Recent changes to Gaming

Gaming modified by Cat Kutay

Cat Kutay — Mon, 07 Apr 2014 04:23:33 -0000

Gaming modified by Cat Kutay

Cat Kutay — Mon, 07 Apr 2014 03:54:20 -0000

--- v4
+++ v5
@@ -1,7 +1,7 @@
-The resources can be used to generate games in Unity Game Engine through two means:
+The resources in a related project - [Indigenous Games](https://sourceforge.net/p/indigenousgames) - can be used to generate games in Unity Game Engine through two means:

 1. View videos within the game and answer questions. This links method links to the video on your playlist. You need to have a crossdomain.xml file in your public directory, or generate the Unity game with the project website the same domain as your website.

-2 Write a script from common issues in the resources material and generate scenarios using the Unity editing tools which are available from this site and through [Smartbody](http://smartbody.ict.usc.edu/download)
+2. Write a script from common issues in the resources material and generate scenarios using the Unity editing tools which are available from this site and through [Smartbody](http://smartbody.ict.usc.edu/download)

-There are some tips to help you start developing the games [here](https://sourceforge.net/p/intertac/wiki/Scenario Design)
+The code is to develop scenarios in Unity. There are some resources provided in the [Indigenous Games](https://sourceforge.net/p/indigenousgames) code as a start. As you will find, some resources have been adopted from other projects, so these will be included whern they have been significantly adapted.(https://sourceforge.net/p/intertac/wiki/Scenario Design)

Gaming modified by Cat Kutay

Cat Kutay — Mon, 07 Apr 2014 03:32:10 -0000

--- v3
+++ v4
@@ -1,4 +1,7 @@
 The resources can be used to generate games in Unity Game Engine through two means:

-1. View videos within the game and answer questions. This links method links to the video on your playlist. You need to have a crossdomain.xml file in your public directory, or generate the Unity game with the project website the same domain as your website
-2 Write a script form common issues in the resources material and generate scenarios using the Unity editing tools which are available from this site and through [Smartbody](http://smartbody.ict.usc.edu/download)
+1. View videos within the game and answer questions. This links method links to the video on your playlist. You need to have a crossdomain.xml file in your public directory, or generate the Unity game with the project website the same domain as your website.
+
+2 Write a script from common issues in the resources material and generate scenarios using the Unity editing tools which are available from this site and through [Smartbody](http://smartbody.ict.usc.edu/download)
+
+There are some tips to help you start developing the games [here](https://sourceforge.net/p/intertac/wiki/Scenario Design)

Gaming modified by Cat Kutay

Cat Kutay — Fri, 07 Mar 2014 00:52:02 -0000

--- v2
+++ v3
@@ -0,0 +1,4 @@
+The resources can be used to generate games in Unity Game Engine through two means:
+
+1. View videos within the game and answer questions. This links method links to the video on your playlist. You need to have a crossdomain.xml file in your public directory, or generate the Unity game with the project website the same domain as your website
+2 Write a script form common issues in the resources material and generate scenarios using the Unity editing tools which are available from this site and through [Smartbody](http://smartbody.ict.usc.edu/download)

teaching page modified by Cat Kutay

Cat Kutay — Fri, 07 Mar 2014 00:43:18 -0000

--- v1
+++ v2
@@ -1,39 +0,0 @@
-The health site provides the resources for teachers to create different playlists of stories and scenarios they chose for their students. The playlists can include questions on each video, comments from other students and extra resources (such has the text storeis), which the teacher selects as appropriate.
-
-The following steps are advised for using the site:
-
-Planning and Preparation
-•Goal setting
-Consider the professional areas in which students will engage with Aboriginal people, and how this engagement may be effected by these people’s experience. Find stories that will show students how Aboriginal people will think differently toward them, and may understand their behaviour in a way the students would not expect
-
-•Reflective aims
-Consider which areas you want to reflect on, you can use the questions from the Reference Group for this. You can also write your own to add to these.
-
-The Learning Environment
- At present the learning environment is set up with the plsylist to run through the videos then the student can see the separate stories one by one and review the questions and comments on these.
-You can also add text stories as extra resources.
-
-•Professional practice
-You can add short text at the top of each page to consider the application to their professional work. It is possible to author scenarios that relate more to their experience within their profession, such as the feeling of alienation experienced in hospitals, or the difficulty for Aboriginal people to question a medical expert.
-
-•Learning
-You can write an introduction page that explains what you want the student to learn from the stories and scenarios. This should relate to the different values and beliefs between cultures, and how to show respect and develop trust across cultures. Also should consider how to improve communication in their professional work and what effort they can make to improve the situation, specifically relating to Duty of Care, Patient’s rights and the cultural needs of Aboriginal patients.
-
-Instruction
-•Learning
-Students should go through the playlist, then the individual modules with questions. 
-You can then direct them to further resources such as other stories.
-
-•Feedback
-Students should provide their own comments using the form on the right hand column beside the video. The can specify if the comments is for public or private viewing, ie whether it can be shown in future courses or just for the instructor. This will form the basis of their reflective essay.
-
-•Review
-You will find that students pick up certain ideas better than others. Consider adding other stories to the playlist, and re-ordering stories can help too.
-
-Professional Responsibilities
-Provide some resources that students can take away, such as the statements on to Duty of Care and Patient’s rights’ that the students can take and keep
-It may be useful to develop a plan or process steps for dealing with cross-cultural issues as they arise in their future work, relating to:
-• How could you better explain health issues to patients, such as visually?
-•In a busy hospital or health service, is there anyone else you could spend time with an Indigenous patient?
-•In an ideal situation how should the health care team have dealt with the situation described in this narrative?
-•What changes could be made in a health service to better accommodate Indigenous people?

teaching page modified by Cat Kutay

Cat Kutay — Fri, 07 Mar 2014 00:40:23 -0000

The health site provides the resources for teachers to create different playlists of stories and scenarios they chose for their students. The playlists can include questions on each video, comments from other students and extra resources (such has the text storeis), which the teacher selects as appropriate.

The following steps are advised for using the site:

Planning and Preparation
•Goal setting
Consider the professional areas in which students will engage with Aboriginal people, and how this engagement may be effected by these people’s experience. Find stories that will show students how Aboriginal people will think differently toward them, and may understand their behaviour in a way the students would not expect

•Reflective aims
Consider which areas you want to reflect on, you can use the questions from the Reference Group for this. You can also write your own to add to these.

The Learning Environment
At present the learning environment is set up with the plsylist to run through the videos then the student can see the separate stories one by one and review the questions and comments on these.
You can also add text stories as extra resources.

•Professional practice
You can add short text at the top of each page to consider the application to their professional work. It is possible to author scenarios that relate more to their experience within their profession, such as the feeling of alienation experienced in hospitals, or the difficulty for Aboriginal people to question a medical expert.

•Learning
You can write an introduction page that explains what you want the student to learn from the stories and scenarios. This should relate to the different values and beliefs between cultures, and how to show respect and develop trust across cultures. Also should consider how to improve communication in their professional work and what effort they can make to improve the situation, specifically relating to Duty of Care, Patient’s rights and the cultural needs of Aboriginal patients.

Instruction
•Learning
Students should go through the playlist, then the individual modules with questions.
You can then direct them to further resources such as other stories.

•Feedback
Students should provide their own comments using the form on the right hand column beside the video. The can specify if the comments is for public or private viewing, ie whether it can be shown in future courses or just for the instructor. This will form the basis of their reflective essay.

•Review
You will find that students pick up certain ideas better than others. Consider adding other stories to the playlist, and re-ordering stories can help too.

Professional Responsibilities
Provide some resources that students can take away, such as the statements on to Duty of Care and Patient’s rights’ that the students can take and keep
It may be useful to develop a plan or process steps for dealing with cross-cultural issues as they arise in their future work, relating to:
• How could you better explain health issues to patients, such as visually?
•In a busy hospital or health service, is there anyone else you could spend time with an Indigenous patient?
•In an ideal situation how should the health care team have dealt with the situation described in this narrative?
•What changes could be made in a health service to better accommodate Indigenous people?