Mapping the Story

So this is my first draft of mapping my story. I need to go back and write out all the narrative components, but I think I have it organized in a way that will allow various outcomes based on decisions. 
My next steps are to go back and fill in story details, develop the character of the Barren Beast a bit more, and flesh out some of the places that need the story to drive the decision. This is where the fun begins! 

Learning objective: Given the real—world design challenge of redesigning a failed pollinator garden, students apply garden ecosystem knowledge and solve garden challenges to create a thriving pollinator garden, demonstrating choices and decisions that result in a thriving garden.

Decisions along the way include: 
1. Deciding between native vs. non-native plants along with a water source for pollinators -- all impacted by the climactic challenge of drought. 
2. Deciding to fix the structure of the garden to avoid issues with erosion. 
3. Deciding to manually weed or use herbicide and the effects of those choices later. 
4. Deciding to make a plan for garden maintenance, again impacted by the Barren Beast challenges. 

All the choices end up somewhere, including a dead garden and an opportunity to start over. If one stays on course with helpful decisions, there are four alternate endings, each impacted by the various decisions made earlier in the game. When I write out all the components in Twine, I plan to include "help" when decisions are made that might prove tricky. The end goal is a thriving garden - there is only one path that would get them to that resolution. However, there are three alternate endings - none of which are a failing garden. The only time there are fails are when they give up or take all kinds of shortcuts for the garden that end up in failure. 

 

Comments

Post a Comment

Popular posts from this blog

Mentor Game Analysis 🧐

Image
Mentor Game Details Back in the 90s, inspired by research on data literacy and a children's visual data tool, Broderbund and TERC (non-profit) teamed up to create a fun educational game called Logical Journey of the Zoombinis.  Released in 1996, this game featured adorable blue creatures with unique personalities, escaping from the evil Bloats to reach the safety of Zoombiniville. It quickly became a hit loved by both parents and teachers for its blend of learning and fun. The game inspired many kids to pursue careers in computer science. In 2015, TERC, with FableVision Games and Learning Games Network, relaunched Zoombinis for modern platforms, bringing it to classrooms today including research-backed support on its educational impact (Zoombinis: About). The game primarily targets children aged 8-12. However, it could definitely appeal to a broader audience, including older children and adults who enjoy logic-based puzzles. Zoombinis, as a game, includes twelve math-based logic
Read more

Zoombinis and Choose Your Own Adventure Books: An Analysis

Reflection on this week's play.  I loved Choose Your Own Adventure books as a child. Reflecting back with analysis, the reason I loved those books was because of the reader agency and multiple paths and outcomes. As in life, there was no one way. Zoombinis offers a similar play experience in that there are choices and different paths to take. In both Zoombinis and the books, the player/reader makes decisions that directly affect the outcome. In Zoombinis , I can choose which path to take and how to solve puzzles based on the Zoombinis' attributes. In the books, I can choose a different option that leads to various different narrative branches. As a reading/playing experience, I'm engaged and invested.  Both experiences offer multiple pathways and outcomes. In Zoombinis , different routes lead to varying puzzles and challenges, and in the books, different choices lead to alternate storylines. Because of the variance, both can be replayed. In the replay, new strategies might
Read more

Design Heroes: A Playground Challenge

Image
Proposed Title: Design Heroes  Learning Goal:   The goal of the game is to teach the design thinking process with creative thinking strategies by addressing the challenge of designing an inclusive playground that is accessible, fun, and safe for all students.  Intended Learner: Upper elementary students (3rd-5th) studying STEAM concepts such as engineering and physics. Learning Objective: Given the real-world design challenge of building an inclusive playground, students use the design thinking process (Empathize, Define, Ideate, Prototype, Test, Iterate) to create a plausible solution that incorporates accessibility and inclusivity, demonstrating empathy and creativity throughout the design process.  Story Plot:  In a futuristic world where creativity, play, and empathy are all but forgotten, students are recruited by the Builders of Tomorrow, a secret society of inventors, dreamers, and designers who are working to build a better tomorrow using the design thinking process and creati
Read more