Team-Teaching the Art and Sound of Video Games

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Photos: Miguel Bernard

On Thursday, April 11, 2013 the Center for Excellence in Teaching and Learning sponsored a presentation by TGI members Sarah Kate Gillespie and Tom Zlabinger from the Department of Performing & Fine Arts. The talk was titled “Multiplayer Classroom: Team-Teaching the Art & Sound of Video Games Across Two Disciplines,” and the speakers described their experiences team-teaching a course on the art and sound of video games. The course was offered as a pilot course, and it is a rare example of interdisciplinary teaching at York. Now a 40-year-old medium, video games are incredibly complex, and providing multiple perspectives on the art form requires multiple instructors or courses. The pair described their experiences coordinating their teaching methods and attitudes, and we look forward to seeing great work come from their students in the future.IMG_6922

 

TGI Listed in Daily Edventures “Heros in Education”

Anthony Salcito, the Vice President of Worldwide Education at Microsoft, has listed the Transformative Games Initiative as global hero in education on his blog Daily Edventures. Salcito’s blog interviews a new educator every day with the intent of describing the current landscape in education. His goal is to optimize the application of technology and maximize student achievement. The interviews include many perspectives on education and the use of technology in the classroom. Interviewees include educators of various disciplines from all over the world. Even Bill Gates contributes to the conversation!

TGI Presents at the York College Research Conversations Series

Rasha Alsaidi and Robert Duncan from the York College Transformative Games Initiative presented a paper at the York College Research Conversations series. The talk was sponsored in part by the Office of Undergraduate Research and  the TENSOR Scholar’s Program in Mathematics and Computer Sciences. Alsaidi presented data that addressed decision making in college freshmen. According to Alsaidi, freshmen tend to ignore the source of information when the content is difficult to understand. Duncan presented follow-up data from lab member Xin Lin, who demonstrated high school students could learn to improve their decision making for difficult choices if they were presented using classic game mechanics.

Alsaidi-Duncan_Abridged Slides

Learning by design