As an advocate of game based learning, Shane utilizes games like MinecraftEdu, Kerbal Space Program Edu, and Bloxels in his classroom by leveraging game mechanics to apply concepts from across all subject areas. Both playing and creating games provide a fantastic learning experience for students that provides true integration.
Understanding the value of GBL as an educational tool, Shane assists teachers from around the globe with both technical and pedagogical support as they bring it into their own classes.
In this project, we worked on recreating popular stories within Minecraft to determine the message, lesson, or moral. After watching YouTube videos and reading different versions of the stories, students set out to create a digital version from a student perspective. Through the use of key details in the text students were able to provide the users a new experience with the game. Students used Google Docs to collaborate with one another throughout the project.
In this project, students were given a budget of $1,000,000 to purchase animals, hire employees, design enclosures, and create a zoo in Minecraft. The project stemmed from a focus on area and perimeter but quickly became much more. Students were balancing budgets, completing cost analysis, and making decisions that would directly impact the bottom line. In the end, they used an executive summary of the project to help me decide which zoo would get built. Students used Google Docs to collaborate with one another throughout the project.
In this project, students worked in groups to run experiments that focused on the physics of minecarts in Minecraft. Engaging discussions about independent, dependent, and control variables lead to some very interesting experiment designs. By running simulations within Minecraft, students were able to determine the relationship between variables such as height vs. distance, powered rails vs. slope, and turns vs. momentum. This information was then utilized to create and demonstrate the learning in the form of a custom themed roller coaster. Students used Google Docs to collaborate with one another throughout the project.
In this project, students learned about the flow of an industry from raw materials to final product. Each group was tasked to find a product within Minecraft that required a minimum of three raw materials to produce. They then had to map out the relationship of these materials as they were used in the creation of the final product. Once the plan was created, they worked on creating the industry within the virtual world of Minecraft. Students used Google Docs to collaborate with one another throughout the project.
This was the first project that we completed with Minecraft at our school. At first it was a pilot project to see how the students would react to Minecraft at school. Watching students work on this project lead to some amazing discoveries. Students were able to be self-directed members of a bigger team. Even though the project was to recreate our campus, smaller groups would take on different aspects of the bigger project. Groups would go work on the parking lot or the cafeteria and yet still keep in mind the project goals. The success of this project definitely left me with a desire to take this even further!