Kodu

1. Kodu

2. Today • Introducing Kodu • Possible course Outline • Level Descriptors • Objectives, Activities and outcomes • Marking, assessment, levelling

3. How to use Kodu • 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 • 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

4. 3D Worlds Terrain OBJECT TOOL

5. 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

6. 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

7. “Lessons” SORT Show Category 8 Games Per screen

8. 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”

9. Using When and Do Keyboard Control For PC 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. Gamepad Control For XBOX

10. 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:

11. 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”

12. New World Create a New World Add an Object Give it some movement Create some Terrain

13. New to Kodu? • Select Lessons, Click on Mars Rover:Discovery • you are in PlayMode. • ESC switches between play and edit mode Use the arrow keys to control steering Use B to shoot and drill rocks

14. 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

15. Changing Settings Right Click on an Object Select ‘Change Settings’ Scroll through a range of parameters such as Speed Missiles Effects Strength

16. Play games, completetutorials 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

17. 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 aid levelling Level Based on Complexity And Design Identify/explain functionality Self-Assess, Peer Review, improve Describe concepts of Repetition and Selection Plan sketches of terrain, flow chart, textual description Pupils develop their own game Intro to Features of one game Analyse, Review, Improve Play Games Pupils follow a guided development

18. 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.

19. 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.

20. 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.

21. 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. Pupils can analyse complex data structures, use them in programs and simplify them.

22. Objectives, Activities and Outcomes (6 possible Lessons) • 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

23. 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.

24. Useful websites www.kodugamelab.com http://fuse.microsoft.com/projects/kodu http://planetkodu.com You have to download Kodu Game lab to your PC