A Presentation about three Hive NYC Learning Fund projects by the organizations that run them.

1. Hive Digital Media Learning Fund
RFP5 Cohort Hangout
November 20, 2013

3. Traditional portfolios favor skill-based visual exercises
but very few primary and secondary level students have
access to that type learning experience.
Who gets left behind in this model?

5. +
Design
Team:
7
DreamYard
educators
across
different
disciplines
are
learning
from
Parsons
faculty
about
how
to
implement
Learning
Por<olios
in
a
classroom.

8. Unforeseen
Challenge:
Some
educators
need
more
@me
developing
a
technical
understanding
of
blogging
in
order
to
feel
comfortable
teaching
it
to
their
students.
Solu5on:
We
encouraged
more
technically
savvy
educators
to
pair
up
with
beginning-­‐level
educators
for
planning.
We
learned:
Co-­‐planning
helps
teachers
plan
more
efficiently.

9. Unforeseen
Challenge:
We
made
the
assump@on
that
kids
would
have
basic
digital
compu@ng
skills
and
feel
immediately
comfortable
with
the
prac@ce
of
blogging.
Solu5on:
We
must
integrate
basic
typing,
file
naming
and
spell
checking
tools
in
the
learning
por<olio
curriculum.
We
learned:
Students
help
each
other
when
there
are
different
levels
of
technical
skills
represented
in
the
classroom.

10. Unforeseen
Challenge:
Teachers
have
very
liJle
@me
for
addi@onal
projects
in
their
classrooms.
Solu5on:
We
built
in
more
planning
@me
within
our
monthly
mee@ngs.
We
learned:
We
refined
the
expecta@ons
for
our
research
outcomes
to
be
more
about
quality
and
less
about
quan@ty.

11. New
Tools:

12. Small
Idea:
Two
different
forms
of
blogs
have
taken
shape:
1. Class
blog
made
by
teacher
2. Learning
Por<olios
made
by
students
We
underes@mated
how
long
it
would
take
to
set
up
the
class
blog.

13. Big
Idea:
We
are
a
community
art
center,
a
public
high
school
and
a
private
college
who
have
very
different
popula@ons
and
contexts
but
we
share
a
similar
goal
to
increase
access
to
por<olio
development
in
and
beyond
the
arts.
The
challenges
that
our
students
face
mainly
due
to
access
and
@me
are
mirrored
in
the
challenges
we
are
tackling
with
this
pilot.

14. @

15. Goals
Create content tied to the Museum of the
Moving Image and incorporate its collection.
Introduce game design to students from
underserved communities.
Define a way to partner with institutions to
promote and extend Gamekit.

17. Narrative
Game: Zork
Tell stories through an interactive system.
Reveal plot, background, and world building through
exploration and locations.
Reveal secrets to advancement through narrative.

18. Challenge 1: Map as Story
A game’s story is often tied to the space the
game is played in: as players explore the
space, they reveal the game’s plot. From
classic games like Adventureland to modern
games like the Grand Theft Auto series, you
understand the world and story you are in by
moving through it.

19. Activity
Write stories out.
Break story up on to index cards.
Revealed as information about individual rooms
visited.

20. Feedback
“Exploring the Museum”
“Creating the Story”
“Playing everyone else’s game”
“The limited amount of time was frustrating.”
“More time”
“Stories were very linear”

21. Game Feel
Games: Asteroids, Defender & Space
Invaders
Modify example game by adding/removing prebuilt behaviors.
Add own behaviors and art.

22. Challenge 2: Space is Space
How you define the space of your game directly
impacts how it feels to play the game. Nowhere is
this more obvious than video games about space.
Space Invaders constrains the space leaving
players feeling boxed in, even cramped. Defender
uses a scrolling space to encourage a feeling of
exploration. Asteroids uses wrap-around borders
to make space feel never ending.

23. Activity
How do 2D space games provide different
experiences of Space?
Have kids experiment with digital games.

24. Feedback
Kids created different types of space games.
Liked experimenting with the example to create
alternative solutions.
Very engaged.
Liked playtesting.
Kids wanted deeper understand of Stencyl than
could be provided in a short workshop.

25. Understanding Rules
Games: Frogger & Ms. Pacman
Games are systems of interacting rules, as are
software programs.

26. Challenge 3: Rules are the Program
Board games come with a set of rules that explains to you how you
play the game, where to place the pieces, how they move, and how you
win. Video games also have sets of rules, but rather than being given
to you to read and follow, they are programmed into the computer. The
ghosts in Ms. Pacman turn when they hit a wall, the cars in Frogger
have different speeds, directions and exit one side only to reappear on
the other side. You win a level of Pacman by eating all the dots, you
win a level of Frogger by getting five frogs safely to the other side. The
rules of the game actually form the foundation for the code of the game.
Learning to write rules is one of the first steps to learning to program.

27. Activity
Recreate digital games by building a physical
version of the board.
Write rules to give to people, that make them
act like players, enemies, and obstacles.

28. Feedback
Kids loved remaking Frogger and Ms. Pacman
as physical games.
Successfully built fun games, close to original.
Started modding games.

29. Translate real-world to the web

30. Web Development
Develop channels to contextualize challenges.
Develop more robust submission tools.
Give users a stronger sense of identity.

31. Content
Give clear compelling challenges for kids
working alone.

32. Changemakers
Creating 21st century movement makers &
agents of change

33. Make the Road New York
•
•
Make the Road New York (MRNY)* builds the power of Latino and
working class communities to achieve dignity and justice through
organizing, policy innovation, transformative education, and survival
services.
Make the Road New York promotes equal rights and economic and
political opportunity for immigrant New Yorkers through Community/
Electoral Organizing, Leadership Development, Adult Education, Youth
Development, Legal and Support Services and Strategic Policy Advocacy.

34. The Academy at
Urban Arts Partnership
•
•
•
Urban Arts Partnership advances the intellectual, social and artistic
development of underserved public school students through arts-integrated
education programs to close the achievement gap.
UAP is the largest arts-education organization in NYC serving over 100
schools, 9,000 students and 450 teachers.
The Academy is a state-of-the-art facility that instills artistic, leadership,
and academic excellence within high schoolers, positioning them as
agents of change in their communities and preparing them for their next
step in life, be it college or career.

35. LatinoJustice, PRLDEF
•
•
LatinoJustice PRLDEF champions an equitable society. Using the power
of the law together with education and advocacy, LatinoJustice PRLDEF
protects opportunities for all Latinos to succeed in work and school, fulfill
their dreams, and sustain their families and communities. LatinoJustice
PRLDEF’s work encompasses three guiding principles – protecting civil
rights, cultivating Latino leaders and increasing civic participation – that
conveys our work, and showcases our exceptional role within the Latino
rights community.
The Youth Leadership Network is year long program that teaches young
people to become effective new media strategists. Students learn how to
utilize social media and engage their artistic talents to become creative
agents of change in their communities.

36. Changemaker Project: More Than A Quota
•
•
•
Utilizing the power of advocacy, creativity,
grassroots organizing and online activism, we
aimed to change how students interact and
organize around social issues in their communities.
Our goal was to discover how students could
utilize new media to build political and social
movements utilizing the social media platforms
they already use and master on an everyday
basis.
The creative students from UAP provided essential
digital and artistic talents to new media
students from LatinoJustice PRLDEF and
grassroots youth organizers from MRNY.
Together, our young people developed an effective
social media campaign to elevate the issue and
examine the impact of discriminatory policing
practices in youth communities.

37. Survey, Website, and Social Media

38. What new tools, ideas or
practices have evolved as a
result of this work?
Youth Pack the Courts
Visibility, engagement &
participation of youth
Youth are being asked to be
at the table
Twitter Town Halls
Digital Communication Guide
Meme creation
•
•
•
•
•
•

39. How does it set your
project apart?
• Media makers & producers
• Going viral
• Controlling the message
• Creating the message
• Political participation &
Representation

40. Going Viral!

41. You’re Invited!
Multimedia
Digital Popup
Showcase
December 3rd
5-9pm
SOHO
ARTHOUSE
138 Sullivan St.