Skip to main content

My Intro To A Game Design MOOC With Adobe Gen Pro


My first official MOOC course and I am happy to experience it with #AdobeGenPro. I chose to get involved with a course in Game Design with a focus on not only creating assets for a game, but also how to create a class or curriculum in games. I have to say I am pleasantly surprised with the interface provided in the LMS housed in Adobe Education Exchange. It’s easy to follow step by step lessons followed up with reflection and critique within the class forums. I can also see a list of students and read their profiles and choose to follow them or share experiences with them. Each user can make a simple profile with some basic information and linkage to their social media and personal websites. The coolest thing about the profile is that it displays different badges you can earn by taking courses and participating in the network. You can check out my profile here as an example. If you are an educator or student, especially one who uses Adobe, you have to check the Adobe Education Exchange out!

We are three weeks into the Game Design course and I already feel so rewarded. I’ve learned a lot and used Unity to make a basic terrain level that can be experienced as a simple character in the actual game environment. What’s great about Unity is that it is robust, yet simple to average users to grasp and instantly build assets. We were tasked to create an island level, however I did not want to create the typical tropical or desert island. Instead, I wanted to make a glacier level. I found the challenge of creating interesting ice and snow rewarding so I would not be tempted to use the standard textures and assets in Unity. The trick is to create several tiling textures and blend them together with various painted techniques in Unity to make something interesting. It took a little while, but I think I pulled something off. What do you think? You can check out a brief video of my level with some physics assets and see my screenshots to let me know. If you are interested in this course, since it’s a free MOOC, you may still be able to join and catch up with us. You can see the course page here.
Screenshot in Unity editor
Screenshot in Unity editor with interface

Comments

Popular posts from this blog

VR ‘Redefining’ How We Design

SAMR: REDEFINITION. Image courtesy of Christina Moore 2017. In recent years virtual reality (VR) technologies have gained popularity for enhancement of a myriad of industries and experiences. It’s hard to dispute VR has the potential to transform. It’s exciting to consider exploring these technologies for the purpose of education, but before putting VR into practice in the classroom, it’s important to apply the study of theory to VR potential. The SAMR model (substitution, augmentation, modification, and redefinition) is a great way to apply rather basic theory to VR tech. Although it’s possible VR practitioners and learners can traverse SAMR, based on how VR is used, “redefinition” may be the most impactful way to demonstrate use of these technologies for learning. Redefinition, in regards to SAMR, refers to the ability for technology to “create tasks and ways of learning that were previously inconceivable.” (Technology Is Learning 2014) From the perspective of a CAD and Int...

How Discourse and Creativity Express Meaning

Moving from literacy and ‘new literacies’ to D iscourse. In chapter one of New Literacies: Everyday Practices and Social Learning Ed by Colin Lankshear and Michele Knobel . I learned about literacy as a historical concept and a social practice. I also learned about new literacies as ‘paradigmatic’ and ‘ontological’ (Lankshear & Knobel, 2011, p. 27). In chapter two I began to learn more about literacy as a social practice through Discourses and encoded texts. “Hence, literacies are ‘socially recognized ways in which people generate, communicate, and negotiate meanings, as members of Discourses, through the medium of encoded texts.”  (Lankshear & Knobel, 2011, p. 50). As a social practice one can think of literacy as observable ‘things’ humans do with their bodies and minds to create meaning. Lankshear and Knobel cite the work of Scribner and Cole to describe these practices as “consisting of three components: technology, knowledge, and skills. (ibid,: 2...

The Everyday Remix Practices of Teachers: A Critique of Christopher Emdin: Hip-Hop and the Remix of Science Education

Christopher Emdin: Hip-Hop and the Remix of Science Education UC Denver digital storytelling students wishing to comment on this critique:   Although I would love it if everyone had the time to watch the full youtube video, you can get ‘the just’ of this remix practice within 5-10 minutes of watching if you would like to participate in comments. Please don’t shy away because of the length of the video. Critique Format As part of the continued practice in digital storytelling, in INTE 5340 MA ILT at CU Denver, I will consume digital stories and offer critiques. Until now the course has focused on Jason Ohler’s assessment traits as criterions to assess stories. For the remainder of the critiques in the course, I will focus on “everyday remix practices” as described in the Lankshear and Knobel text New Literacies: Everyday Practices and Social Learning Third Ed by Colin Lankshear and Michele Knobel , on pages 127-140. Introduction In efforts to transition and answe...