Transcript Kodu - WordPress.com

Kodu
Today
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Introducing Kodu
Possible course Outline
Level Descriptors
Objectives, Activities and outcomes
Marking, assessment, levelling
How to use Kodu
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Features of the User Interface
– Loading Worlds
– Creating New Worlds
– Saving Your worlds
Modifying Terrain
– create textured landscapes
including water
Movement Control
– arrow keys
– Mouse
– Following
– Random movement
– Jumping
• 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
3D Worlds
Terrain
OBJECT
TOOL
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
Load World
(Your different Games)
“Built-In” Worlds
– Sample Games
• GAMES + ideas for games
• can be edited
• some are left unfinished…..
– Tutorials
• teach you something…..
– Techniques
• specific game behaviour like chasing certain colours.
Tutorials and Techniques are found under Lessons
“Lessons”
Show
Category
8 Games
Per
screen
SORT
Programming
• No typing - Use same interface as Game
• Escape switches between game mode and
selecting a Tool from the Tool Palette, and
programming mode
• Select Tiles to control behaviour of each
object using “When” and “Do”
Using When and Do
Keyboard
Control
For
PC
Gamepad
Control
For
XBOX
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.
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:
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”
New World
Create a New World
Add an Object
Give it some movement
Create some Terrain
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
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
Changing Settings
Right Click on an Object
Select ‘Change Settings’
Scroll through a range of parameters such as
Speed
Missiles
Effects
Strength
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
Possible Course Outline
Intro, Games, functionality, Design, Create, Test, Improve
– identify features, behaviour and controls
• Terrains, Buildings, Variables, Timers
– ‘Staged’ or ‘Independent’ game development
Design Tasks
Identify/explain
functionality
aid levelling
Play
Games
Intro
to
Features
of one
game
Self-Assess,
Peer Review,
improve
Plan sketches
of terrain,
flow chart,
textual
description
Describe concepts
of Repetition and
Selection
Pupils develop
their own game
Pupils follow a
guided
development
Level Based
on
Complexity
And Design
Analyse,
Review,
Improve
Current Level 5 Descriptors
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 6 Descriptors
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 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.
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.
Objectives, Activities and Outcomes
(6 possible Lessons)
1. Intro to Worlds and the design tools, play some games, identify
features of the tools, add objects, create terrains
2. More on Terrains, create backgrounds for different types of game,
add Rivers, Trees, castles
3. Intro to objects
– Movement 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 Timers
6. Intro to Game Design
– Terrain, Objects, Purpose
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 screenshots
– Worlds Saved to Kodu Game Lab
– Available to review and play, time consuming
– Transferable Skills, yes, through the design
process, but not obvious through game
development.
Useful websites
www.kodugamelab.com
http://fuse.microsoft.com/projects/kodu
http://planetkodu.com
You have to download Kodu Game lab
to your PC