This project is based on practice six from the Massachusetts frameworks

Learning Goals: students should gain a basic understanding of what kinds of misinformation can be spread on different platforms

We chose this framework because we had a good idea for it going in, and we felt like we could design something that would cover these skills well

kai

This learning tool is targeted at highschoolers, especially competitive classes or disengaged classes. The game intends to teach/review skills for being aware of misinformation, while also being engaging and a fun way to finish class.

TARGET AUDIENCE

noelle

Learning Precedents:

butt

butt

Narrative Precedent

Gamelay Precedent

Technical Precedent

Noelle

Sketches

kai

Paper/Low-Fi Prototypes

(Initial experiments)

kai

Narrative Design

the flow from the storage to the red carpet to the ceremony

kai

• Different social media platforms
• along with the different forms of misinformation

kai

Minigame Design

filter and photoshop

credentials

impersonation

Throughout the game, there will be three minigames, each based on a different social media type and a different type of misinformation. Each game is a sorting game where you have a ton of cards and you sort them based on weather they are misinformation or not. the process for making these cards was making photoshopped versions of real posts and reorganizing the information so that the useful information is more obvious

explaining card severity system

explaining symbol point system for end of game

noelle

TRAIT CARD

Draw Phase

noelle

Paper/Hi-Fi Prototypes

(Finalizing 1.0)

noelle

Teaching/Learning/Class Environment (Where/How will this project be used?)

Sketch/Diagram/Video illustrating USE

team 2

team 1

team 3

noelle

Final notes/next steps

kai

If we were to take this project further, we would have to make more cards and redesign them further for clarity. We would also have to find a wider variety of examples of online misinformation

The point system for the trait cards is also somewhat obscure right now, so we would work to finalize it and make it easier to understand.

• Should this game be more focused on health-related misinformation rather than general misinformation?
• how could we improve this to make it teach more effectively

Improvising Conflict is a roleplaying card game designed to facilitate middle/high school students practicing conflict management. Improvising Conflict is informed by Mass Healthy Learning Frameworks 12.3.HR.6, Appropriately resolve interpersonal conflicts in various settings (...). Improvising Conflict allows students to gain first-hand experience dealing with everyday conflict without the stress or stakes.

Image

Three Original Ideas

Conflict Card Game

D&D Style Conflict RPG

Alcohol Context and Culture Lesson Plan

three early ideas; posed-for images; ones we chose

(1-2 slides)

here we talk about the element of each of these we used

Precedents

Sketches

talk about the feedback we got

complications; motivations; specific

Second Playtest & Feedback

Conflict goals work

Need help getting into character

Convos can get stuck

Complication cards lack educational value

Objective: Student will gain an understanding of effective conflict management strategies and participate in or observe a mock conflict.

Anticipatory Set: A whole group conversation or individual worksheet/journaling about places that one might experience conflict in their life.

Direct Instruction: The teacher will ask the group to share out way that they manage conflict. The purpose of this is to give students a general sense of their peers' experiences. The teacher will then move onto some scientifically proven conflict management strategies, tools, and practices. (UC Berkeley)

Guided Instruction: The concept and mechanics of the activity will be introduced and two students will volunteer/be chosen to be the people in the conflict. The activity will happen a few times depending on time with a different conflict scenario and students in the two roles.

Closure/assessment: A conversation will be held about how the activity went, especially in regard to how the characters approached the conflicts and what happened when they used conflict management strategies.

Places one experiences conflict

Ways you manage conflict shout-out

UC

Berkeley

Strats

Activity

Reflection

For a one hour lesson

10 mins

10 mins

10 mins

10 mins

20 mins

Next Steps

Whole class engament

Conversation refreshment

Delivery

Thank you!

Project Statement

Emotion Indicator aims to improve communication regarding relationships and consent by providing emotional indication tools for youth who aren't as comfortable with expressing emotions or bringing up conversations regarding comfort and consent.

Massachusetts Frameworks For Health & Learning

This project focuses on the Healthy Relationships unit of this curriculum by providing a device to allow teens to practice initiating discussion about elements of their relationships. The goal is to prevent people from harboring emotions and to provide people an easy route into discussion.

Learning Precedents:

Adafruit IoT Telegraph

- Ruiz Brothers

Unicorn Silicone Tap Control Light

- Exgreem

Teaching Pre-Teens & Teens About Consent Article

- Eleanor Beeslaar

AUDIENCE

Our project aims to provide tools for teenagers in interpersonal relationships with difficulties initiating hard conversations. By catering to this audience we hope to both allow people to more easily indicate when the have the need for communication but also become more comfortable with initiating communication in the future.

Dial - Paper/Low-Fi Prototypes

Plush - Paper/Low-Fi Prototypes

Hi-Fi Prototypes

Hi-Fi Prototypes

Questions, Comments, Concerns?