Orchestrating Game Generation

The design process is often characterized by and realized through the iterative steps of evaluation and refinement. When the process is based on a single creative domain such as visual art or audio production, designers primarily take inspiration from work within their domain and refine it based on their own intuitions or feedback from an audience of experts from within the same domain. What happens, however, when the creative process involves more than one creative domain such as in a digital game? How should the different domains influence each other so that the final outcome achieves a harmonized and fruitful communication across domains? How can a computational process orchestrate the various computational creators of the corresponding domains so that the final game has the desired functional and aesthetic characteristics? To address these questions, this article identifies game facet orchestration as the central challenge for AI-based game generation, discusses its dimensions and reviews research in automated game generation that has aimed to tackle it. In particular, we identify the different creative facets of games, we propose how orchestration can be facilitated in a top-down or bottom-up fashion, we review indicative preliminary examples of orchestration, and we conclude by discussing the open questions and challenges ahead

Scientific Literacy in the digital age: tools, environments and resources for co-inquiry

This paper describes some European and International projects to promote Scientific Literacy in the digital age as well as technologies, environments and resources for co-inquiry. The aim of this research is also to describe computer applications, software tools and environments that were designed to support processes of collaborative inquiry learning to promote Scientific Literacy. These tools are analyzed by describing their interfaces and functionalities. The outcomes of this descriptive research points out some effects on student learning and competences developed known from the literature. This paper argues the importance of promoting scientific citizenship not only through schools and Universities (formal learning), but also non-credit online courses and community-based learning programmes (non-formal context), as well as daily life activities, educational open digital materials through social networks (informal scenario)

Generative Design in Minecraft: Chronicle Challenge

© 2016 ACC 2019We introduce the Chronicle Challenge as an optional addition to the Settlement Generation Challenge in Minecraft. One of the foci of the overall competition is adaptive procedural content generation (PCG), an arguably under-explored problem in computational creativity. In the base challenge, participants must generate new settlements that respond to and ideally interact with existing content in the world, such as the landscape or climate. The goal is to understand the underlying creative process, and to design better PCG systems. The Chronicle Challenge in particular focuses on the generation of a narrative based on the history of a generated settlement, expressed in natural language. We discuss the unique features of the Chronicle Challenge in comparison to other competitions, clarify the characteristics of a chronicle eligible for submission and describe the evaluation criteria. We furthermore draw on simulation-based approaches in computational storytelling as examples to how this challenge could be approached.Peer reviewe

Alumni of Note

Key Player - Maryland Stadium Authority\u27s Alison Asti; Big Hitters: Percival\u27s Winning Softball Team; Fitting Tributes: Newly Endowed Scholarships

Out there and in here: design for blended scientific inquiry learning

One of the benefits of mobile technologies is to combine ‘the digital’ (e.g., data, information, photos) with ‘field’ experiences in novel ways that are contextualized by people’s current located activities. However, often cost, mobility disabilities and time exclude students from engaging in such peripatetic experiences. The Out There and In Here project, is exploring a combination of mobile and tabletop technologies in support for collaborative learning. A system is being developed for synchronous collaboration between geology students in the field and peers at an indoor location. The overarching goal of this research is to develop technologies that support people working together in a suitable manner for their locations. There are two OTIH project research threads. The first deals with disabled learner access issues: these complex issues are being reviewed in subsequent evaluations and publications. This paper will deal with issues of technology supported learning design for remote and co-located science learners. Several stakeholder evaluations and two field trials have reviewed two research questions: 1. What will enhance the learning experience for those in the field and laboratory? 2. How can learning trajectories and appropriate technologies be designed to support equitable co-located and remote learning collaboration? This paper focuses on describing the iterative linked development of technologies and scientific inquiry pedagogy. Two stages within the research project are presented. The 1st stage details several pilot studies over 3 years with 21 student participants in synchronous collaborations with traditional technology and pedagogical models. Findings revealed that this was an engaging and useful experience although issues of equity in collaboration needed further research. The 2nd stage, in this project, has been to evaluate data from over 25 stakeholders (academics, learning and technology designers) to develop pervasive ambient technological solutions supporting orchestration of mixed levels of pedagogy (i.e. abstract synthesis to specific investigation). Middleware between tabletop ‘surface’ technologies and mobile devices are being designed with Microsoft and OOKL (a mobile software company) to support these developments. Initial findings reveal issues around equity, ownership and professional identity

What do coaches orchestrate? Unravelling the 'quiddity' of practice

The general purpose of this article is threefold. Firstly, it is to further the notion of coaching as orchestration through developing insight into precisely how and what coaches orchestrate. Secondly, it is to firmly position coaching as a relational practice, whilst thirdly it is to better define coaching’s complex nature and how it can be somewhat ordered. Following an introduction where the purpose and value of the paper are outlined, we present the reflective method of critical companionship through which we explored and addressed the aforementioned purposes. The case for the quiddity, or the 'just whatness' (i.e., the inherent nature or essence) of coaching as involving complex, relational acts which can be somewhat explained through recourse to the developing theory of orchestration is subsequently made. In doing so, two precise examples of how we as coaches orchestrate sporting practice are presented. The paper concludes with both a summary of the principal argument(s) made, and some reflective considerations for future directions