EDU 709

On this page, you'll find my two main projects for this class "Searching for Innovative uses of Technology" as well as "Creating Innovative uses of Technology." Scroll down to view these projects.

Searching for Innovative Uses of Technology

For this project, I researched the following two topics. Please use the links below to view my research.

1) Augmented Reality 2) Digital Storytelling

Creating Innovative Uses of Technology

For this project, I created a 5 part unit for my Digital Media students on the topic of Blockchain Technologies, which includes related topics on The Metaverse, NFTs, cryptography & cryptocurrency, and Digital Ownership Rights.

Below, you'll find an overview of the entire unit, as well as descriptions of intentions of each part of the unit. For parts 3 & 4, you will find the answers to the questions that relate specifically to this assignment in EDU, and you will be able to access this Q&A directly with the link below.

In regards to the content in this unit, I have done some bits of this unit in the past, but due to logistical reasons, I have never collectively completed this as an entire unit that scaffolds and flows the way I feel it should, and the way I have design it to below. As such, I am able to provide some examples from my own students for some of the digital artifacts that my students created in the past, but not for all, and some content has been taken from official sources.

To access answers to the set of questions for this assignment, click here. However, please note that all answers to these questions are in relation to the content on this page!

"Blockchain, Web3, and The Future of Digital Media"

The intention of this unit is to educate the student on the evolving landscape of digital media and digital ownership. At the heart of this topic is blockchain technologies, and with it, comes a variety of intertwined innovations, such as cryptocurrency, NFTs, and The Metaverse. The full duration of this unit is approximately 3-4 months, if all 5 parts of this unit are completed from start to finish.

The 5 parts to this unit include:

1. 1. Research & Knowledge Development (with digital artefact creation from research)
  2. NFT Generative Art Creation
  3. Metaverse 3D Game Asset Building
  4. Metaverse World Building (w/Design Theory)
  5. Showcase of Learning

Success Criteria:

Students will be successful in the Web3 Unit if they are able to:

Successfully answer all Learning Outcome questions from each part
Effectively research and present their research topics to their peers
Effectively create infographics from their research topics
Learn about the generative art process and produce a 100 piece generative NFT collection
Effectively design and create a variety of 3D game assets in VoxEdit for their metaverse game
Demonstrate an understanding of the design process
Use the design process to build a metaverse game in the Game Maker app, utilising custom assets they produced
Effectively prepare for a Showcase of Learning

Major Activities During This Unit:

Major Activities

Full List of Needed Resources:

All Parts:

MacBook

Part 1:

Access to Canva.com for infographic production
Access to Slidescarnival.com (for presentation templates)

Part 2:

Access to Canva.com pro/student account for NFT Art production (students may use procreate or other options if they choose)
Reference material:
- Bored Ape Yacht Club NFT collection (link)
- World of Women NFT collection (link)
Crypto ($MATIC) for “minting” NFT art after the art is complete; this is for the transaction fees to put student art on the blockchain

Part 3:

Students must bring a mouse (necessary for 3D design)
VoxEdit app - free download here

Part 4:

Students must bring a mouse (necessary for 3D design)
The Sandbox Game Maker - free download here
Game Controllers for playtesting games 🎮
iMac Lab for playtesting games
Game Maker accounts with MetaMask wallets pre-attached to provide to student game-building teams.
Cryptocurrency to rent metaverse real estate to pay for hosting metaverse game building competition winner

Part 5:

Game Controllers for showcasing games 🎮
iMac Lab for showcasing games
Printers to print out infographics to present

Part 1 - NFT Generative Art Creation

Part 1 Overview:

The intention of this part is to introduce a variety of topics that relate to blockchain technologies to students (listed below), while they are engaging in research of their own topic from the included topic list. In addition to their research, students will be responsible for designing a digital artifact to share their knowledge of their research topic, (in this case, infographics), as well as creating presentation slides for their 5-10 minute presentation to their peers.

In this part, students will build a foundation of knowledge before beginning to create in the next 3 part so they have context and a solid understanding of the use-cases of what they are creating.

PART 1

Example of Digital Artifacts Produced by a Students:

Infographics Based on Research Topic

what is the future of blockchain gaming (1).pdf

Slides to Present Research to Peers

Blockchains - Dylan A.pdf

Part 2 - NFT Generative Art Creation

Part 2 Overview:

In this part, students continue to scaffold understanding of what they learned about NFTs in the previous part, with a focus on the generative art process for creating NFTs. Students will learn the basic concepts relating to NFT art, what makes NFT art valuable, and how to create a generative art collection the same way popular NFT collections are made.

Part 2

Example of Digital Artifacts Produced by Students:

Generative NFT Art

Part 3 - Metaverse 3D Game Asset Creation

Part 3 Overview:

In this part, students will begin to learn how to develop 3D metaverse assets using the voxel art software VoxEdit. Students will learn the basics of all aspects of the app, and use the design/creative process to produce their final designs for assessment of skills learned.

Students will be expected to use 3 different templates to create 6 designs, creating 2 separate designs with each template, and demonstrating growth from their first design to the second design with each respective template.

Students will be assessed based on their ability to demonstrate growth between designs and the iterative process.

Part 3

Example of Digital Artifacts Produced by Students:

Finished 3D Game Assets

Part 4 - Metaverse Game Building

Part 4 Overview:

In this phase students will build on the previous phase and begin to build their game. Students will create a game proposal and complete a game design document before beginning to build their game.

This unit will allow time for students to design 2 games, with the purpose of students using knowledge learned in the first game to reflect upon where they struggled, then improve their design process for their second game.

Upon completion of these games, students will submit their best game into a competition. The best 6 games will be highlighted during the Showcase of Learning at the end of the unit. And the 1st place game will be published in The Sandbox Metaverse for the remainder of the school year using rented virtual land.

PART 4

Students Planning for 3D World

LAND BLUEPRINT 1080p grid.M4V

Students Building 3D World

3D World Reference Imagery for Scale

Part 5 - Showcase of Learning

Part 5 Overview:

This part is the final Showcase of Learning. The intention for this part is for students to host an event similar to a science fair or expo where students will show off something they created throughout the entire unit. Using the iMac Lab, the top game designs will be presented for visitors to play and experience.

Students not selected to share their game designs on the iMacs can share a selection from the rest of the content they created in this unit, including samples of their research and the infographics they produced during Part 1, the NFT art they produced during Part 2, or the 3D game assets they produced during Part 3.

PART 5