Hi Everyone! Steve from NJ. I learn with and from my middle school game development students. I am passionate about Games! (who woulda thought?) #lifelongKDG#games4ed#gbl
Hi #lifelongkdg! N from đ¨đŚ. #edtech creator/cofounder/enthusiast. I'm passionate about high quality edtech (usually involving games) and the outdoors.
#lifelongKDG Hey everyone. Jason McKenna. Normally from Pittsburgh, but today joining from Mexico City. I'm passionate about bringing #STEM to all students.
A1: To me, #personalized learning is all about giving students choice in their learning pathway. Our goal is to help them find and nurture their passion for learning and learning should be relevant to the individual! #lifelongKDG#passionEDU
Hello! Mandi from WV, Administrator in PA. Wear a lot of hats in my job, my favorites being teacher supervision and champion for innovation. Passionate about exploring high and low tech tools for making. Want my Ss to have the best of both worlds. #LifelongKDG
A1) Personalized learning involves a lot of reflection and examination of how we are successful and what our cognitive or emotional obstacles might be. It means helping Ss find the way to learn that is best for them. not just the teacher's way. #lifelongKDG
A1 - Personalized learning to me comes in two forms - learning that is *directed* by the student (or student-led) and learning that is customized based on individual student needs. I think both are important and usually to do the first, you need the second. #lifelongKDG
Definitely about lighting that fire. Reminds me of my favorite educational quote âEducation is not the filling of the pail, but the lighting of a fireâ - that Yeats speaks my language. #lifelongKDG
A1: For students...giving them time to seek that which inspires them. Giving them time to innovate. Providing a framework that students can explore themselves. #lifelongkdg
#lifelongkdg A1. I think personalized learning is allowing students to have voice and choice in their learning, while also allowing them to progress at their instructional level.
A1) Personalized learning is student-led and teacher-supported. It fosters curiosity and individuality. It is not one-on-one skill-based tutoring or sophisticated software. #LifelongKDG
Many ways to approach 2nd. Can be as simple as having Ss use different tools based on needs and as complicated as each S having their own instructional plan. #lifelongKDG
A2: My 8th grade game design and development course is completely choice based. Students choose quests from a variety of learning pathways. They have choice regarding the game they develop, the tool they use, etc. #lifelongKDG
...I need to personalize the learning to their emotional needs so they can start to feel successful as readers and writers. My use of 3D GameLab the past year and a half has greatly contributed to that.
A2: I provide a rich learning environment with tons of resources (game systems, VR hardware, game development software, tabletop games) and flexible seating to provide opportunities for students to explore, learn, and collaborate. #lifelongKDG
A2: I am designing a course for next year in which students write proposals for their end unit projects. These projects are based on games, they get to choose which game too. #lifelongKDG
A1) Personalized learning is student-led and teacher-supported. It fosters curiosity and individuality. It is not one-on-one skill-based tutoring or sophisticated software. #LifelongKDG
A2 - I like the sandbox approach that is discussed in the book. How can we create environments that are low entry, but wide possibility? I think easiest 1st step, could be as simple as changing from "write an essay" to "figure out how *you* want to respond to this. #lifelongKDG
#lifelongkdg A2. Great question. I think you have to establish a culture of trust in the classroom. Ss have to be able to fail fast and be encouraged to iterate on what they are passionate about. After this culture is established, you can look at curriculum.
A2: Build in different options for Ss--not all have to do the same thing. Also, allow for Ss to choose topics for writing and books for reading. #lifelongkdg
A2 Creating a new STEAM class with minecraft, robots, building stuff, rocketry, making games - teach them the basics to meet requirements and let them go where they want. #lifelongKDG
...I need to personalize the learning to their emotional needs so they can start to feel successful as readers and writers. My use of 3D GameLab the past year and a half has greatly contributed to that.
YOu make a great point, Jason. Culture and trust come first. If Ss are afraid to fail, they'll never get that kindergarten playful experience #lifelongKDG
A2) Our makerspaces give students this opportunity. Ss have access to all types of materials. I find teachers are comfortable taking a back seat in this space. I hope to see this type of learning move into all of the classrooms. #LifelongKDG
A2) I feel I need to deprogram Ss to realize that their choices are valued. I try to create quests that accomplish my objective, but use different literature and appeal to different learning styles. #lifelongKDG
Nope...it is titled Technical Writing Through Games. I have the major writings already set. They determine how they approach the end goal of writing the technical piece. They also determine which resource they use (XBox, Switch, Steam, VR, Board Game) #lifelongKDG
Yes! I always tell friends who want to learn a new CS language - pick a tutorial, and then as soon as you get to a point where you think "Hmm, I wonder if..." that's where you stop following the tutorial and follow your own path. Use tutorial to start, then veer off #lifelongKDG
Correct. When I started teaching (over 20 years ago) you taught everything to mastery. There was no, "fail fast". It's a paradigm shift for many Ts that they have to be supported and trained in. #lifelongKDG
A2: I am designing a course for next year in which students write proposals for their end unit projects. These projects are based on games, they get to choose which game too. #lifelongKDG
And if you asked a K student if they failed today, they'd probably look at you blankly. Most don't see their trial & error play as "failing." It's just how you do it. :) #lifelongKDG
Q3:Gamification often relies on extrinsic rewards (points, badges, etc.) to motivate students. Research shows that intrinsic reward is more motivating in terms of continued interest in participation. What are your thoughts on #gamification in Education? #lifelongKDG
I don't think fail fast does not mean skip mastery. I actually think fail fast means getting to mastery faster. Just accepting that failure is part of the journey. #lifelongkdg
A3: I am a fan of #gamification done right. I definitely agree with the concerns and feel that when we are only speaking of points, badges, etc. we are missing a key point. In my class, choice based learning is at the core of the #gamified experience #passionEDU#lifelongKDG
A3: This is an area I have not explored much, but will be over the next year. I like the idea of experience points over grades...the journey over the destination. #lifelongkdg
Q3:Gamification often relies on extrinsic rewards (points, badges, etc.) to motivate students. Research shows that intrinsic reward is more motivating in terms of continued interest in participation. What are your thoughts on #gamification in Education? #lifelongKDG
A4 - Goal should be that #gamification starts the drive ("I want those points/badges") but then intrinsic motivation takes over ("Huh, I wonder ..." ) #2ndchat
A1: Personalized learning requires that students move at their own pace, but more importantly: on their own time. The question then is: how do we make students want to use their time to learn with us?
That's a legitimate conflict. When administration expects a certain curriculum developed they can often be more concerned with what and not the quality of how. #lifelongKDG
A3) This is an area I don't have much experience in. I know many students are passionate about it, so I'm interested in reading the replies on this one. Lots of experts to learn from on the #LifelongKDG chat!
You can't. There are things that kids don't know that they don't know. And there are some things they need to know how to do (say, form an argument) that maybe they don't want to, but we as teachers know they need it. #lifelongkdg
Agree with this point. Great games have a narrative that intrinsically motivates users to continue, just like watching a good movie. If educational games are designed well and present authentic learning opportunities, they are great. #lifelongKDG
A3: I am a fan of #gamification done right. I definitely agree with the concerns and feel that when we are only speaking of points, badges, etc. we are missing a key point. In my class, choice based learning is at the core of the #gamified experience #passionEDU#lifelongKDG
I think we often misjudge/don't properly appreciate how much can be learned from choice. We like the control of knowing task A checks off x,y,z. But, at the end of the day, Ss usually dive deeper & learn *way* more from their self directed activities than class. #lifelongKDG
A3) We have a class where students can create an invention of their choice. This group felt like gamers needed their own theme park. They used concepts from @Blizzard_Ent to design one. #LifelongKDG
Q4:Instead of #gamification@mres suggests students should be engaged in âhard funâ and projects they care about. What does âhard funâ look like in your classroom? #lifelongKDG
A3: Gamification can be fun and build culture, thus it becomes motivating on a deeper level. But poor gamification is simply taking the old lame game of school and making it a new lame game #lifelongkdg
A4: When kids get excited about creating their own games the #hardfun becomes very apparent. I get an occasional email from a parent asking why I give so much homework. I have to respond that I don't assign homework - your child is just really motivated :) #lifelongKDG
I am such a proponent of choice based learning. Iâve seen it lead to wonderful opportunities for students including becoming s published author starting to write a book on game programming in grade 8, publishing in grade 9. #lifelongkdg
A3) We have a class where students can create an invention of their choice. This group felt like gamers needed their own theme park. They used concepts from @Blizzard_Ent to design one. #LifelongKDG
A3) The book's point about gamificiation raises a dilemma for me as I have seen its effectiveness in my room. but I see the issues of student's motivation being solely extrinsic. #lifelongKDG
A4: Hard fun is perseverance. I love seeing kids jump in with two feet and figure it out as they go...there is failure along the way but it leads to success. #lifelongKDG
Q4:Instead of #gamification@mres suggests students should be engaged in âhard funâ and projects they care about. What does âhard funâ look like in your classroom? #lifelongKDG
A3: Gamification can be fun and build culture, thus it becomes motivating on a deeper level. But poor gamification is simply taking the old lame game of school and making it a new lame game #lifelongkdg
I've don't espouse gamification w/points & leaderboards, even in #GamifyYourClassroom. I champion, in that book and in #GBLinActionhttps://t.co/4espEshaB4, teachers setting up playful affordances to self-express through play, by quests or classroom stations. #LifelongKDG
In reply to
@mr_isaacs, @mres, @MrPowley, @mrmatera
#lifelongkdg A4. I view hard fun as iteration. I think students engaged in the iterative process on a project they care about is powerful thing, for both Ss and Ts.
Yeah, I relate to that feeling but remember #3dgamelab bad quest / choice based learning at the core. The point aspect is not the sole driving force. #lifelongkdg
It's because of #hardfun that I got a PhD. I love diving in deep on passion projects and learning more and more. I know when I'm engaged - I hit the flow mentioned in the book. And it's almost always because of a #hardfun project. #lifelongkdg
A4) As an admin, my students are the Ts. #hardfun for me is engaging them in tinkering sessions, breakout boxes, and design challenges. I learn so much about them in these experiences. #LifelongKDG
I've don't espouse gamification w/points & leaderboards, even in #GamifyYourClassroom. I champion, in that book and in #GBLinActionhttps://t.co/4espEshaB4, teachers setting up playful affordances to self-express through play, by quests or classroom stations. #LifelongKDG
In reply to
@mr_isaacs, @mres, @MrPowley, @mrmatera
#lifelongkdg A4. I view hard fun as iteration. I think students engaged in the iterative process on a project they care about is powerful thing, for both Ss and Ts.
So cool. One of my favourite young adult authors is Gordon Korman (https://t.co/bGxSbAD83e). He wrote his first at 13 as a grade 7 project. Hilarious books that I always recommend. Especially the Bruno and Boots books and "I want to go home." #lifelongKDG
I agree. Moving my students to see writing as iterative has been hard, but rewarding. I'm continuing to work on adding the fun to it by trying to encourage them to find the projects they care about. #lifelongKDG
Q5: Mitch Resnick @mres speaks about the Computer Clubhouse, an extracurricular activity that embraces student interest at the core. How can we bring this concept into the school day? #lifelongKDG
A5: Let's create truly engaging learning environments that make kids WANT to be at school. The learning value of the Computer Clubhouse seems to be proven effective. We can learn from it's design what is possible with student driven learning #lifelongKDG
A4 Poor gamification also is rote learning called games (quiz games), and even class rewards called games. Good games are where players use metacognition to think about game as designed system (Gee, 2007). Best to have Ss play actual COTS games, reflect, then make #lifelongkdg
I was contacted by the publisher and realized I was not equipped to author the book. My student was learning GML (game maker language) as is 20% time project. I proposed that we co-author it. Fortunately they agreed. The student did he heavy lifting for sure! #lifelongkdg
So cool. One of my favourite young adult authors is Gordon Korman (https://t.co/bGxSbAD83e). He wrote his first at 13 as a grade 7 project. Hilarious books that I always recommend. Especially the Bruno and Boots books and "I want to go home." #lifelongKDG
A5) For me the biggest obstacle to bringing this attitude to the school day are the parameters and restrictions imposed by mandated curriculum. It requires a great mindshift for others outside that classroom to buy in to what you are trying to do. #lifelongKDG
A5 - This reminded me of what I've heard about #geniushour. I loved school, but I would've loved it more, stayed longer, if there was time to just explore/experiment with everything that was there. #lifelongKDG
Q5: Mitch Resnick @mres speaks about the Computer Clubhouse, an extracurricular activity that embraces student interest at the core. How can we bring this concept into the school day? #lifelongKDG
A5: Ss should be creating, and when we plan learning around the idea of creation, so many choices become available--what to create, how to create it, what the topic should be. #lifelongKDG
A5: clubs! My students thrive when there is no curriculum - game club, book club, robotics... anytime my passions collide with a childs, I'm in. #lifelongKDG
My question as I was reading about the computer clubhouse, was the mentor/teacher to student ratio. How easy/possible would it be to create those right in a school? #lifelongKDG
I went to a public Montessori school for grades 2-5 and can totally see how hands-on, manipulatives, and "games" are better as well. I wonder how we get back to the games over gamification? #lifelongKDG
In reply to
@MatthewFarber, @mr_isaacs, @PaulDarvasi, @PeggySheehy, @mres
This seems to be the biggest obstacle. Canât wait til we truly reinvent what school can be. Need to tear the whole thing down and start from scratch (no pun intended) #lifelongkdg
A5) For me the biggest obstacle to bringing this attitude to the school day are the parameters and restrictions imposed by mandated curriculum. It requires a great mindshift for others outside that classroom to buy in to what you are trying to do. #lifelongKDG
A4) For us, it started in electives. Teachers in these courses generally have less "academic" standards and feel more flexible in their content and pedagogy. I am starting to see core instruction Ts trying projects and using the variety of tools they have access to. #LifelongKDG
A5: Let's create truly engaging learning environments that make kids WANT to be at school. The learning value of the Computer Clubhouse seems to be proven effective. We can learn from it's design what is possible with student driven learning #lifelongKDG
Clubs can be good, but they can also be so limiting based on school location and other responsibilities of the kids. I always wished clubs could have time *during* the school day (but not necessarily over lunch). #lifelongKDG
Valid point for sure. Perhaps peer mentoring can help. Also I think when the kids drive the learning they can become more self directed (not always so easy, but ideally) ... lots of thoughts here. #lifelongkdg
My question as I was reading about the computer clubhouse, was the mentor/teacher to student ratio. How easy/possible would it be to create those right in a school? #lifelongKDG
Q6:Papert speaks of hard fun and Csiikzentmihalyi speaks of flow (being completely absorbed in an activity). How can we balance challenge of âgetting through curriculumâ with flow and hard fun? #lifelongKDGfun? #lifelongKDG
#lifelongkdg I feel like most of US education is still stuck in the era of creating good factory workers who will do as they're told. As if they say: "Think differently, as long as it's the way I told you to think differently."
I continually feel horrible when I think back to seeing kids enter public school from Montessori and felt they couldnât adjust to school. Well, the problem wasnât them. It was us. #lifelongkdg
In reply to
@KCintheNYC, @MatthewFarber, @PaulDarvasi, @PeggySheehy, @mres
I've seen many robotics clubs around the world engage parents and professionals into these mentoring roles. Many organizations then encourage these mentors. #lifelongKDGhttps://t.co/sieaLEj9vg
A6: It is our responsibility to make learning relevant to our students. There may be effort upfront to create this environment but the dividends are huge! #lifelongKDG#passionEDU
A6: Honestly..GAMING! Either using off the shelf, commercial games, or games designed to be used in the education sector...flow is a given, and so much curriculum can be explored through gaming. It requires a complete rethinking of the classroom. #lifelongKDG
Q6:Papert speaks of hard fun and Csiikzentmihalyi speaks of flow (being completely absorbed in an activity). How can we balance challenge of âgetting through curriculumâ with flow and hard fun? #lifelongKDGfun? #lifelongKDG
Teaching Ts to become mentors I think will be a crucial step forward. While complementary, it's not the exact same skill set as being a T. And definitely requires practice and skill development become good at it. #lifelongKDG
For me it started as an after school club, then moved into our G&T program and finally a self sustained game development program. Prove efficacy and then anything is possible. #lifelongkdg
A6: Self-paced, quest-based learning. When Ss control their pace, they're more likely to stay in "FLOW"--they have control over the pace and the path to complete the learning #lifelongkdg
#lifelongkdg The thing is, there is support for my doing what I'm doing and is happy, but still locked in the old mindset of what a "real" English class is and whether the successes in my classroom translate to state assessment successes.
I haven't adjusted well to life afterwards lol. But it was truly an amazing start for me and I think the foundation for what I hope is a lifelong passion for learning #lifelongKDG
I continually feel horrible when I think back to seeing kids enter public school from Montessori and felt they couldnât adjust to school. Well, the problem wasnât them. It was us. #lifelongkdg
In reply to
@KCintheNYC, @MatthewFarber, @PaulDarvasi, @PeggySheehy, @mres
A6 - Stop scheduling the day into tiny chunks of time. You can't get into the flow in 20 minutes. I keep reading about people working needing 3hrs set aside to get "real" work done (and have flow). Kids need large chunks of time too. #lifelongKDG
Q6:Papert speaks of hard fun and Csiikzentmihalyi speaks of flow (being completely absorbed in an activity). How can we balance challenge of âgetting through curriculumâ with flow and hard fun? #lifelongKDGfun? #lifelongKDG
We need to talk. I teach English as well....we have a lot to talk about. Been there...done that. But I am teaching an English class using almost only games next year! Skype? #lifelongKDG
A6: gaming, yes, but we can't game everything. I think students love creating and working with others. Stop providing rubrics and see what they can do. #lifelongKDG
So great to involve the community. I love to bring industry professionals to my students via @Skype@SkypeClassroom to share their experience and passion. Some have even mentored students. #lifelongkdg
I've seen many robotics clubs around the world engage parents and professionals into these mentoring roles. Many organizations then encourage these mentors. #lifelongKDGhttps://t.co/sieaLEj9vg
#lifelongkdg A6. I think the challenge is to create robust engagements that also have enough structure so Ss have clear goals, feel they can be successful and get timely and targeted feedback. I think then you can have hard fun and flow. #lifelongKDG
Any data that you can show them now? I do understand their worry about state assessments, but maybe once they see that this format works, too, they'll be less anxious? #lifelongkdg
And we *shouldn't* game everything. The moment their entire life becomes a game, they'll become more interested in instructor led learning. Okay, maybe not that extreme, but it will lose a lot of it's effectiveness. #lifelongKDG
Q7: @mres describes student learning experience where girls were âsupported by team of creative & caring mentors, who asked questions as often as provided answers.â What questioning techniques do you use in your classroom to engage students in meaningful dialogue? #lifelongKDG
A6) It takes a lot of brainstorming and planning to find those authentic, REAL, applications of the skills we're hoping students obtain from the experience. Many Ts did not have those type of learning experiences as Ss. They need resources and support to take risks. #LIfelongKDG
It takes a lot of trust to move to mentor and be able to step back and let Ss make decisions and guide themselves. But hey, they won't have Ts and Ps there at every step (and we shouldn't want them to need that). So, sooner is better. :) #lifelongKDG
In reply to
@mr_isaacs, @KCintheNYC, @BenSpieldenner
Well - look at you now. I think it contributed to that spark and that nontraditional approach to teaching and learning. I think it served you well. Who wants to âadjustâ anyway? #lifelongkdg
I haven't adjusted well to life afterwards lol. But it was truly an amazing start for me and I think the foundation for what I hope is a lifelong passion for learning #lifelongKDG
I continually feel horrible when I think back to seeing kids enter public school from Montessori and felt they couldnât adjust to school. Well, the problem wasnât them. It was us. #lifelongkdg
In reply to
@KCintheNYC, @MatthewFarber, @PaulDarvasi, @PeggySheehy, @mres
A7: I have students reflect on all activities as part of their blog post submission. I provide leading questions that have them think about what learning took place and provide opportunity for them to demonstrate their understanding. Leads to feedback loop #lifelongKDG
A7: I like to keep it open. "Tell me about what you're doing." As they start talking, more questions arise from there. The more one-on-one, the more I learn about student learning #lifelongkdg
Q7: @mres describes student learning experience where girls were âsupported by team of creative & caring mentors, who asked questions as often as provided answers.â What questioning techniques do you use in your classroom to engage students in meaningful dialogue? #lifelongKDG
This! I would love to have my students for longer periods of time. My kids would love it too. I think we need to drop the whole need for isolated subjects in school. Let kids specialize! #lifelongkdg
A6 - Stop scheduling the day into tiny chunks of time. You can't get into the flow in 20 minutes. I keep reading about people working needing 3hrs set aside to get "real" work done (and have flow). Kids need large chunks of time too. #lifelongKDG
Q6:Papert speaks of hard fun and Csiikzentmihalyi speaks of flow (being completely absorbed in an activity). How can we balance challenge of âgetting through curriculumâ with flow and hard fun? #lifelongKDGfun? #lifelongKDG
A7 - I find when it's tempting to give an answer, to try to give a resource instead. Even if the resource is essentially the answer, the S will feel more ownership of learning and accepting the answer, and be more encouraged to search it out themselves in future. #lifelongKDG
Q7: @mres describes student learning experience where girls were âsupported by team of creative & caring mentors, who asked questions as often as provided answers.â What questioning techniques do you use in your classroom to engage students in meaningful dialogue? #lifelongKDG
A7) I ask a lot of reflective questions of my Ss. Why did you make that choice? What was your process? What were you thinking? What were you feeling? #lifelongKDG
That's a good one. With coding, if I can pick out where the problem is pretty easily, I often have them walk me through that chunk of code. Usually via them explaining it (#rubberduckymethod) they can start to catch their own errors. #lifelongKDG
Glad you two are talking! Two of my favorite people! Ben - I was fortunate enough to work with @KronbergToolbox for years. Lunch hasnât been the same since! #lifelongkdg
In reply to
@BenSpieldenner, @KronbergToolbox, @mpilakow, @KronbergToolbox
I don't even think it's specializing that we need. If we had longer chunks of time, it'd be easier to do projects that are cross disciplinary. No reason that your science experiment can't involve both arts and English at the same time. #lifelongKDG
Q8: Structure & agency are important themes. @mres quotes Brennan who suggests learning environments should âemploy structure in a way that amplifies learner agencyâ. What strategies have you tried to improve student agency in a structured way or otherwise? #lifelongKDG
And I think we need to truly honor the importance of affinity groups so letâs bring the club idea into the day. The learning will happen in an organic way if we create the right environment and opportunities. #lifelongkdg
In reply to
@KCintheNYC, @MckennaJ72, @MrMillerReads
I have seen in my school, as the blocks of time get longer, that many Ss can't engage that long. Longer blocks won't be effective without updating/modifying the learning activities. #lifelongKDG
I absolutely love that I work remotely (and mostly consult) right now. It's why I could sit on the top of a "mountain" (large hill) and read the book/enjoy the view for 2 hours this afternoon. :) #lifelongKDG
I always struggled with this at first, then I would save the last 5-10 minutes of class to highlight some of the really great responses I got during that class. Often Ss don't realize what a meaningful response is until it is modeled for them #lifelongKDG
Yes, 2 hours to sit and stare a piece of paper where you're suppose to write an essay is no better than 1. But 2 hours to dig into a passion project is way better than 1. #lifelongKDG
A7) I like to start by asking students to tell me about their work. I ask what is going well and what needs a little more work. Love the honesty of children! At what point do we become fearful of failure, or even feedback? #lifelongKDG
A8: The quest lines in my course are made up of multiple quests to help guide students through the process rather in an incremental manner. All Quests are available through @classcraftgame but only unlocked as they complete prerequisite quests. #lifelongKDG
I totally understand. I set up loose deadlines of when important "must do" tasks need done. Other enrichment quests may have more time or no deadlines. They still have choice of some quests and the order/pace to get them done #lifelongkdg
It's been a slow process. Some of my students this year I am having for the second or third year and I often show/tell them the growth and progress I see in them. When they see me as a mentor, the talk gets more meaningful. #lifelongKDG
Or sit down and search for the answer together. I love for my students to see me as a co-learner and help them learn how to learn. They often find the answer quicker as thats how they learn at home anyway. Honor their process. #lifelongkdg
Good point. I think it would work for my class but there are classes that I would certainly question. Of course if we do structure the time appropriately we can make it work. But again that requires change... #lifelongKDG
It always seems like something that would be easiest in elementary school, where kids generally have the same T for all subjects. And yet, it often feels like those classes are *more* structured between subjects. :( #lifelongKDG
a8: I think approaches like #geniushour can help amplify agency as it connects with passions which the student has thought over and build on background - late to this chat Derrall Garrison, Cupertino, tech coach #lifelongKDG
Big thanks @mr_isaacs for working hard with me every week to come up with questions for this chat. He does so much cool stuff with his students and is always willing to share and inspire others #lifelongKDG
That hour went fast. Steve from nj. I teach game design and development and learn with my students every day. Takeaway for me is to have questions come more from conversation with students. Doesnât have to be over planned #lifelongKDG
