Rosetta 2032 (Alternate Reality in the classroom)
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Rosetta 2032 (Alternate Reality in the classroom)
- 1. @rosetta2032 Help Save Your Alternate Reality Gaming in the Languages Classroom
- 2. A Dramatic Surprise on a quiet square
- 3. Imagine a classroom where you could bring everything about your subject to life Infuse your subject into the everyday existence and life of your students Storytelling is key
- 4. @ Flickr image by PhOtOnQuAnTiQuE
- 5. Agent 42 blacklinemystery .com @jessmcculloch
- 6. Passive
- 7. Active
- 10. 4 Terms 3 Languages Flickr image: by DonnaGrayson
- 11. ARG al world ith the re ficti on w Blending
- 12. ARG / Transmedia Flickr image: by minor9th Flickr image: by owenwbrown Flickr image: by Jonas’ Design Storytelling in the digital age
- 13. Tasks / Characters Phases Phase 1 Enlist in the Resistance Glen Agua Enlisting in the resistance will allow you to gain access to ‘the database’; a library of resources & clues and a list of the phases you should complete in order to outwit those in power. Strategy: Be on the lookout. Your language teacher will provide you with one of those worksheets that often get passed around. into this, we have embedded the site address and an access code. find the site and use the code. Once you’ve accessed the site, to complete Phase 1, you will need to fill in your profile in the target language. success will result in your ‘resistance badge’ good luck! Interpretation credits: There is no bonus for this phase. Narrative Thanks to one man, the world in 2032 is bleak. Find his treasure and save the future...
- 18. The Task
- 19. Phase 1 Glen Agua Enlist in the Resistance What? Enlisting in the resistance will allow you to gain access to ‘the database’; a library of resources & clues and a list of the phases you should complete in order to outwit those in power. Strategy: Be on the lookout. Your language teacher will provide you with one of those worksheets that often get passed around. into this, we have embedded the site address and an access code. find the site and use the code. Once you’ve accessed the site, to complete Phase 1, you will need to Why? fill in your profile in the target language. success will result in your ‘resistance badge’ good luck! What reward? Interpretation credits: There is no bonus for this phase.
- 20. @rosetta The En 2032 e glish w right. Th ords in n on the Cross o the table er sectio ut each the answ . ker. importa of the w at the b te them in y accents way to The Bun nt clue ords as o you find ttom are conta s and wri move an ur below th to the n the word o ing so, re swers to find yo e findaw ext stag them. T ined in h): Unjumble however, when d rt 1 & 2 an diagona ord and e of you he lette the find aword in (Deutsc e page. om right; a l (they then foll r quest. rs Find the that are left w istance ttom of th en use P do not g ow it to Ja ill provid panese. ath to the Res h at the bo the space at bott er code box. Th o backw its desti 2 clues, is your p in Englis order) into sw ards). nation. write th e you w This ith hints Part 2 An Words a em into ith an below w these (in s in the re horiz the spa Part 1 ressions your clue. Write the space ontal, v ces mbled exp of nswers in ertical o There are 12 ju are the first part swer w rite the a r aded in s and an letters sh work out the sum 2, For Part nswer: Part 1 A the below in ..... nswer to the sum aofid ing the a nswer: ght by insert Part 2 A Part 2: on the ri e numbe r. This is your path to the Resistance: the code telephon C omplete thanks. 6) ) I like. a203 2 Part 1 space: orning. 4) I come from. 5) ) I hate cola. 12 I love. 11 @rosett write them in the answer old. 10) There are 12 jumbled expressions below with hints in English at the bottom of the page. Unjumble the words and2) three. 3) Good meven yearssection on the right. The = letters shaded in are the first part of your clue. Write these (in nd eins into the space at bottom right; however, ing. 9) el even when doing so, remove any French accents. ate. drei u order) 1) Good 8) chocol other. 7) th m For Part 2, work out the sums and answer write the answers in the spaces in the Part 2 Answer code box.eThen use Part 1 & 2 answers to find your way to The Bunker. サイトと コードが あります いって、 。サイト 名前とコ に ードをい がんばっ れてくだ て！ さい 。 e Part 2: Complete the code on the right by inserting the answers to these 2 sums in the Part 1 Answer: spaces: dix moins trois = Part 2 Answer: n ..... z p ..... a neuf moins six = 1) Iʼm 13 years old. 2) I hate 3) My name is. 4) See you soon. 5) I love. 6) Goodbye. 7) Twelve. 8) Yes. 9) I am Australian 10) Iʼm well (good) 11) Here is 12) Number ten @rosetta2032
- 21. The Bunker (aka A place to find information A place to work together
- 22. Badges
- 23. Getting to Phase 2
- 24. Phase 2 http://www.wix.com/jeppesena/2032 Glen Agua target profile “So it is said that if you know your enemies and know yourself, you can win a hundred battles without a single loss. If you only know yourself, but not your opponent, you may win or may lose. If you know neither yourself nor your enemy, you will always endanger yourself.” sun tzu (the art of war) Strategy: We have tracked down a website created in 2015. read this website closely, listen to any audio and complete as much of the target’s profile as you can. Information should be entered into the Phase2 tasksheet found in the Bunker (edmodo). download the tasksheet and, when complete, click ‘turn in’ and upload.! remember the wiki and the database (library) in the bunker are valuable resources to interpret language. https://plus.google.com/115471968114028438136/posts/DQJDmZwwTBQ Text https://plus.google.com/115471968114028438136/posts/DQJDmZwwTBQ Interpretation credits: x250 credits for a complete profile note: there is important information related to the package on this site. a code is needed to access the video. look for it here. As always, take notes of what you see and find on the way. some things will be important later on.
- 25. Who is BenK?
- 27. Well done. The code is 361529487. To earn the Super Sleuth badge for finding this coin students had to recite the number (in the Target Langauge) to their teacher
- 28. Don’t Just Ask: “What does this website do?” The question should be: “How can I make this site work for me?”
- 29. Flickr Ability to add notes to pictures or explanations underneath is something perhaps we as teachers under-utilise.
- 32. Placespotting
- 35. Flickr notes
- 37. Meanwhile for those who followed the video link ...
- 38. YouTube Can also be made more interactive than it looks
- 40. Coin 2
- 43. Google Forms for Reading Comprehensions
- 44. gree n/3 red gree / 13 n/2 gree n/1 9 gree n/1 red gree red Some hands on / 12 /7 n/1 7 red gree / 11 n/5 gree activities to mix n/1 8 red red / 15 / 10 gree it up n/2 0 gree n/1 6 red red red /8 / 14 /6 gree n/4 aka aka / 十一 / onz e red aka /9 / 十二 aka / 十三 aka mido / 十四 ri /一 aka mido / 十五 ri / 二 mido ri / 三 mido mido ri / 十六 ri / 四 mido mido ri / 十 ri / 五 七 mido ri / 十 八 mido aka ri / 十 /六 九 mido ri / 二 aka /七 十 aka /八 aka /九 aka /十
- 46. Scribble Maps / Google
- 47. The Journey To Coin
- 48. Coin 4
- 49. Experimenting with Google Calendar and Streetview
- 51. Google Streetview Resutoran 'Kashin ' no denwa bangou wa nan desu ka Kuruma wa nani iro? ? no den wa bango Kiiroi torakku
- 52. What did you like ‘most’ about the project?
- 53. a mystery type storyline was really that you could work at your own pace good, and the way it was tied in with using your languages. e a nd th d dles were nd ri keys le ms a dden t prob the hi re ou where to figu ding Ha ving of fin s su cces I re a l l y h ard. ome! ethink awes m s made am it wa ing and p ro g r g 2 allen setta203 The ability to work independently or in It w as ch e Ro ed th a group and to get through problems enjoy that challenged your thinking, creativity and language skills. It was challenging and I like a challenge
- 54. What did you like ‘least’ about the project?
- 55. I didn't enjoy how the task inquired the tasks were a little bit corny us to be continually very competitive with others s given urce e reso ons. h all th questi h roug to the a rch t wers to se he ans H aving find t you had to go to so many websites and links to o d mod on e h a se s l low p lt to fo d ifficu s ame The complexity of it and how the y ing g n of pla structure that Edmodo presented was m ptatio hard to find tasks and to know where The te to go next that some people were left behind some pathways difficult to follow
- 56. Other comments?
Editor's Notes
- People love stories. Love telling them and love listening to them. In class we use stories as anecdotes and to try to bring Japan into our classroom.\nSo why not turn a Unit of Work into a story?\n
- Does your class need a little more drama, mystery or intrigue?\n\n\n\n
- People love stories. Love telling them and love listening to them. In class we use stories as anecdotes and to try to bring Japan into our classroom.\nSo why not turn a Unit of Work into a story?\nOur languages department tried and I aim to show you what we did and how we did it, including the websites we used. \n
- But first, a word on creativity...\nmy creativity comes from connections that fire in my brain as a result of the connections and conversaitons I have with people online and in the real world. My online connections are gold and if you’ve ever thought about jumping on twitter, do it and follow other educators.\n
- My inspiration for this project came from a similar project that Jess Mcculloch was doing here in Melbourne with her Primary Chinese class.\nIf you teach Chinese at your school, check out the blacklinemystery.\nSo connections like this have helped my creative spark...\n
- Could we use a texbook?\nThis is my first ever French text from the early 80s...\nIt’s a largely passive affair with very few characters.\n
- This are some texts I use now.\nThere are characters who have a little depth and students can take more of an active role by role playing and so on.\n
- These are some sites that can easily be used to get the students to create their own stories.\n
- But these are the places many of our students are really engaged with stories and characters.\nStudents immerse themselves in these stories. They work hard to reach the next level or solve a puzzle. They also work together to do this. I think we need to work out how to leverage some of this into our classrooms.\n
- So when we were given the challenge of creating a project to work across 3 languages, with students not divided into separate classrooms, I decided that ARG was a viable alternative.\nWe knew there was the possibility of it not going according to plan but we ran with it...\n
- So I revisited the idea of an ARG. An alternate reality game. Blending fiction with the real world.\nCreate a narrative, characters and a bit of mystery. Then get the students to solve the mystery using the target language.\nFor example, you might get a letter in the mail with some word puzzles. Solving them lead to a website and so on...\n\n
- You may have seen ARG and Transmedia around but not really know it.\nIt’s basically storytelling for the digital age. Telling stories across different platforms like video, email, twitter, as in transmedia or telling it across these and including a little real world drama, as in an ARG.\nWe see it everyday out there now. It seems every new movie release or TV show has a website or Facebook page attached to it. Sherlock seems to be a good example in that it uses Sherlock’s website and Watson’s blog to add to the story being played out on the TV screen.\nAnd so, as a result of discovering all of this... this is what happened...\n
- So to to begin the process of creating an ARG we needed ... \nInstead of characters and ideas on a page, we can try to bring characters to life through the technology that we know have available. These were our characters...\n
- And this is where it began...\nLate in Term 3 last year, this one and others like it began appearing around our school, specifically the yr7 area.\nIt’s a QR code, like the barcode on things on the supermarket. It takes you to a website or gives you a message. This one took you to this...\n
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- Then the students began receiving emails from a stranger called Glen Agua.\nThe story had begun...\n
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- So, back to the task.\nThe story began with the Rosetta2032 posters and QR codes before Term 3 ended. The next task was to introduce the element of mystery and possibly confusion to all students. A fake email account was set up (within the school domain) and messages were sent to all students.\n
- The previous email contained this Phase 1 Task Sheet. It was recommended to me that each stage of the task needed an explanation of what needed to be done, why they were doing it and what the reward was if completed.\nI tried to come up with terminology in the task that would appeal to the boys. So, Phase is like a Mission (perhaps mission wld be better), The Bunker is the home base and the database is where they find information. I tried to continue the element of mystery.\n
- Hand out the laminated version and see if there are any linguists. Can anyone work out what happens next?\nIn their first class they were given the dreaded worksheet which was designed to take them to the Bunker.\n
- In setting all this up, I knew we needed a central place where all the information would go and be easily accessed by students. It occurred to me that edmdo could do this and more - it also provided a place where ALL students could work out of and where they could communicate with each other and work collaboratively. They didn’t even need to be in the same classroom as the teacher who was ‘teaching’ the language that they were learning. It turns out that edmodo was the prefect place for this.\nWhen they go there, they received their first Task - to enlist in the Resistance. This involved completing a survey in Japanese - these were basic questions they had previously learned. We used google docs for this. Why edmodo? Explain the benefits: all in one place, don’t need the teacher in front of them, semi-independent, badges, quizzes, library, markbook.\n\n
- There is a fine line between trying to get the boys intrinsically motivated to do as task like this. The sense of mystery and code-breaking type activities are really good but I felt they needed some sort of rewards as well. Edmodo has the ‘award badge’ function and so this was perfect for this. One of the other teachers commented on more than one occasion that several boys were still in the classroom a few minutes after the recess bell working on the project - this was usually a rare event at the best of times. They were trying to compete tasks to receive the relevant badge. They were competing against each other, but also helping each other. Edmodo also has it’s own badges.\n
- To reinforce the element of mystery I thought was particularly important at the start of the project, the Phase 2 task sheet was embedded in a posterous website that required a password to access it. We posted a note in the edmodo stream with a clue to the password. What ensued was an interesting conversation on the edmodo wall. Many boys worked the clue out themselves (or working together) which is, in effect, what we wanted. We had to help many other boys think their way through the clue and still others needed to be told what it was. At the start of the exercise I told my students that this project would help them learn a bit of language but if they worked well they would also learn how to work together, how to solve problems and how to find resources effectively. For many boys this is exactly what happened. The language learning was, for some, secondary.\n
- And so to Phase 2...\nKnowing your enemy. Finding out about the mysterious BenK.\n\n
- Students were required to read the information on BenK’s site and complete the “Target Profile” sheet. This was rewarded with the next badge (from the edmodo badges). The content of the task contained vocabulary that they had learnt in their Japanese class earlier in the year and was in the Phase 1 survey getting them to enlist in the Resistance.\n
- On BenK’s site there was a video which was supposedly a clue to the first coin. This video was password protected and so again they had to crack the password from the clues given. I used vimeo to host the video simply because it allows you to password protect your videos. This time the clue was an image hosted on the flickr site. I used the ‘notes’ function on Flickr to place notes in the TL. These were the clue to the password. The notes basically said “I like Japanese” in the TL. The password needed to be in English as we were doing this across 3 different languages but I would probably have had the password in Japanese if it were only for 1 language. You could have a lot of fun making clues if doing this for just the one language. \n
- The video on BenK’s site led students to this site in the school where there was a QR code on the window (inside a locked door to prevent removal).\nThe code told them they needed to give a specific number to their teacher in Japanese. They then moved to Phase 3.\n
- A note here on websites...\n
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- Numbers was a topic we had covered in class throughout the year and was an obvious choice to put into the task, and to loop throughout the task. And, being a mystery, numbers needed to be put into some sort of code to break...\nRead the tasksheet.\n
- Hence the number puzzle. Once they worked out the final number they need to add it to the end of a URL. The doiop website was perfect for my needs as it enabled me to create the URL I wanted, with a little bit of fiddling around - I needed to add the word ‘bango’ (number) to the actual numbers. I am again using this site in my current project with Year 10. \nAll the sites were used to try to keep up the sense of mystery of where to next but there were several comments from the boys in the follow up survey that there were too many sites for them and it was a little confusing.\n\n
- Finding the correct URL would send you to the placespotting website, which is another site that I think is underutilised by language teachers. It enables you to pick a spot in the world and type some clues to help find it - you can even type your clues in kana (for those who can read it). Whatsmore, it allows you to give a message to those who solve the placespotting puzzle. I chose to put in a clue to the next step - which would lead them back to BenK’s site and a new page on it. \n
- The BenK music page leads to You Tube videos on colours AND to the Flickr colours page. Use this as a launching pad to examine the ideas behind these pages - YouTube interactive videos and interactive flickr images. Colours was a topic we had not covered in previous terms and, as it was basically just vocab, it was easy to place into the project and repeat a few times to help students come across it in various contexts.\n
- This is the BenK page on music and it contained a song in Japanese (just for fun, though I was hoping some would listen to it to learn the colours). Also on the page was a link to a Youtube video (the first step to finding the 2nd coin) and to a Flickr image (the first step to Phase 4). A lot of this was also learning how to navigate around a website. Learning to find out what was hyperlinked and learning to click on these links. So, for those who clicked on the flickr image...\n
- The flickr image took you to the image, which again had ‘notes’ on it in the TL. These notes, when placed in the correct order, spelt out a short sentence - “My favourite colour is blue”. Below the image was a cryptic message, the answer to the question “What is blue” being the password to the quizlet group linked below the image. Many students didn’t initially see the message below the page and many other were confused by this and how to get into the quizlet group. The other thing to note is that for students to register with Quizlet, they need to be 13 years old. In hindsight it was all a bit too cryptic but it could have been simplified a little. But those who worked collaboratively got there together. \nAt this stage of the exercise there were students catching up to me and, as a result of rushing ahead, I slipped up a few times. \n
- Once in quizlet, students could practice vocab sets, as well as access the Phase 4 task sheet. Some students loved quizlet and were happy spending time playing the vocab games. This also helped me get ahead of the students again - which was part of the quizlet plan. For those of you who haven’t used quizlet before it is great for practicing vocab - even more so if students create their own sets and share them with the group.\n
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- Adding subtitles or captions, annotations or making it interactive are all possobilities with your YouTube videos. I decided to play around with the “interactive” side of it.\n
- YouTube allows you to add annotations and links to videos.\n
- On reflection, Phase 3 caused us the most problems and was a little too complicated and chaotic for many students. It was far too long and dragged on. A few boys became discouraged as a result of this phase of the operation. Still, some boys were determined to find “the coin”, which they did by navigating through the preceding YouTube videos. The last one leading to a locker area in the school with the number of the locker in Japanese. And so to Phase 4.\n
- Sport was also a topic we had covered earlier in the year and so I decided to combine this with days of the week - I had created quizlet sets in the Rosetta2032 group for students to learn the days of the week before starting Phase 4. I also decided to bring back colours and numbers into this phase, in effect, to try to revise them. I was told before commencing this that I should try to get “learning loops” into the narrative. Whilst this is not exactly what they meant, I felt that repeating vocab topics throughout the project was essential.\n
- We again used google forms in this phase. It was basically like a reading comprehension and their answer went straight into a spreadsheet, meaning we could check to see who got full marks. Successful completion of this resulted in another badge.\n
- If you haven’t used google forms before, they are very useful for creating surveys to use as reading comprehensions or short translations. The answers go into a spreadsheet that you can use to highlight common errors. You can also add a message which is seen on completion of the survey.\n
- The message led them to their teacher and a puzzle. I tried to mix things up a little with some hands on activities. I wanted also to try to have some repetition in the activities completed so that boys came across the same vocab several times and in different contexts. Hence the numbers and colours. Here they had to ...\nThe result was a photo of a table tennis table - beneath this one was the next QR code - “The 3rd Coin”.\n
- Glen Agua had a Google+ page that some of the boys had discovered already. Others hadn’t and so I also placed the “mapping doc” into the edmodo stream. “Bill N” was actually me, posing as a student, dropping hints and adding commentary (experimenting again). This post shows again how the boys were helping each other and learning to cooperate and work collaboratively.\n
- Online maps are also something we perhaps underutilise. We can use them as treasure hunts or as simple reading comprehensions. This phase asked them to read some kanji numbers and complete a worksheet.\n
- Knowing that many of the boys would not make it to Coin 4 on their own, I decided to make things a little more complicated to get to the coin and, specifically, challenge the smarter / gifted boys. Eventually I did release Glen Agua’s Google+ comments onto edmodo (much to some boys chagrin).The journey to the coin involved a photo - can you see what it is? It turned out to be the library and the numbers from the jogging task (ended up being dewey code to books on spirituality). The coin was on the side of a small Chapel in the school grounds.\n
- As with Coin #3, a quote accompanied this 4th coin. A quote from Macbeth. I’m not really sure why but it seemed a good idea at the time. I was fiddling around with how you might turn something like this into a cross-curricular exercise. \n
- Phase 6 happened around the time that edmodo put Quizzes into their site and so I wanted to try these out. You can create multiple choice quizzes that self-mark. Easy to see who got full marks - which was required to move on. This was much easier than the google forms option for a big group. Google forms is good for smaller groups like Yr 9/10 electives. \n
- So Phase 6 took us back to google maps and this time to streetview, via BenK’s google calendar. We could see where he had been and he had asked some questions that needed answers in the edmodo quiz. It was sometimes hard to keep the narrative in line with the tasks and so we stretched it a little sometimes.\n
- Streetview is something I plan to look at more for treasure hunts in Japanese. There are real places that you can ask questions about. We again focused on colours and numbers, with some added extras.\nAfter achieving this level there wasn’t much happening until...\n
- On completion the boys completed a survey and here are some comments that were made.\n
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