qCraft Feedback

This page is to provide feedback on our experience with implementing the qCraft Curriculum with MinecraftEdu.  Click here to see videos and screenshots.

Teachers:
Mr. Gielen, Computer Literacy teacher
Mrs. Gielen, Technology Facilitator
 
Background:
We are an all-boys PreK-8 private school.  We used the curriculum with our two 6th grade computer classes which meet 3 times a week.  The age range for our 6th graders is 11-12.  Our first class has 21 students and the second has 18.  
 
Installation:
Installation of the program both for the server and the client was very straightforward, and we had no issues running the mod.  I did have a few issues with memory on my server and there was quite a bit of lag at first.  I  corrected it by manually reinstalling 64-bit java and increasing my memory through the MinecraftEdu servertool settings on my server.  Because of the limited chest resources in the map, I created a separate map for each class.  I also had to add additional chests with items to make sure every student would get the needed goggles or rewards.
 
Lesson Handouts:
The handouts worked out very well.  We transferred the questions from the handout to a Google Doc so students could input their answers online.  I later created a Google Form and had students transfer their answers to that so I could share them with this group.  You can see the answers they gave here: qCraft Handout Responses.  If you have any problems opening the file, please send me an email at lgielen(at)wildcatmail.org.

Teacher Guide:
The Teacher Guide was extremely helpful.  We did modify the procedures a bit to meet the needs of our students, but it served as the basis for our instruction.  We decided to show the introduction and final videos to the whole class, but loaded the rest of the videos on each computer so the students viewed them individually as they answered the questions on the handout.

Each class period began with a discussion, either introducing a new concept or reviewing concepts we already discussed.  Although students were generally not familiar with quantum mechanics, the students were very interested in the topic and had a lot of great questions and comments during our discussions.

In-Game Play:
Lesson 1: After students watched the assigned video and answered questions on their handout, we all joined the server and played through the first lesson activity.  The hardest part was keeping the students focused on the task at hand (I compare it to "herding cats").  Both classes had difficulty with the first activity, where they needed to make the bridge appear so others could cross, but after a lot of failed attempts, we finally managed to get through to the next part.  At the next challenge (crossing the gap), each student got their chance to make it across.  This took us about one and 1/2 class periods to give everyone the opportunity.  The only issue we had at this challenge is that students became a bit impatient either waiting for their turn or waiting for others to finish.
 
Lesson 2: We started the same as in lesson one, with a video and handout.  Prior to the class we chose the individuals that would activate the blocks; one to open the entry and the other to do the challenge.  Again, it was hard for the others to remain focused on the individual who was assigned the challenge.  If we had more time, we probably would have allowed each student to try it.  Once the jumper completed the challenge, we let the students explore the Hall of Quantum Possibilities back at the lobby.
 
Lesson 3:  After students watched the video and completed the handout, we randomly chose a student to be the one to reveal the entry to the next challenge portal.  At the challenge course, we modified the procedure a bit from the guide and had teams of four go through the challenge.  One person was assigned to be the jumper and the other three “observers” took their posts on each color. Only one observer at a time would take their goggles off and help the jumper to the next level.  After each team completed the challenge, we teleported the observers to the platform.  Again the students got a little fidgety either waiting for their turn or waiting for others to finish.  Once everyone had had their turn, they spent some more time in the Hall.
 
On all three lessons, our rule was that no one could enter the server until everyone had completed their handout.  During Lesson 2 and 3, those waiting for the others to finish handout responses were assigned to watch the two Quantum Block Episode videos in preparation for their final activity.

Final Activity:
After the concluding video and discussion, students were placed into teams of four to create their own quantum contraptions.  Originally, we thought the stations included in the map were set up this way but quickly realized they were not (shame on me for assuming they were and not checking!).  We had a lot of confusion because team leaders, who were responsible for getting supplies, did not all have the same items.
 
So the following day, I reset the map for each class,and then created my own stations giving every team the same amount of items to use for building.  To identify teams easily, I also gave each team a set of colored leather armor (blue, red, green, black and gray) so both teachers and students could identify their team members (see pic below).  Each team was assigned a leader who would be responsible for carrying and distributing their team’s materials.  We then turned them loose to the “outer” world to pick a spot where their team would build.
We had a lot of quantum block and behavior problems with the final activity.  Next year, we plan to be more structured on what the rules need to be  and what type of projects need to be completed.  Students were falling back into “game” mode playing rather than staying in  “class” mode playing.  Needless to say there was griefing and snowball fighting erupting everywhere.  Teams also built too close to one another and were were not wearing their anti-observational goggles and affecting other team builds.

Reflection:
All and all, the lessons went very well.  The students were enthusiastic and had a great time participating.  For next year’s classes, I think we may create the teams at the very beginning and give them their leather armor suits to wear as they go through challenges. I would then replace the current rewards of diamond armor & tools with something else like golden apples, cookies, etc.

One of the hardest part of the lessons was keeping everyone engaged while others were doing the challenges.  My thoughts on this is to duplicate the challenge areas and have teams compete against each other to see who can get their team members across first, similar to what Michael Harvey did in his “Skyland Turtle Island” map.  Of course, at an all boys school, competition is king, but not sure how this would work with a coed group.  I am going to try and see if I can modify the map to do this and will share the map if and when I complete it.

The hardest part of final activity was when students got into Minecraft mode rather than MinecraftEdu classroom mode.  We wanted to give them a bit of freedom building with the materials provided, but after each class period, they become more intent on exploring and messing with other team builds then on building their quantum contraption.  Next year, I hope to create build rooms that have all the materials they need and where interaction with the outer world an other teams are not available to them.

I encourage those reading this to add comments and suggestions to this document.  If you would prefer I copy this to the group discussion, I will be more than happy to do so.  I will also add pictures of the team quantum contraptions and add them to this doc below.