it can be successfully<BR>> > integrated across the curriculum. It should not be considered just as a<BR>> > tool<BR>> > to be used in other areas of learning - as in<BR>> ><BR>> > "...students will
apply ICT knowledge and skills to:<BR>> ><BR>> > * develop understandings (ICT for visualising thinking)<BR>> ><BR>> > * demonstrate understandings (ICT for creating)<BR>> ><BR>> > * share understandings (ICT for communicating)<BR>> ><BR>> > in other areas of learning." (my underlining)<BR>> ><BR>> > Millions of people around the world are employed in the ICT and related<BR>> > industries, compared to the number of people employed in, for example,<BR>> > history or art related industries. Yet history is considered important<BR>> > enough to warrant 3 periods per week for one semester for 4 years, (about<BR>> > 240 periods) whereas ICT gets 2 periods per week for 1.5 years, (about<BR>> > 100<BR>> > periods) - and may lose this. ICT should be considered as a learning<BR>> > area<BR>>
> on its own; it should not just be considered a tool to be used in other<BR>> > learning areas.<BR>> ><BR>> ><BR>> ><BR>> > Sorry to bore you all - I feel quite strongly about this.<BR>> ><BR>> ><BR>> ><BR>> > Keep smiling everyone - holidays are just about upon us!<BR>> ><BR>> ><BR>> ><BR>> > Ros Meadows<BR>> ><BR>> > Bentleigh SC<BR>> ><BR>> > 9579 1044<BR>> ><BR>> > <mailto:meadows.roslyn.m@edumail.vic.gov.au><BR>> > meadows.roslyn.m@edumail.vic.gov.au<BR>> ><BR>> ><BR>> ><BR>> > _____<BR>> ><BR>> > From: yr7-10it-bounces@edulists.com.au on behalf of Christophersen, Paula<BR>> > P<BR>> > Sent: Thu 23/06/2005 4:31 PM<BR>> > To: IPM List; Year 7 - 10 Information Technology Teachers' Mailing List<BR>>
> Subject: [Yr7-10it] ICT in the Essential Learning Standards<BR>> ><BR>> > Dear colleagues<BR>> ><BR>> ><BR>> ><BR>> > Lately there has been some discussion about the 'interdisciplinary'<BR>> > nature<BR>> > of the ICT domain and its status in the Essential Learning Standards.<BR>> > Being<BR>> > a member of the Interdisciplinary Learning strand does not preclude ICT<BR>> > from<BR>> > being offered as a dedicated subject. Being interdisciplinary means that<BR>> > in<BR>> > their learning, students will apply ICT knowledge and skills to:<BR>> ><BR>> > * develop understandings (ICT for visualising thinking)<BR>> ><BR>> > * demonstrate understandings (ICT for creating)<BR>> ><BR>> > * share understandings (ICT for communicating)<BR>> ><BR>> > in other
areas of learning.<BR>> ><BR>> ><BR>> ><BR>> > How they actually acquire these knowledge and skills is up to the school.<BR>> > For example, the locus of learning may be in a dedicated ICT subject<BR>> > where<BR>> > students would develop/acquire ICT knowledge and skills using authentic<BR>> > data<BR>> > and information pertaining to other domains. OR, other schools may<BR>> > construct<BR>> > a learning environment where the acquisition and application of ICT<BR>> > knowledge and skills occurs in non-ICT classes. The choice is yours. The<BR>> > Essential Learning Standards document does not mandate how students will<BR>> > acquire the ICT knowledge and skills, but it does state the standards<BR>> > that<BR>> > must be demonstrated at progressive levels of learning.<BR>> ><BR>>
><BR>> ><BR>> > I'm very happy to respond to any queries you may have regarding this<BR>> > matter.<BR>> ><BR>> ><BR>> ><BR>> > Regards<BR>> ><BR>> ><BR>> ><BR>> > Paula Christophersen<BR>> ><BR>> > ICT Curriculum Manager<BR>> ><BR>> > VCAA<BR>> ><BR>> > 41 St Andrews Place<BR>> ><BR>> > EAST MELBOURNE 3002<BR>> ><BR>> > (03) 9651 4378<BR>> ><BR>> ><BR>> ><BR>> > Important - This email and any attachments may be confidential. If<BR>> > received<BR>> > in error, please contact us and delete all copies. Before opening or<BR>> > using<BR>> > attachments check them for viruses and defects. Regardless of any loss,<BR>> > damage or consequence, whether caused by the negligence of the sender or<BR>> > not,
resulting directly or indirectly from the use of any attached files<BR>> > our<BR>> > liability is limited to resupplying any affected attachments. Any<BR>> > representations or opinions expressed are those of the individual sender,<BR>> > and not necessarily those of the Department of Education &<BR>> > Training._______________________________________________<BR>> > http://www.edulists.com.au <http://www.edulists.com.au> - FAQ,<BR>> > resources,<BR>> > subscribe, unsubscribe<BR>> > Year 7 - 10 IT Mailing List kindly supported by<BR>> > http://www.vcaa.vic.edu.au <http://www.vcaa.vic.edu.au> - Victorian<BR>> > Curriculum and Assessment Authority and<BR>> > http://www.vitta.org.au <http://www.vitta.org.au> - VITTA Victorian<BR>> > Information Technology Teachers Association Inc<BR>>
><BR>> ><BR>> ><BR>> > Important -<BR>> > This email and any attachments may be confidential. If received in error,<BR>> > please contact us and delete all copies. Before opening or using<BR>> > attachments check them for viruses and defects. Regardless of any loss,<BR>> > damage or consequence, whether caused by the negligence of the sender or<BR>> > not, resulting directly or indirectly from the use of any attached files<BR>> > our liability is limited to resupplying any affected attachments. Any<BR>> > representations or opinions expressed are those of the individual sender,<BR>> > and not necessarily those of the Department of Education & Training.<BR>>Keith Richardson<BR>>IPM List Moderator<BR>>Head of ICT, Leibler Yavneh College<BR>>Elsternwick<BR>>Ph:
03.9528.4911<BR>>k.richardson@yavneh.vic.edu.au<BR>><BR>>_______________________________________________<BR>>http://www.edulists.com.au<BR>>IT Systems Mailing List kindly supported by<BR>>http://www.vcaa.vic.edu.au - Victorian Curriculum and Assessment Authority and<BR>>http://www.vitta.org.au - VITTA Victorian Information Technology Teachers Association Inc<BR></div></html>