Young game-designers had the chance to make their own games using the programming system and visual assets of Missionmaker during Game City’s halfterm workshops at the National Videogame Arcade in Nottingham. The workshop was part of the Playing Beowulf project, and was led by Alison Gazzard, Abel Drew and Andrew Burn. The workshop had capacity for five participants, and was
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Drama and game workshops organised by the University of Sydney in partnership with the Australian Theatre for Young People began on the 28th September. The week of workshops, part of the DARE Playing Beowulf project, adapted the story of Beowulf through giant puppet-making and digital game design. The work explored how narrative, combat, heroic quest and monster figures can be
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Two members of the DARE Collaborative, John Potter and Theo Bryer, were recently involved in researching an after-school filmmaking project with children in year 5 (aged about 10) and year 8 (aged about 13). They worked with filmmakers, Xube, in a school in East London in work funded by Into Film to explore the ways in which touchscreen devices might
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Playing Beowulf was a Digital Transformations project funded by the Arts and Humanities Research Council in the UK. It developed a game-authoring tool based on the Anglo-Saxon epic poem Beowulf, for use by literature students in schools and universities, curators and library visitors. The games were shown at a final conference at the British Library on December 7, 2015, Ludic Literature: Literary
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Researchers from the DARE team, John Potter and Theo Bryer, have won a bid to research and evaluate “Shoot Smart”, a film-making project using Tablet devices, during the summer term, 2014. Shoot Smart is funded by Into Film, the film education charity and involves working alongside partners, Xube Ltd, a film-making company specialising in films in educational settings. The competition
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This new book, by Alison Gazzard who has recently joined DARE and the media group at the Institute of Education, looks at the significance and history of the maze as a central and persistent figure in the design of videogames space. It relates the mazes of today’s digital games to the long histories of maze designs in physical landscapes, exploring
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John Potter’s new book Digital Media and Learner Identity: the New Curatorship was launched at the Institute of Education bookshop on December 11th. Many studies of digital education focus on technology rather than on the learners or on what they make and do with the devices they use every day. This book takes a different path, putting the learners and
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This project, funded by the European Commission, was a study of film education in 32 EU member states. The project was conducted by the BFI, the UCL Institute of Education, and Film Education. It studied a range of questions, including how film education is perceived in the different countries, what kinds of provision are made and for whom, and where
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MODE is the ESRC research methods node for multimodal methodologies and digital environments. Led by Carey Jewitt at the Institute of Education, University of London, it developed and disseminated expertise across of range of methodological themes, including embodiment, transcription methodologies, social networking and digital video data. Andrew Burn led on mixed methods approaches to multimodal analysis, and on the development of
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This project was funded as one of 30 pilots under the AHRC’s Digital Transformations programme. It developed an authoring tool for young people to use to make computer games based on Macbeth. It was a collaboration between the DARE research centre at the UCL Institute of Education, Shakespeare’s Globe, Immersive Education Ltd, and Coleridge Community College in Cambridge, a campus
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ReMAP 