Midterm Exam

For your midterm create a short Scratch 2.0 project that illustrates a key concept from the class so far: artificial life (Frankenstein), simulation (Down and Out in the Magic Kingdom), decentralization, constructionism, Microworlds, networks, androids (Do Androids Dream of Electric Sheep?), convergence, creative industries, or the digital. Prepare to demonstrate your project during class on March 26.

And by next week, March 19, you must add a comment to this post explaining how you used Scratch to make your project and how you visualized the concept using the program. This short comment text should at least three paragraphs in length.

Due dates:
Short text explanation: Weds March 19, 2014.
Scratch 2.0 Project: Weds. March 26, 2014.

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21 comments

  1. For my mid-term project I had difficulty formulating an idea I wanted to emulate through Scratch 2.0. At first, my ideas tended to be complex, and large. However, based upon my skills of coding and programing, I realized those ideas were a bit beyond my reach. Instead I want to focus on simplicity rather than directing my time energy into a possibly unfinished product with flaws. Sometimes, the simple, short, and small programs hold just as much, if not more value to them than the complex ones. For this reason my project will highlight two major concepts I felt have pertinence to our course and are found in Resnick’s book Turtles, Termites, and Traffic Jams.

    The two concepts I wish to highlight in my project is Resnick’s notion of constructionism and decentralization. In his view he says constructionist programs, “give people the opportunity to design decentralized systems”(25). In this way I want to create a simple, imitation program of the famous game ‘Pac-Man’. By creating this program it will offer me an escape from perpetuating centralized approaches to learning. It really doesn’t matter what the program is as long as I am engaged my self and as students, we are not being told what to do by some higher authority figure. Resnick would agree that we learn more effectively when we are doing something hands on, and we are ‘personally’ engaged, creating ‘personally meaningful things.’ The game Pac-Man reminds me of my childhood youth, and I feel if I were to attempt to create a program that emulates it, I will better learn programing skills because I will be interested and more involved.

    Visualizing is the easier part, but doing is an entirely different thing. I easily visualized creating a program that was like ‘Pac-Man’ in Scratch 2.0, but I encountered problems along the way. Simulating the motion of the characters was the most difficult part. It took me a long time to program the motion of each individual piece, continually run the program over and over again to make sure certain ones were not hitting each other so that the program flowed smoothly. Based upon this project, even with Scratch 2.0 in font of me as a guide and assistance, programing is more multifaceted than I imagined.

  2. We are going to do our project using Scratch to make a Frankenstein themed game. We are going to use the Scratch program to make the Frankenstein theme as authentic as possible. For example, we would use a scary background and a mummy or ghost as our sprite. We would also try and make the movements of the sprite not only representative of what we have learned in the last few chapters of Scratch, but also true to the way Frankenstein really moves. We would do this buy using the coding on the Scratch program.
    For the coding part of our Scratch game we would try and incorporate codes from the first three chapters of Scratch. For example, we might use how the sprite rotates from chapter 1. We might use the drawing we learned from chapter 2. From chapter 3 we might try and use the sounds we learned. We would use these to make the game more interesting and true to the Frankenstein theme.
    As far as the aesthetics of the game we would utilize the costumes the Scratch program offers. We would also choose a sprite that fit with the Frankenstein theme. If not Frankenstein himself, something similar like a mummy or other scary creature. We would also use a creepy background to keep with the darker theme of our project. These are our preliminary ideas for our Scratch project.

  3. After reading Frankenstein and presenting on the story, I knew I wanted to make a Frankenstein themed scratch presentation. I find the key idea of artificial life and the idea of greater knowledge during the romanticism era in Frankenstein very relatable to our class. Just as the characters in the story, we are continually searching for higher knowledge and power in our society. Jocelyn and I are using the quote, “You are my creator but I am your master” as an inspiration to our presentation.

    For our project, we will use a dim and ominous castle backdrop. This will give a dark feeling to the scene. Doctor Frankenstein (Sprite #1) will climb up the castle holding an Ipad. The background of the city and/or forest behind him will crumble as he approaches the top of the castle. We will do this by using the sound of crumbling wood and glass and blacking out the background.

    Once the doctor reaches the top, the sprite will change into the monster. We will do this by simply switching the sprites. We will end our scene with the monster holding up the Ipad. A flash of lightening will then strike down as a symbol of birth and knowledge. In the book, light represented the monster coming to life as well as higher knowledge and in our scratch presentation, light will represent the power of technology.

  4. By incorporating the central themes of this class, Christine Way and I have decided to make a short clip using the characters in Frankenstein. We’ll start off with the backdrop of a castle on one end and a town on other during a stormy night. With sounds of lightning we plan to create an ominous feel before even introducing the “sprites” or characters. Sprite number one will be the image of Dr. Frankenstein holding an Ipad at the bottom of the castle. As he proceeds up the castle we will have sounds of glass and wood breaking as the background of the civilization begins to crumble the farther he walks.
    We will illustrate the doctor walking up the castle with the concepts taught in stage 4 of the Scratch book. We will create a path from the bottom of the castle to the top. Once there, lightening will flash, the background will be in ruins and the Doctor will change into the monster holding the Ipad. We will use the concepts from stage 2 for a costume change of our Sprite. We are also planning to add a quote from the book either in text or in audio with the monster saying, “I’m alive!”
    We saw a lot of parallel ideas between the concepts of the book and concepts of our class. We wanted to use the ideas that were being formed in the romanticism period and aligning them with the rising concerns of advancing technology. By having the monster claiming his knowledge of being alive, we are taking the ”thing” and personifying it as something live and powerful. We have a juxtaposition of the creation being the master and in result the reality or civilization that we knew is in crumbles and a new monster has been created.

  5. For my project i am going to do something similar to section 3 in the scratch book. I am going to do some sort of sports trivia questions. Having a character ask questions and being able to respond to the awnser that the person gives. Im going to make the questions not be to difficult, something that mostly all people can awnser unless they live under a rock. ill have the backround change a few times, Im gonna involve some of what happens in stage 1 as well with the character moving around the screen when there is a correct awnser. Sounds will be added when there is a correct and wrong awnser.

  6. By using this scratch program it is showing also the ways Resnick is talking about programming in Turtles, Termites, and Traffic Jams. The sprite character being able to lead the conversation and know what awnsers are correct is showing the advances in technology. For example, how we talked about in class eventually a program could lead a class lecture instead of a actuall person. (yet the program in my mind would still be not as beneficial)

  7. For my midterm project, I will be teaming with Taylor Neill to do a Scratch program. For our program, we will create a skit where Scratchy is on earth and boards a rocket ship to go to outer space and experience something completely new. We want to use a combination of skills we have learned throughout different stages of the book. Using this skit we hope to illustrate the concept of simulation from Down and Out in the Magic Kingdom.

    This futuristic book took place in the 22nd century. Visitors of Disney World had experiences and simulations at certain rides that they couldn’t get any place else and that they never had before. For example, at the Hall of Presidents, you could literally become a President, do everything they did, see everything they saw, etc. So for this skit we want Scratchy to experience something that the everyday human can’t and that only a few people on earth are ever able to do, go to space.

    Scratchy will be on earth and come across a space ship. He says to himself, “well here goes nothing.” He will be wearing sunglasses as it zooms in on his face. He boards the space ship and takes off. The next scene is him landing on space in a new unfamiliar environment. Scratchy puts an American flag in the ground of the planet he is on and claims it. He then explores a little bit, and then takes back off to earth.

  8. For the midterm, I intend to create a short Scratch 2.0 project around the concept of androids (Do Androids Dream of Electric Sheep?). I plan on using the interactive section of chapter four (the Mona Lisa stage), in order to interact with the viewer taking a test. The test will be that similar to the Voight Kampff test represented in the book and in the movie, Blade Runner. The main objective of the game will be to distinguish the user as a “good” human being versus android-like being.

    What is interesting about this is that I will be using a technological medium in order to designate or label the user as human or android. Using technology to determine human aspects through a set technological formula will be interesting. Like the natural selection formula used in Resnick’s book about turtles, this will be hard to distinguish, but an interesting try nonetheless.

    I will use friendly looking sprite as the interface (the one asking the questions to the user) in order to simplify and ease the user when interacting together. For every time the user chooses the least empathetic answer, the interface sprite will gain a robotic limb, and the user must be empathetic three out of the five questions. If the user gets two or less of the empathetic questions correct, the user will be labeled as android, and will lose the game. This is what I intend to do, hopefully, I will be able to figure this out. Ideas are subject to change once the date comes closer.

  9. In Andrew Dwedney’s Peter Ride’s The Digital Media Handbook, the authors discuss about convergent media. The way the authors describe convergent media is a blend of different mediums from the photograph to the film to the sound . They write, “convergence is a consequence of the digital tools used for media production in which software combines the manipulation of the moving with the still, the graphic with the photographic, the typographic with the filmic, the visual with the sonic. Having aid this no all media is produced in the convergent environment and, imagined as a continuous line…where dedicated software and computers are used to manipulate and render large files and a low-end where digital processes interface with analogue systems”(Dwendney & Ride, p. 101) The reason why I chose this concept for my midterm project is because I really like how there is a blend in different mediums in this concept and I would like to show these blends in my Scratch project. Therefore, for my midterm project, I will be focusing on cultural convergence.

    The way that I envision my Scratch project is first incorporating a “theme”. Lately, I have been thinking about and watching videos of the Spongebob Squarepants TV show. After some thought, I would to incorporate a “Spongebob theme” through still pictures, drawing some of the characters from the show and Scratchy being the main character will enter the world of Spongebob and will interact with the characters. Going with the aspect of using the different mediums in cultural convergence, with the images, I would like to incorporate the music from Spongebob to represent the sonic dimension of cultural convergence. My project will be very simple because this is my actual first digital class I have ever taken.

    What inspired me to create a project like how I envision is where both Dwedney and Ride say in cultural convergence: “the cultural forms of media persist, but in the converged world of the digital toolbox, we also know that changes are taking place within the cultural media forms themselves” (p. 112). The digial code aspect of the project will be the Scratch project itself and how Scratch interacts with the characters. I will focus on stage 2 of the Scratch book. The reason why I focus on this stage because not only do I get to create the characters, move the sprites (the manipulation of the moving with the still) and insert sound effects. This is the plan for my midterm project.

  10. Simulation…what it good enough?
    Can it ever be good enough?
    Is it the real thing?

    Because simulations have a finite amount of possibilities they are not able to create a full accountability for what will happen in reality. Army simulation always seems to become the topic of discussion when analyzing the effectiveness of computer simulation. Like we discussed in class it cannot completely encompass reality. It can mimic some versions of the sights and sounds you may face; but does not touch upon all of a person’s senses and completely ignores their emotions. Moreover, with simulation a person can get desensitized; making them either feel safer when going into combat or that their opponents are not human. Therefore yes, there can be fairly accurate visual representation but never can give the full experience.

    Additionally, we will be looking at ideas from the book Down and Out in the Magic Kingdom and what it says about simulation.

    So, with this being said, my project (and alex’s) is a scratch project that looks to illustrate this idea of simulation; moreover, of the inefficiency of simulation. We aim to do this by having our character successfully go through a simulated task, gaining confidence in himself/ herself to do it in real life, and then facing a complication that causes them to fail.

  11. Prior to taking this class I did not have a in depth understanding of what media studies encompassed however as I enter the seventh week of class I have learned more than I anticipated. Throughout the semester our class has participated weekly in completing the Scratch 2.0 stages. Although some of the steps have minor issues it is extremely satisfying watching your sprite move according to the codes you specifically insert onto the screen. With the help of another student, Audrey Chase and I have incorporated stages one through three to show case digital technologies and the tasks we have learned to do so far this semester.
    At first we were thinking too largely about how to impress you with what we learned this semester however the key to completing this assignment was to be simple but to encompass as much knowledge as you can. Although our scratch is merely three Sprites moving side-to-side and asking questions regarding the visible effects of digital technology in film production we have learned which codes allow these actions to occur. From Stage 1 we incorporated how to rotate and maneuver the Sprites in a more daunting manner, from Stage 2 we learned how to decorate the Sprites characters which we decided to make them Frankenstein themed and from Stage 3 we chose to create sounds to go along with our spooky theme. We chose to decorate our Sprites as Frankenstein themed characters because films use digital technologies special effects to create the horror of monsters and other spooky characters. It was extremely exciting to see how the precise order of the codes aids the movements and actions of the Sprites.
    Since this is a digital media studies class we have chosen to incorporate a quiz that asks questions regarding visible effects of digital technology in film production. The
    quiz we made encompassed the idea of how “digital technology has shifted the boundary between film and television at the level of distribution and reception of the product of film as well as changed the nature of film production” (Dewdney & Ride, 41). The questions we chose to ask regarded the visible effects of digital technology in post-production such as special effects. Special effects consist of enhancing exceptional effects of the objects in time and space, which normally cannot be witnessed. These effects can be staged as live-action in front of the camera, or by treating it after it has been shot through montage and animation of other filmed material. Digital technology provides a way to layer and composite live action and animation seamlessly.

  12. Prior to taking this class I did not have a in depth understanding of what media studies encompassed however as I enter the seventh week of class I have learned more than I anticipated. Throughout the semester our class has participated weekly in completing the Scratch 2.0 stages. Although some of the steps have minor issues it is extremely satisfying watching your sprite move according to the codes you specifically insert onto the screen. With the help of another student, Audrey Chase and I have incorporated stages one through three to show case digital technologies and the tasks we have learned to do so far this semester.

    At first we were thinking too largely about how to impress you with what we learned this semester however the key to completing this assignment was to be simple but to encompass as much knowledge as you can. Although our scratch is merely three Sprites moving side-to-side and asking questions regarding the visible effects of digital technology in film production we have learned which codes allow these actions to occur. From Stage 1 we incorporated how to rotate and maneuver the Sprites in a more daunting manner, from Stage 2 we learned how to decorate the Sprites characters which we decided to make them Frankenstein themed and from Stage 3 we chose to create sounds to go along with our spooky theme. We chose to decorate our Sprites as Frankenstein themed characters because films use digital technologies special effects to create the horror of monsters and other spooky characters. It was extremely exciting to see how the precise order of the codes aids the movements and actions of the Sprites.

    Since this is a digital media studies class we have chosen to incorporate a quiz that asks questions regarding visible effects of digital technology in film production. The quiz we made encompassed the idea of how “digital technology has shifted the boundary between film and television at the level of distribution and reception of the product of film as well as changed the nature of film production” (Dewdney & Ride, 41). The questions we chose to ask regarded the visible effects of digital technology in post-production such as special effects. Special effects consist of enhancing exceptional effects of the objects in time and space, which normally cannot be witnessed. These effects can be staged as live-action in front of the camera, or by treating it after it has been shot through montage and animation of other filmed material. Digital technology provides a way to layer and composite live action and animation seamlessly.

    *** sorry my post prior to this did not show my paragraph break format so I fixed it and this one is correct***

  13. Hayley Steel
    Midterm Proposal
    March 18, 2014

    For our midterm, Ivan and I will be doing a Scratch project based on the ideas of decentralization. According to Resnick, decentralization can be seen in all aspects of life. He believes that structures are more effective when they follow a decentralized model rather than a more centralized or hierarchical design. Resnick uses ideas from Darwin to support his idea that in order for there to be an effect system in any aspect of the world, there does not need to be one specific or centralized designer. Instead, organic systems can work together, each adding their own contribution, to create an effective and well organized system. For our project, we will be focusing on decentralization of organizations, theories of the self and mind, and theories of knowledge.
    Using Scratch 2.0, or ScratchJr., Ivan and I will be creating a Sratch model that demonstrates Resnick’s ideas of decentralization. We will try to design a program that shows how the decentralization of organizations is becoming more common in business practices. We will also show how Resnick describes the decentralization using Freud’s ideas of the ego, superego, and id. The three different aspects of our consciousness combine in our stream of consciousness, creating a well working and decentralized system. Finally, we will look at Resnick’s ideas of decentralized theories of knowledge and the notion that knowledge is a continually constructed and decentralized system that is constantly changing and evolving.
    Our hope is that our Scratch project will effectively communicate Resnick’s ideas of decentralization. In a simple and concise way, we hope to show the knowledge that we have gained about the theory of decentralization and the skills that we have learned using the Scratch system. Our Scratch will look like a skit using Scratch characters working together in a decentralized manner. Programming our characters to speak will help us present our argument more clearly to our audience.

  14. Our Mid-Term will concentrate on using Scratch 2.0 to illustrate decentralization as defined by Resnick. The focus of the project will be to highlight how structures come apart to unite separate entities into a coherent unit. We seek to focus on decentralization in organizations, theories of self and mind, and theories of knowledge. Through these example of decentralization we hope to construct an array of centralized systems being decentralized and illustrating the importance of such theories. Not only will be able to depict the importance but also indicate the creative and processes that systems need to be undertaken in order to show how they become decentralized.

    Through our project, the focus when describing decentralization in organizations will be to depict how an established structure can be change to reconstruct something else, while remaining original to the same intention. In thinking of how systems come apart, the intention is to bring us together to the “we,” instead of the “I.” This brings to light the decentralization of theories in self and mind, by using this specific example in our scratch we will be able to articulate how AI’s have gone from being centralized to working together as a similar unit. The idea of metacognition, thinking of ones own thinking, depicts the theory of decentralization of knowledge. The author concentrates on how our thinking is continually being change and shifted according to the specific time and place we encounter ourselves to be.

    We sincerely hope that our scratch project will execute our intended purpose and communicate the basis of what makes or characterizes decentralization systems. Our project will also show the skills that we have gained by using scratch 2.0. Through using theory and application, we will be able to engage further in comprehending the importance of such systems that have taken a long time to get to our society.

  15. My midterm project will implement an algorithm similar to Resnick’s recursion tree (p.110-16). Mine, though, will attempt to recreate the popular, tiling representation of the Fibonacci sequence. In other, text-based programming languages, this would be slightly more difficult to artistically display. However, due to the graphic interface of Scratch, this is simplified greatly. Commands such as “turn X degrees” and “move Y steps” lend themselves well to such representations of mathematical phenomena, as we learned in the “Magic Star” game with pentagrams (stage 1 of the Scratch book).

    First, though, a description of the Fibonacci sequence is necessary. Wikipedia describes the pattern best: “By definition, the first two numbers in the Fibonacci sequence are 1 and 1 […] and each subsequent number is the sum of the previous two.” I will start with 1 as both the first and second numbers. This means to calculate the sequence, I will take 1 + 1 = 2, then 1+ 2 = 3, then 2 + 3 = 5, then 3 + 5 = 8, and so on. This sequence is recursive in the fact that each number depends upon the previous 2 in the sequence. In more mathematical terms, it would be represented as: F(n) = F(n-1) + F(n-2), where F(n) is any number in the sequence. In this program, I will have each number represented by a line of matching “step” length.

    The program will begin simply, asking the user for the number of lines (“sides”) they want drawn. It has to be an integer greater than zero (Scratch automatically rounds to the nearest integer). If only 1 side is wanted, it will draw a single pixel pointing up. If 2 are wanted, then it will ask for the angle that the second line should be drawn from, coming off from the end of the first line. For 3 sides and greater it will enter a loop that will use variables a + b = c to find the length of each new side, constantly reassigning the values of the variables so it fits with the Fibonacci sequence. Each side will similarly branch off at a user-defined angle. The final result will be a geometrically recursive spiral so commonly found in nature, that it’s seen in everything from pinecones, to ammonite fossils, to dimensions on the human face, to the shape of galaxies.

  16. For my midterm project, I will be partnering up with Brea McQuoid to make a Scratch project. Our Scratch project will resemble the StarLogo example of artificial ants found in chapter 3 of Resnick’s text.

    Resnick used StarLogo to understand the ant phenomenon of a stream of ants searching for food. It is a perfect example of how a complex group activity can come from a single individual’s behavior. He states that it is “an example of a large-scale, orderly structure, created entirely through interactions” (p. 65). When his program runs, a stream of ants search for food. Once an ant finds food, a green trail forms and others follow. When the food source is gone, the trail disappears.

    Our Scratch program will not be as extensive as Resnick’s due to the large quantity of ants he used. Rather, using a smaller number, we will be able to demonstrate how it is the decentralized interactions between the ants that create the line of ants we often see. We have created our own ant sprites and food source (picnic). The ants will begin to search for food. When one ant finds it, the stream of interaction begins. We are using commands functions such as “if touching ___, then _____”. This type of function will allow us to show if one ant finds food, another ant will follow. Through this project, we will disprove the common notion that there is a centralized figure determining the actions for the group.

  17. Cormac McCullaugh

    For the midterm, I plan on creating a Scratch 2.0 Project that illustrates the concepts of artificial life and simulation. I will do this by creating a interactive scenario in a park. It will be scripted, but interactive situation. The purpose of this is to demonstrate the limitations of simulation and the complexity of creating believable artificial life.

    I plan on using most of the technique’s we have covered in the Scratch Book. Although my programming skills are limited, I plan on drawing inspiration from the kind of scripted yet interactive situations that can be found in video games. I was also inspired by some of the Army simulation videos we have watched in class. Although my simulation will be no where close to that of an Army simulation, I hope to get a better understanding of just how hard it is to simulate an event effectively.

    My main goal is to simulate a scenario with some level of interactivity.

    1. Michelle Cafagna and Saili Willis

      My partner, Michelle Cafagna, and I will be focusing on the key term decentralization. Decentralization is a process of “self-organization” and distributing tasks or functions among a system of things, people, organisms, organizations, economics and so much more; instead of having one central controller or authority. Mitchel Resnick explains what decentralization looks like with the example of a flock of birds. We are so used to centralized thinking, of a flock of birds being lead by one leader bird. Instead, they work in a decentralized way of following what the bird beside them is doing instead of a “leader bird” (5). Each bird follows a set of functions and they may be different from another’s.

      We wanted to create a visualization of what decentralization looks like by using the way bees’ function. What makes honeybees fascinating insects is the fact that they are social insects, which means that they live together in large, well-organized family groups. We can see the process of decentralization among honeybees through their complex nest construction, communication, and division of labor. The labor is divided between the workers, the drones, and a queen. Honeybees have developed these behaviors to successfully exist in social colonies.

      In our scratch Project, we will be creating different backgrounds of one bee traveling from the honeycomb, flying outside of its honeycomb, towards flowers. This bee resembles decentralization because it is not being lead by a leader of bees but rather having it’s own set duty of going on it’s own to gather pollen to bring back to the nest to create honey. As you watch the scratch you will see that this bee has it’s own set of jobs it does to survive and protect the survival of it’s bee hive.

  18. Kelsey Freeman and I teamed up to make a Scratch project that resembled the scenario in Resnick’s book of the StarLogo example with ants.

    In Resnick’s Ch. 3, he discusses how a complex activity is stemmed from one individual behavior. Through using StarLogo, we can understand the phenomenon of ants in search of food. When the program runs, the ants begin searching for food. An ant finds the food and a green trail forms behind him. The other ants begin to follow. When the food is gone, the trail disappears. This is an example of a large-scare, orderly structure which was created simply through interactions.

    On Scratch, we will be utilizing our project as a more simplistic version of Resnick’s representation of ant interaction. Through the use of a small number of ants, we can demonstrate the decentralization of interaction between ants is what really creates and instigates this trail of ants.

  19. My partner, Saili Willis, and I will be creating a scratch project. We will be following the life of a bee flying from its beehive to go find pollen for the rest of the bees. We will be using different backgrounds as the bee is flying from its honeycomb to a flower. This video resembles decentralization because the bee is not being lead by a leader but is flying away from the other bees to fulfill its duty of finding pollen. In this scratch you will watch a short clip of the bee working for the survival of its beehive.

    Saili and I will be focusing on the term decentralization. Decentralization is a “process of self-organization and distributing tasks or functions among a system of things, people, organisms, organizations, economics and so much more; Instead of having one central controller or authority” (Resnick). Resnick uses the example of decentralization with a flock of birds. Similar to the flock of birds, bees live in a decentralized way when they separate from the beehive to fulfill its functions.

    We also wanted to focus on the bees’ way of function as a visualization of what decentralization looks like. Honeybees are social insects therefore they live in a well-organized community. We clearly see the process of decentralization in honeybees in their complex nest construction, communication, and division of labor. They honeybees divide their work between the worker bees, the drones, and the queen. Our scratch project will clearly capture’s decentralization process in the honeybees way of survival.

  20. I knew that the words scratch and mid term would be hard to create a solid project for my group. My technology background was not the most advanced but that ended up helping me in the long run. I had these grand ideas of how I wanted the project to look as far as movements, sounds and characters interacting. I decided to go with the old term, less is more. Even the most simple structures can hold a form of complexity. The change in our group project allowed me to look deeper into the Resnick text and pull out two main ideas. The first was based around his concept of “turtle ecology” and the second was based aroud his idea of “explorations” once again refering to turtles.

    Resnicks idea of turtle ecology and the steps within this process played a role in my project, there was one quote I was able to take from this section. “My experiences with computer-based explorations have taught me a corollary: “Even if you think you know where you’re going, you’ll probably end up somewhere else.”” (88, Resnick) That is where this project went. My group and I took the idea of pac man, a simple game many played as kids. There is a pac man trying to accomplish a goal being followed by someone trying to stop him. After everything was constructed there was something missing, there was more that could come from the game. This lead to Resnicks idea of explorations.

    Resnicks section on exploration was where I realized there could be something else added to the game, something the controler of the game could not control. “Although this approach works, it feels very centralized. The observer acts like a dictator, telling the turtles what to do at every step. The observer even keeps track of how far the turtles should move on each step. I wanted to create a greater sense of the turtles acting on their own.” (115, Resnick) This was the exact idea our project needed and that was fullfilled by the monster chasing the pac man around. This was out of the users control and gave the game a bit of an edge. There was more interest in the game now but there was still that simple classic concept.

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