<html><div style='background-color:'><P>Tony,</P>
<P>Thanks,</P>
<P>I thought that I had set the no key to the centre key of the movement pad. From your review apparently I erred.</P>
<P>The intial settting I used was that I believed it was required to ensure that the 'person' was aligned so that it would not freeze.</P>
<P>I have also noticed that when the 'align' setting is used the 'person' continues to move until it is fully aligned with the next grid.</P>
<P>Was this a reasonable assumption or should the setting have been omitted. <BR><FONT face="Lucida Handwriting, Cursive" color=#0066ff>thanks again for your help.</FONT></P>
<P><FONT face="Lucida Handwriting, Cursive" color=#0066ff>Geoffory M Crombie</FONT></P><BR><BR><BR>>From: "Tony Forster" <forster@ozonline.com.au><BR>>Reply-To: "Year 7 - 10 Information Technology Teachers' Mailing List"<yr7-10it@edulists.com.au><BR>>To: "Year 7 - 10 Information Technology Teachers' Mailing List"<yr7-10it@edulists.com.au><BR>>Subject: Re: [Yr7-10it] Gamemaker<BR>>Date: Tue, 28 Jun 2005 18:51:40 +1000<BR>><BR>>Geoffory<BR>>I am not sure what you are trying to achieve.<BR>>All keyboard keys are preceded by "if object is aligned with the grid" and<BR>>the grid 32 x32 is the same width as the corridor. I'm not sure what you are<BR>>trying to achieve with this command<BR>><BR>>for the "no key" event you have it moving in a random direction, all<BR>>directions but stopped. You appear to have confused the "selected"
and the<BR>>"not selected" buttons.<BR>>Tony<BR>><BR>><BR>><BR>>----- Original Message -----<BR>>From: "Geoffory Crombie" <geofforyc@hotmail.com><BR>>To: <yr7-10it@edulists.com.au><BR>>Sent: Tuesday, June 28, 2005 5:56 PM<BR>>Subject: [Yr7-10it] Gamemaker<BR>><BR>><BR>> ><BR>> ><BR>> ><BR>> ><BR>> > I have created my first game in gamemaker using a maze.<BR>> ><BR>> > However the object person starts to move immediately I open the game.<BR>> ><BR>> > It does not respond to my keyboard commands.<BR>> ><BR>> > I believe I have followed the key movement commands correctly yet I cannot<BR>>find where I created my error.<BR>> ><BR>> > Can anyone help.<BR>> ><BR>> > game attached<BR>> ><BR>> > thanks<BR>> ><BR>> > Geoffory M
Crombie<BR>> ><BR>> ><BR>> ><BR>> ><BR>> > >From: "Keith Richardson" <keithcr@fastmail.fm><BR>> > >Reply-To: "Year 12 Information Technology Systems Teachers' Mailing<BR>>List"<is@edulists.com.au><BR>> > >To: "Year 7 - 10 Information Technology Teachers' Mailing<BR>>List"<yr7-10it@edulists.com.au>, "List IS" <is@edulists.com.au>,<BR>>"ListMulti-Media" <vet-mm@edulists.com.au>, "List Tech"<BR>><tech@edulists.com.au>, "List IP&M" <ipm@edulists.com.au>, "List Moodle"<BR>><moodle@edulists.com.au><BR>> > >Subject: [Year 12 Its] RE: [Yr7-10it] ICT in the Essential Learning<BR>>Standards<BR>> > >Date: Sat, 25 Jun 2005 08:34:42 +1000<BR>> > ><BR>> > >DISCUSSION STARTER...<BR>> > >I find it interesting to be in the MIDDLE of
something huge that is<BR>> > >happening, know that it is happening, yet not be able to see or<BR>> > >understand WHY it is happening. Methinks that it has something to do<BR>> > >with VALUES perhaps? When we talk about THEM, and THEY, we are (I<BR>> > >assume) referring to the great mass of non-ICT-expert adults in the<BR>> > >world. However, it is THEY who obviously have more control than we do<BR>> > >over the values 'society' places on ICT education. This whole happening<BR>> > >has many 'rippples-in-time', so to identify a few may be some way of<BR>> > >feeling-out an understanding of what has happened. The Tech-Bubble was a<BR>> > >major contributing event. When companies were falling over themselves to<BR>> > >invest millions of dollars in ICT infrastructure, Web-based<BR>> >
>technologies, business models that had only red in the bottom line,<BR>> > >instant millionaires created on false promises etc, WE LOST THE RESPECT<BR>> > >of the rest of the world. It doesn't matter whose fault it was - the<BR>> > >fact is that it HAPPENED.<BR>> > >OK, so much for that pearl of perceptive wisdom. What I would like to<BR>> > >know is, can anyone else shed light on the CAUSES of the current effects<BR>> > >we are experiencing?<BR>> > >Over to others!<BR>> > >Keith Richardson.<BR>> > ><BR>> > ><BR>> > ><BR>> > >On Sat, 25 Jun 2005 00:44:25 +1000, "Jim Bunn"<BR>> > ><bunn.jim.c@edumail.vic.gov.au> said:<BR>> > > > Thanks Roslyn,<BR>> > > ><BR>> > > ><BR>> > > ><BR>> > > > You paint a rather
grim picture for ICT across the state. From where<BR>>I'm<BR>> > > > sitting I can only agree with you. The administration at my school has<BR>> > > > been<BR>> > > > trying for years to get rid of Junior 7-8 ICT ...sorry, integrate it<BR>>into<BR>> > > > other KLAs. With all due respect to our colleagues, the ICT teachers<BR>>here<BR>> > > > don't see the ICT skills in very many of our other teachers. It's a<BR>>good<BR>> > > > theory, but practically I just don't see it working effectively, at<BR>>least<BR>> > > > yet. My cynical view sees some people using ICT time as 'ok kids you<BR>>have<BR>> > > > the assignment, here are the computers,' and off the kids go while<BR>>their<BR>> > > > teachers mark work or check their email. The end of Junior ICT at
this<BR>> > > > school is inevitable. Other KLACs are already lining up for the extra<BR>> > > > periods.<BR>> > > ><BR>> > > ><BR>> > > ><BR>> > > > In defence of integrating ICT into other disciplines, someone recently<BR>> > > > said<BR>> > > > to me something like, 'Schools used to teach touch typing but who does<BR>>it<BR>> > > > now?', as he smartly laughed. A rather smug comment maybe, but I see<BR>> > > > this<BR>> > > > same mind set, or perception towards ICT. As a counter argument, one<BR>>of<BR>> > > > my<BR>> > > > Cisco Networking students brings his laptop to class, and during my<BR>> > > > frequent<BR>> > > > PowerPoint lectures he sits there, and as he stares at the screen, he<BR>>
> > > madly<BR>> > > > types away. The other students cannot believe what they see. They<BR>>stare<BR>> > > > in<BR>> > > > amazement. These other students take notes (as you know) by looking at<BR>> > > > the<BR>> > > > screen, writing/typing a few words, looking back at the screen, and so<BR>> > > > on. A<BR>> > > > touch typist in the classroom is rare and really stands out. Sure<BR>>these<BR>> > > > other students can get by, but how much better are they if they have<BR>>good<BR>> > > > typing skills. I see the ICT skills that ICT teachers teach being lost<BR>>as<BR>> > > > our classes are integrated into other subjects. You've heard the<BR>>argument<BR>> > > > before, but here is again: we all are supposed to
teach<BR>>English/literacy<BR>> > > > skills, so why not integrate English into all the other KLAs? Why not?<BR>> > > > The<BR>> > > > logic is the same. Why don't we do it? Because most of us are not<BR>> > > > trained,<BR>> > > > or don't have the English skills that an English-trained teacher has.<BR>>How<BR>> > > > are ICT skills any different??<BR>> > > ><BR>> > > ><BR>> > > ><BR>> > > > I think I'll forget about all this and have a nice, relaxing two<BR>>weeks. I<BR>> > > > hope everyone out there can do the same.<BR>> > > ><BR>> > > ><BR>> > > ><BR>> > > > Jim Bunn<BR>> > > > CCNA CCAI<BR>> > > > Technology Coordinator<BR>> > > > Hampton Park Secondary
College<BR>> > > > Victoria Australia<BR>> > > ><BR>> > > > bunn.jim.c@edumail.vic.gov.au<BR>> > > ><BR>> > > > _____<BR>> > > ><BR>> > > > From: yr7-10it-bounces@edulists.com.au<BR>> > > > [mailto:yr7-10it-bounces@edulists.com.au] On Behalf Of Meadows, Roslyn<BR>>M<BR>> > > > Sent: Thursday, 23 June 2005 7:26 PM<BR>> > > > To: Year 7 - 10 Information Technology Teachers' Mailing List<BR>> > > > Subject: RE: [Yr7-10it] ICT in the Essential Learning Standards<BR>> > > ><BR>> > > ><BR>> > > ><BR>> > > > Thanks Paula,<BR>> > > ><BR>> > > ><BR>> > > ><BR>> > > > Having poured over the documentation, publications, powerpoint<BR>> > > > presentations, DVD
and website since I first saw the VELS booklet last<BR>> > > > year<BR>> > > > (and went "oh shock horror!"), I believe that I, like most others on<BR>>this<BR>> > > > list, fully understand the gist (and possible implications) of VELS.<BR>> > > ><BR>> > > ><BR>> > > ><BR>> > > > But it is our collective fear that given the opportunity, and an<BR>>already<BR>> > > > crowded curriculum, many schools will take the opportunity to hit the<BR>> > > > delete<BR>> > > > button on ICT as a separate subject and attempt to integrate it into<BR>> > > > other<BR>> > > > subjects - thus freeing up a couple of periods per week in Year 7 and<BR>>8,<BR>> > > > which will then be 'up for grabs' by other KLA's. Being a
small<BR>>learning<BR>> > > > area (3 teachers at BSC) we will rarely have the 'numbers' in the vote<BR>> > > > that<BR>> > > > may or may not take place (in our school it will be a decision made by<BR>> > > > the<BR>> > > > principal). And sometimes these school based decisions are not made on<BR>> > > > educational merits alone, but are more influenced by peoples' personal<BR>> > > > agendas, which members of staff are on the committee that makes the<BR>> > > > decision, the lobbying by some and the personalities of the lobbiers.<BR>> > > > It's<BR>> > > > all a matter of politics really! I have seen this happen numerous<BR>>times<BR>> > > > in<BR>> > > > my years of teaching.<BR>> > > ><BR>> > > ><BR>> >
> ><BR>> > > > In the previous emails to these lists which describe the experiences<BR>>of<BR>> > > > other schools who have already tried to integrate ICT, the ICT<BR>>teachers<BR>> > > > were<BR>> > > > overwhelmingly disappointed in the outcome.<BR>> > > ><BR>> > > ><BR>> > > > The standards that each student must attain are in the VELS<BR>> > > > documentation,<BR>> > > > but who will be following this up to make sure that these standards<BR>>are<BR>> > > > met?<BR>> > > > Will the VELS watch dogs be at every school to make sure that ICT<BR>>skills<BR>> > > > are<BR>> > > > being learned? What will happen in a couple of years time once Maths<BR>>or<BR>> > > > SOSE<BR>> > > > have gained
these extra periods each week - will the ICT component of<BR>> > > > their<BR>> > > > course eventually be watered down to the bare minimum, or even less?<BR>> > > ><BR>> > > ><BR>> > > ><BR>> > > > And how can an English, SOSE, Maths or Science teacher with little or<BR>>no<BR>> > > > interest in ICT (and perhaps little or no ICT knowledge or skills)<BR>> > > > replace<BR>> > > > an enthusiastic ICT teacher who has the knowledge, interest and the<BR>> > > > experience teaching these skills? I am sorry but I see ICT skills as<BR>> > > > being<BR>> > > > much more relevant to today's students than, for example - what food<BR>> > > > ancient egyptians ate or what they wore (the subject of a Year 7<BR>>history<BR>> > >
> assignment that consumed many hours of cutting out, colouring in, and<BR>> > > > drawing pictures that my daughter had to complete)<BR>> > > ><BR>> > > ><BR>> > > ><BR>> > > > As an aside - I did a brief 'hands up' survey earlier this week of two<BR>> > > > year<BR>> > > > 8 classes on "What is your favourite subject?" Only 3 subjects got a<BR>> > > > guernsey - ICT, Sport and Art - with the overwhelming majority<BR>>choosing<BR>> > > > ICT.<BR>> > > > (They have studied databases, web design, flash and image manipulation<BR>> > > > this<BR>> > > > semester - all of which has been put into the context of real world<BR>>and<BR>> > > > relevant situations - thanks Greg Bowden for your text and CD ROM).<BR>> > > >
Perhaps<BR>> > > > this is a reflection of my enthusiasm for the subject (one would like<BR>>to<BR>> > > > think so), perhaps it is because they are always so engaged that there<BR>>is<BR>> > > > never any misbehaviour (and one of these classes has a number of<BR>> > > > 'difficult'<BR>> > > > students, which makes life rather tedious for the other 'good' kids),<BR>> > > > perhaps it is because they just love sitting at a computer. How will<BR>>the<BR>> > > > kids feel if you take ICT away and give them an extra period of say,<BR>> > > > Maths<BR>> > > > and SOSE each week?<BR>> > > ><BR>> > > ><BR>> > > ><BR>> > > > So I continue to ask "Has VELS got it wrong?" (By even considering<BR>>giving<BR>> > > >
schools a chance to integrate ICT across the curriculum) And I still<BR>> > > > strongly believe that ICT should be up there with the big four<BR>>(English,<BR>> > > > SOSE, Maths, Science). And I don't believe that it can be successfully<BR>> > > > integrated across the curriculum. It should not be considered just as<BR>>a<BR>> > > > tool<BR>> > > > to be used in other areas of learning - as in<BR>> > > ><BR>> > > > "...students will apply ICT knowledge and skills to:<BR>> > > ><BR>> > > > * develop understandings (ICT for visualising thinking)<BR>> > > ><BR>> > > > * demonstrate understandings (ICT for creating)<BR>> > > ><BR>> > > > * share understandings (ICT for communicating)<BR>> > > ><BR>> > > >
in other areas of learning." (my underlining)<BR>> > > ><BR>> > > > Millions of people around the world are employed in the ICT and<BR>>related<BR>> > > > industries, compared to the number of people employed in, for example,<BR>> > > > history or art related industries. Yet history is considered important<BR>> > > > enough to warrant 3 periods per week for one semester for 4 years,<BR>>(about<BR>> > > > 240 periods) whereas ICT gets 2 periods per week for 1.5 years, (about<BR>> > > > 100<BR>> > > > periods) - and may lose this. ICT should be considered as a learning<BR>> > > > area<BR>> > > > on its own; it should not just be considered a tool to be used in<BR>>other<BR>> > > > learning areas.<BR>> > > ><BR>> > > ><BR>>
> > ><BR>> > > > Sorry to bore you all - I feel quite strongly about this.<BR>> > > ><BR>> > > ><BR>> > > ><BR>> > > > Keep smiling everyone - holidays are just about upon us!<BR>> > > ><BR>> > > ><BR>> > > ><BR>> > > > Ros Meadows<BR>> > > ><BR>> > > > Bentleigh SC<BR>> > > ><BR>> > > > 9579 1044<BR>> > > ><BR>> > > > <mailto:meadows.roslyn.m@edumail.vic.gov.au><BR>> > > > meadows.roslyn.m@edumail.vic.gov.au<BR>> > > ><BR>> > > ><BR>> > > ><BR>> > > > _____<BR>> > > ><BR>> > > > From: yr7-10it-bounces@edulists.com.au on behalf of Christophersen,<BR>>Paula<BR>> > > > P<BR>> > > > Sent:
Thu 23/06/2005 4:31 PM<BR>> > > > To: IPM List; Year 7 - 10 Information Technology Teachers' Mailing<BR>>List<BR>> > > > Subject: [Yr7-10it] ICT in the Essential Learning Standards<BR>> > > ><BR>> > > > Dear colleagues<BR>> > > ><BR>> > > ><BR>> > > ><BR>> > > > Lately there has been some discussion about the 'interdisciplinary'<BR>> > > > nature<BR>> > > > of the ICT domain and its status in the Essential Learning Standards.<BR>> > > > Being<BR>> > > > a member of the Interdisciplinary Learning strand does not preclude<BR>>ICT<BR>> > > > from<BR>> > > > being offered as a dedicated subject. Being interdisciplinary means<BR>>that<BR>> > > > in<BR>> > > > their learning, students will apply
ICT knowledge and skills to:<BR>> > > ><BR>> > > > * develop understandings (ICT for visualising thinking)<BR>> > > ><BR>> > > > * demonstrate understandings (ICT for creating)<BR>> > > ><BR>> > > > * share understandings (ICT for communicating)<BR>> > > ><BR>> > > > in other areas of learning.<BR>> > > ><BR>> > > ><BR>> > > ><BR>> > > > How they actually acquire these knowledge and skills is up to the<BR>>school.<BR>> > > > For example, the locus of learning may be in a dedicated ICT subject<BR>> > > > where<BR>> > > > students would develop/acquire ICT knowledge and skills using<BR>>authentic<BR>> > > > data<BR>> > > > and information pertaining to other domains. OR, other
schools may<BR>> > > > construct<BR>> > > > a learning environment where the acquisition and application of ICT<BR>> > > > knowledge and skills occurs in non-ICT classes. The choice is yours.<BR>>The<BR>> > > > Essential Learning Standards document does not mandate how students<BR>>will<BR>> > > > acquire the ICT knowledge and skills, but it does state the standards<BR>> > > > that<BR>> > > > must be demonstrated at progressive levels of learning.<BR>> > > ><BR>> > > ><BR>> > > ><BR>> > > > I'm very happy to respond to any queries you may have regarding this<BR>> > > > matter.<BR>> > > ><BR>> > > ><BR>> > > ><BR>> > > > Regards<BR>> > > ><BR>> > > ><BR>> > >
><BR>> > > > Paula Christophersen<BR>> > > ><BR>> > > > ICT Curriculum Manager<BR>> > > ><BR>> > > > VCAA<BR>> > > ><BR>> > > > 41 St Andrews Place<BR>> > > ><BR>> > > > EAST MELBOURNE 3002<BR>> > > ><BR>> > > > (03) 9651 4378<BR>> > > ><BR>> > > ><BR>> > > ><BR>> > > > Important - This email and any attachments may be confidential. If<BR>> > > > received<BR>> > > > in error, please contact us and delete all copies. Before opening or<BR>> > > > using<BR>> > > > attachments check them for viruses and defects. Regardless of any<BR>>loss,<BR>> > > > damage or consequence, whether caused by the negligence of the sender<BR>>or<BR>> > >
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expressed are those of the individual<BR>>sender,<BR>> > > > and not necessarily those of the Department of Education & Training.<BR>> > >Keith Richardson<BR>> > >IPM List Moderator<BR>> > >Head of ICT, Leibler Yavneh College<BR>> > >Elsternwick<BR>> > >Ph: 03.9528.4911<BR>> > >k.richardson@yavneh.vic.edu.au<BR>> > ><BR>> > >_______________________________________________<BR>> > >http://www.edulists.com.au<BR>> > >IT Systems Mailing List kindly supported by<BR>> > >http://www.vcaa.vic.edu.au - Victorian Curriculum and Assessment<BR>>Authority and<BR>> > >http://www.vitta.org.au - VITTA Victorian Information Technology Teachers<BR>>Association Inc<BR>> ><BR>> > _______________________________________________<BR>> >
http://www.edulists.com.au - FAQ, resources, subscribe, unsubscribe<BR>> > Year 7 - 10 IT Mailing List kindly supported by<BR>> > http://www.vcaa.vic.edu.au - Victorian Curriculum and Assessment Authority<BR>>and<BR>> > http://www.vitta.org.au - VITTA Victorian Information Technology Teachers<BR>>Association Inc<BR>> ><BR>>_______________________________________________<BR>>http://www.edulists.com.au - FAQ, resources, subscribe, unsubscribe<BR>>Year 7 - 10 IT Mailing List kindly supported by<BR>>http://www.vcaa.vic.edu.au - Victorian Curriculum and Assessment Authority and<BR>>http://www.vitta.org.au - VITTA Victorian Information Technology Teachers Association Inc<BR>><< game3.gm6 >><BR></div></html>