[Yr7-10it] Gamemaker (Rupert is on leave)

Thu Jun 30 22:51:15 EST 2005

I am on leave until July 24, 2005.

Regards,

Rupert.

>>> yr7-10it 06/30/05 22:46 >>>

As others have pointed out to me, the grid stuff is to make the bear
stop
neatly aligned with the intersections. It will work OK without the grid
but
not play quite so well. Haven't tried the grid stuff myself.

What school are you at? Have you tried it with a class yet? Please let
us
know how it goes

Tony
----- Original Message -----
From: "Geoffory Crombie" <geofforyc at hotmail.com>
To: <yr7-10it at edulists.com.au>; <forster at ozonline.com.au>
Sent: Wednesday, June 29, 2005 11:03 PM
Subject: Re: [Yr7-10it] Gamemaker

> Tony,
>
> Thanks,
>
> I thought that I had set the no key to the centre key of the movement
pad.
>From your review apparently I erred.
>
> The intial settting I used was that I believed it was required to
ensure
that the 'person' was aligned so that it would not freeze.
>
> I have also noticed that when the 'align' setting is used the 'person'
continues to move until it is fully aligned with the next grid.
>
> Was this a reasonable assumption or should the setting have been
omitted.
> thanks again for your help.
>
> Geoffory M Crombie
>
>
>
>
> >From: "Tony Forster" <forster at ozonline.com.au>
> >Reply-To: "Year 7 - 10 Information Technology Teachers' Mailing
List"<yr7-10it at edulists.com.au>
> >To: "Year 7 - 10 Information Technology Teachers' Mailing
List"<yr7-10it at edulists.com.au>
> >Subject: Re: [Yr7-10it] Gamemaker
> >Date: Tue, 28 Jun 2005 18:51:40 +1000
> >
> >Geoffory
> >I am not sure what you are trying to achieve.
> >All keyboard keys are preceded by "if object is aligned with the
grid"
and
> >the grid 32 x32 is the same width as the corridor. I'm not sure what
you
are
> >trying to achieve with this command
> >
> >for the "no key" event you have it moving in a random direction, all
> >directions but stopped. You appear to have confused the "selected"
and
the
> >"not selected" buttons.
> >Tony
> >
> >
> >
> >----- Original Message -----
> >From: "Geoffory Crombie" <geofforyc at hotmail.com>
> >To: <yr7-10it at edulists.com.au>
> >Sent: Tuesday, June 28, 2005 5:56 PM
> >Subject: [Yr7-10it] Gamemaker
> >
> >
> > >
> > >
> > >
> > >
> > > I have created my first game in gamemaker using a maze.
> > >
> > > However the object person starts to move immediately I open the
game.
> > >
> > > It does not respond to my keyboard commands.
> > >
> > > I believe I have followed the key movement commands correctly yet
I
cannot
> >find where I created my error.
> > >
> > > Can anyone help.
> > >
> > > game attached
> > >
> > > thanks
> > >
> > > Geoffory M Crombie
> > >
> > >
> > >
> > >
> > > >From: "Keith Richardson" <keithcr at fastmail.fm>
> > > >Reply-To: "Year 12 Information Technology Systems Teachers'
Mailing
> >List"<is at edulists.com.au>
> > > >To: "Year 7 - 10 Information Technology Teachers' Mailing
> >List"<yr7-10it at edulists.com.au>, "List IS" <is at edulists.com.au>,
> >"ListMulti-Media" <vet-mm at edulists.com.au>, "List Tech"
> ><tech at edulists.com.au>, "List IP&M" <ipm at edulists.com.au>, "List
Moodle"
> ><moodle at edulists.com.au>
> > > >Subject: [Year 12 Its] RE: [Yr7-10it] ICT in the Essential
Learning
> >Standards
> > > >Date: Sat, 25 Jun 2005 08:34:42 +1000
> > > >
> > > >DISCUSSION STARTER...
> > > >I find it interesting to be in the MIDDLE of something huge that
is
> > > >happening, know that it is happening, yet not be able to see or
> > > >understand WHY it is happening. Methinks that it has something to
do
> > > >with VALUES perhaps? When we talk about THEM, and THEY, we are (I
> > > >assume) referring to the great mass of non-ICT-expert adults in
the
> > > >world. However, it is THEY who obviously have more control than
we do
> > > >over the values 'society' places on ICT education. This whole
happening
> > > >has many 'rippples-in-time', so to identify a few may be some way
of
> > > >feeling-out an understanding of what has happened. The
Tech-Bubble
was a
> > > >major contributing event. When companies were falling over
themselves
to
> > > >invest millions of dollars in ICT infrastructure, Web-based
> > > >technologies, business models that had only red in the bottom
line,
> > > >instant millionaires created on false promises etc, WE LOST THE
RESPECT
> > > >of the rest of the world. It doesn't matter whose fault it was -
the
> > > >fact is that it HAPPENED.
> > > >OK, so much for that pearl of perceptive wisdom. What I would
like to
> > > >know is, can anyone else shed light on the CAUSES of the current
effects
> > > >we are experiencing?
> > > >Over to others!
> > > >Keith Richardson.
> > > >
> > > >
> > > >
> > > >On Sat, 25 Jun 2005 00:44:25 +1000, "Jim Bunn"
> > > ><bunn.jim.c at edumail.vic.gov.au> said:
> > > > > Thanks Roslyn,
> > > > >
> > > > >
> > > > >
> > > > > You paint a rather grim picture for ICT across the state. From
where
> >I'm
> > > > > sitting I can only agree with you. The administration at my
school
has
> > > > > been
> > > > > trying for years to get rid of Junior 7-8 ICT ...sorry,
integrate
it
> >into
> > > > > other KLAs. With all due respect to our colleagues, the ICT
teachers
> >here
> > > > > don't see the ICT skills in very many of our other teachers.
It's
a
> >good
> > > > > theory, but practically I just don't see it working
effectively,
at
> >least
> > > > > yet. My cynical view sees some people using ICT time as 'ok
kids
you
> >have
> > > > > the assignment, here are the computers,' and off the kids go
while
> >their
> > > > > teachers mark work or check their email. The end of Junior ICT
at
this
> > > > > school is inevitable. Other KLACs are already lining up for
the
extra
> > > > > periods.
> > > > >
> > > > >
> > > > >
> > > > > In defence of integrating ICT into other disciplines, someone
recently
> > > > > said
> > > > > to me something like, 'Schools used to teach touch typing but
who
does
> >it
> > > > > now?', as he smartly laughed. A rather smug comment maybe, but
I
see
> > > > > this
> > > > > same mind set, or perception towards ICT. As a counter
argument,
one
> >of
> > > > > my
> > > > > Cisco Networking students brings his laptop to class, and
during
my
> > > > > frequent
> > > > > PowerPoint lectures he sits there, and as he stares at the
screen,
he
> > > > > madly
> > > > > types away. The other students cannot believe what they see.
They
> >stare
> > > > > in
> > > > > amazement. These other students take notes (as you know) by
looking at
> > > > > the
> > > > > screen, writing/typing a few words, looking back at the
screen,
and so
> > > > > on. A
> > > > > touch typist in the classroom is rare and really stands out.
Sure
> >these
> > > > > other students can get by, but how much better are they if
they
have
> >good
> > > > > typing skills. I see the ICT skills that ICT teachers teach
being
lost
> >as
> > > > > our classes are integrated into other subjects. You've heard
the
> >argument
> > > > > before, but here is again: we all are supposed to teach
> >English/literacy
> > > > > skills, so why not integrate English into all the other KLAs?
Why
not?
> > > > > The
> > > > > logic is the same. Why don't we do it? Because most of us are
not
> > > > > trained,
> > > > > or don't have the English skills that an English-trained
teacher
has.
> >How
> > > > > are ICT skills any different??
> > > > >
> > > > >
> > > > >
> > > > > I think I'll forget about all this and have a nice, relaxing
two
> >weeks. I
> > > > > hope everyone out there can do the same.
> > > > >
> > > > >
> > > > >
> > > > > Jim Bunn
> > > > > CCNA CCAI
> > > > > Technology Coordinator
> > > > > Hampton Park Secondary College
> > > > > Victoria Australia
> > > > >
> > > > > bunn.jim.c at edumail.vic.gov.au
> > > > >
> > > > > _____
> > > > >
> > > > > From: yr7-10it-bounces at edulists.com.au
> > > > > [mailto:yr7-10it-bounces at edulists.com.au] On Behalf Of
Meadows,
Roslyn
> >M
> > > > > Sent: Thursday, 23 June 2005 7:26 PM
> > > > > To: Year 7 - 10 Information Technology Teachers' Mailing List
> > > > > Subject: RE: [Yr7-10it] ICT in the Essential Learning
Standards
> > > > >
> > > > >
> > > > >
> > > > > Thanks Paula,
> > > > >
> > > > >
> > > > >
> > > > > Having poured over the documentation, publications, powerpoint
> > > > > presentations, DVD and website since I first saw the VELS
booklet
last
> > > > > year
> > > > > (and went "oh shock horror!"), I believe that I, like most
others
on
> >this
> > > > > list, fully understand the gist (and possible implications) of
VELS.
> > > > >
> > > > >
> > > > >
> > > > > But it is our collective fear that given the opportunity, and
an
> >already
> > > > > crowded curriculum, many schools will take the opportunity to
hit
the
> > > > > delete
> > > > > button on ICT as a separate subject and attempt to integrate
it
into
> > > > > other
> > > > > subjects - thus freeing up a couple of periods per week in
Year 7
and
> >8,
> > > > > which will then be 'up for grabs' by other KLA's. Being a
small
> >learning
> > > > > area (3 teachers at BSC) we will rarely have the 'numbers' in
the
vote
> > > > > that
> > > > > may or may not take place (in our school it will be a decision
made by
> > > > > the
> > > > > principal). And sometimes these school based decisions are not
made on
> > > > > educational merits alone, but are more influenced by peoples'
personal
> > > > > agendas, which members of staff are on the committee that
makes
the
> > > > > decision, the lobbying by some and the personalities of the
lobbiers.
> > > > > It's
> > > > > all a matter of politics really! I have seen this happen
numerous
> >times
> > > > > in
> > > > > my years of teaching.
> > > > >
> > > > >
> > > > >
> > > > > In the previous emails to these lists which describe the
experiences
> >of
> > > > > other schools who have already tried to integrate ICT, the ICT
> >teachers
> > > > > were
> > > > > overwhelmingly disappointed in the outcome.
> > > > >
> > > > >
> > > > > The standards that each student must attain are in the VELS
> > > > > documentation,
> > > > > but who will be following this up to make sure that these
standards
> >are
> > > > > met?
> > > > > Will the VELS watch dogs be at every school to make sure that
ICT
> >skills
> > > > > are
> > > > > being learned? What will happen in a couple of years time once
Maths
> >or
> > > > > SOSE
> > > > > have gained these extra periods each week - will the ICT
component
of
> > > > > their
> > > > > course eventually be watered down to the bare minimum, or even
less?
> > > > >
> > > > >
> > > > >
> > > > > And how can an English, SOSE, Maths or Science teacher with
little
or
> >no
> > > > > interest in ICT (and perhaps little or no ICT knowledge or
skills)
> > > > > replace
> > > > > an enthusiastic ICT teacher who has the knowledge, interest
and
the
> > > > > experience teaching these skills? I am sorry but I see ICT
skills
as
> > > > > being
> > > > > much more relevant to today's students than, for example -
what
food
> > > > > ancient egyptians ate or what they wore (the subject of a Year
7
> >history
> > > > > assignment that consumed many hours of cutting out, colouring
in,
and
> > > > > drawing pictures that my daughter had to complete)
> > > > >
> > > > >
> > > > >
> > > > > As an aside - I did a brief 'hands up' survey earlier this
week of
two
> > > > > year
> > > > > 8 classes on "What is your favourite subject?" Only 3 subjects
got
a
> > > > > guernsey - ICT, Sport and Art - with the overwhelming majority
> >choosing
> > > > > ICT.
> > > > > (They have studied databases, web design, flash and image
manipulation
> > > > > this
> > > > > semester - all of which has been put into the context of real
world
> >and
> > > > > relevant situations - thanks Greg Bowden for your text and CD
ROM).
> > > > > Perhaps
> > > > > this is a reflection of my enthusiasm for the subject (one
would
like
> >to
> > > > > think so), perhaps it is because they are always so engaged
that
there
> >is
> > > > > never any misbehaviour (and one of these classes has a number
of
> > > > > 'difficult'
> > > > > students, which makes life rather tedious for the other 'good'
kids),
> > > > > perhaps it is because they just love sitting at a computer.
How
will
> >the
> > > > > kids feel if you take ICT away and give them an extra period
of
say,
> > > > > Maths
> > > > > and SOSE each week?
> > > > >
> > > > >
> > > > >
> > > > > So I continue to ask "Has VELS got it wrong?" (By even
considering
> >giving
> > > > > schools a chance to integrate ICT across the curriculum) And I
still
> > > > > strongly believe that ICT should be up there with the big four
> >(English,
> > > > > SOSE, Maths, Science). And I don't believe that it can be
successfully
> > > > > integrated across the curriculum. It should not be considered
just
as
> >a
> > > > > tool
> > > > > to be used in other areas of learning - as in
> > > > >
> > > > > "...students will apply ICT knowledge and skills to:
> > > > >
> > > > > * develop understandings (ICT for visualising thinking)
> > > > >
> > > > > * demonstrate understandings (ICT for creating)
> > > > >
> > > > > * share understandings (ICT for communicating)
> > > > >
> > > > > in other areas of learning." (my underlining)
> > > > >
> > > > > Millions of people around the world are employed in the ICT
and
> >related
> > > > > industries, compared to the number of people employed in, for
example,
> > > > > history or art related industries. Yet history is considered
important
> > > > > enough to warrant 3 periods per week for one semester for 4
years,
> >(about
> > > > > 240 periods) whereas ICT gets 2 periods per week for 1.5
years,
(about
> > > > > 100
> > > > > periods) - and may lose this. ICT should be considered as a
learning
> > > > > area
> > > > > on its own; it should not just be considered a tool to be used
in
> >other
> > > > > learning areas.
> > > > >
> > > > >
> > > > >
> > > > > Sorry to bore you all - I feel quite strongly about this.
> > > > >
> > > > >
> > > > >
> > > > > Keep smiling everyone - holidays are just about upon us!
> > > > >
> > > > >
> > > > >
> > > > > Ros Meadows
> > > > >
> > > > > Bentleigh SC
> > > > >
> > > > > 9579 1044
> > > > >
> > > > > <mailto:meadows.roslyn.m at edumail.vic.gov.au>
> > > > > meadows.roslyn.m at edumail.vic.gov.au
> > > > >
> > > > >
> > > > >
> > > > > _____
> > > > >
> > > > > From: yr7-10it-bounces at edulists.com.au on behalf of
Christophersen,
> >Paula
> > > > > P
> > > > > Sent: Thu 23/06/2005 4:31 PM
> > > > > To: IPM List; Year 7 - 10 Information Technology Teachers'
Mailing
> >List
> > > > > Subject: [Yr7-10it] ICT in the Essential Learning Standards
> > > > >
> > > > > Dear colleagues
> > > > >
> > > > >
> > > > >
> > > > > Lately there has been some discussion about the
'interdisciplinary'
> > > > > nature
> > > > > of the ICT domain and its status in the Essential Learning
Standards.
> > > > > Being
> > > > > a member of the Interdisciplinary Learning strand does not
preclude
> >ICT
> > > > > from
> > > > > being offered as a dedicated subject. Being interdisciplinary
means
> >that
> > > > > in
> > > > > their learning, students will apply ICT knowledge and skills
to:
> > > > >
> > > > > * develop understandings (ICT for visualising thinking)
> > > > >
> > > > > * demonstrate understandings (ICT for creating)
> > > > >
> > > > > * share understandings (ICT for communicating)
> > > > >
> > > > > in other areas of learning.
> > > > >
> > > > >
> > > > >
> > > > > How they actually acquire these knowledge and skills is up to
the
> >school.
> > > > > For example, the locus of learning may be in a dedicated ICT
subject
> > > > > where
> > > > > students would develop/acquire ICT knowledge and skills using
> >authentic
> > > > > data
> > > > > and information pertaining to other domains. OR, other schools
may
> > > > > construct
> > > > > a learning environment where the acquisition and application
of
ICT
> > > > > knowledge and skills occurs in non-ICT classes. The choice is
yours.
> >The
> > > > > Essential Learning Standards document does not mandate how
students
> >will
> > > > > acquire the ICT knowledge and skills, but it does state the
standards
> > > > > that
> > > > > must be demonstrated at progressive levels of learning.
> > > > >
> > > > >
> > > > >
> > > > > I'm very happy to respond to any queries you may have
regarding
this
> > > > > matter.
> > > > >
> > > > >
> > > > >
> > > > > Regards
> > > > >
> > > > >
> > > > >
> > > > > Paula Christophersen
> > > > >
> > > > > ICT Curriculum Manager
> > > > >
> > > > > VCAA
> > > > >
> > > > > 41 St Andrews Place
> > > > >
> > > > > EAST MELBOURNE 3002
> > > > >
> > > > > (03) 9651 4378
> > > > >
> > > > >
> > > > >
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>
>

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