Academics

A repository of my public facing academics works focused at blogging and graduate level assignments.

Virtual Reality in Education Thesis

A public account of my thesis progress for my Master's degree from Royal Roads University, focusing on Virtual Reality in Education.

Project Management and Planning

A section of my thesis that focuses on the project management and planning aspects.

Literacy Review

A repository of the articles and readings that will likely be used in my Master's thesis on virtual reality, often referred to as a literacy review.

Master's Assignments

My public facing work and assignments from the Master's in Learning and Technology from Royal Roads University.

LRNT 521 | Digital Learning Environments, Networks, Communities

A course focused on digital learning environments, learning groups, networks, and developing a digital presence.
assignment
Activity
MALAT Virtual Symposium Reflection
After watching multiple webinars from the 2020 MALAT Virtual Symposium, the question of what it means to be open seemed to resonate. In my experience, many people promote being open in their practice and content but rarely indeed are open. This lack of true openness may stem from the problem that we do not have a concrete definition.
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Activity
Map of Resident-Visitor Typology using Technology
I was shocked at how much I had to think about the different reasons I use technology when developing this map. I focused on what tools I use for personal and professional use.
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Activity
Create, Cultivate, and Reflect on your Digital Presence
For the last few weeks, I have had the opportunity to explore my digital identity and presence. After much contemplation and internal struggles, I believe I have concluded that I have two online personas, a personal and professional persona. Each version has a specific purpose and mandate that I leverage to meet the needs of the current activity. When looking at the needs and goals that I must meet to be a successful graduate student, I do not believe that either of my current personas is adequate.
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Activity
Visual Network Mapping
As I created this map, revised it, and decided on its scope, I noticed that I tend to keep my networks separate from each other. Out of necessity, I tend to keep my professional and personal lives utterly independent of each other. It is likely that I subconsciously used this categorization in my online networks. I am unsure whether this is beneficial.
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Activity
Community of Inquiry and Fully Online Learning Community Reflection
I found this week's readings very intriguing because of the COVID-19 pandemic forcing educators to adapt an online education model. Many of these articles included realistic frameworks, concepts, and models that will have a direct impact on my professional practice and online presence in the future. These articles touched on many "problems that are relevant to [my] real-world experiences" (van Oostveen et al., 2016).
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Activity
Impacts of Digital Learning on Lack of Learning Opportunities in Rural Communities
Below you will find the deliverable for Unit 4, Activity 1. I worked with Vanessa Tran and we utilized an online application called Genially for this activity. We decided to focus on the impact of digital learning on the lack of learning opportunities in rural communities. As a K - 12 teacher that has utilized digital technology for nearly ten years, I had a lot of personal experience that I felt enriched the activity beyond the traditional academic sourcing. I attempted to ground my own experiences with the academic readings and overall consensus. Still, I ended up do some research into rural vs. urban budgeting, focusing on the per capita costs. I was quite shocked by how much more urban school's funding went to classrooms compared to their rural counterparts.
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Assignment
The COVID-19 Legacy in K12 Education: A Path of Transformation
How do schools use the lessons learned from the crisis to create a culture conducive to change, encouraging educators to develop their skills and competencies by exploring and accepting different technologies and methodologies to their pedagogy?
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Assignment
Assignment 1 Part 2 | Create, Cultivate, and Reflect on your Digital Presence
I still remember the day I decided to become a teacher; it was one of those powerful memories that a person ingrains in their psyche as a foundational moment that helped shape their persona. I made a goal with myself that day, rather than become someone that delivers the material; I was going to create experiences. Not till much later, nearing the end of my bachelor's degree, I found the vocabulary to express this teaching style. In the broadest sense of the term, I was a constructivist. As I gained years of experience, I refined my methodology and developed my approach to teaching as such (MacKay, 2016):

LRNT 522 | Introduction to Research: Critical Reading and Writing

A course focused on social science research, as a consumer, critical reading and understanding articles, and producer, writing in academic prose.
assignment
Activity
What Makes a Good Research Question?
We have been asked to share a few ideas on what makes a good research question. Our readings focused on types of research, paradigms, theories, and areas of focuses for the educational field. The problem itself seems loaded, in the sense that what makes a good research question is dependent on the goal of the study and perspective on the observer. Still, I feel there is a consensus of the methodological approach that should use when crafting a research question.
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Assignment
Understanding English with Code
Writing has always been a limiting factor in my academic endeavours, but I have struggled to overcome this weakness. Despite being a native English speaker, I often struggle to articulate my thoughts coherently and effectively. It seems like I am attempting to translate my synthesis processes into English rather than thinking in English. My efforts into academic writing struggle from this mistranslation, yet I have improved dramatically in my attempts to understand my thought processes and apply them to my writing.
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Assignment
Cognitive Load, Activity Theory, Motivation Theory, Personality Theory
Together with the other members of Team A we put together this relatively short video on the basics of cognitive load, motivation theory, activity theory and personality theory.
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Activity
Exploring Emerging Technologies and Research
On Wednesday, July 29th, 2020, George Veletsianos held an online meeting in the style of AMA (ask me anything) often found on Reddit and similar platforms. The purpose of this meeting was for new graduate students to ask questions they may have regarding educational research.

LRNT 523 | Foundations of Learning and Technologies

A course focused on the past, present, and future of learning and educational technologies from multiple perspectives.
assignment
Activity
Thoughts of EdTech History 1994 - 2001
While reading the first third of Weller's book, a few items spoke to me. One of the largest things that I identified was the consistent attempt to industrialize and standardize learning content and processes. The chapters on E-Learning, Learning Objects, and E-Learning Standards all focused on this standardization and, honestly, to some extent, is still sorely needed in the modern online learning experience. This process is nothing new in education; publishers have had a stranglehold of educational resources for hundreds of years. Yet, I was somewhat shocked to see the internet, in many ways, the great equalizer of content, being used by the education profession in such ways earlier in its life cycle. Yes, I know this is a naive view, yet I grew up and was engrossed in the educational field during these times, not as a professional, but as a student. I am looking back at this time with a hint of nostalgia and some disdain for modern resources hidden behind exorbitant paywalls with special "educational discounts."
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Activity
Thoughts of EdTech History 2002 - 2011
Weller had some interesting takes on educational technology from the years 2002 to 2011. I completely agree with his argument that much of the issues educators have with the LMS is the institutional "sediment" that accompanies it. In many cases, educators feel forced to use the tool to keep relevant in the current educational landscape. This force participation becomes more absorbing each year, as currently, many of my colleagues are scrambling to develop online videos for students that cannot join their class. To them, this online world is foreign, and being asked to become a producer of content conjures anxiety and fears.
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Assignment
Hugo Cardoso A.K.A. Code Monkey
When new technologies are introduced, their use tends to focus on old paradigms before novel applications are realized (Weller 2020, p. 64). This process is nothing new in educational technology and in itself is not negative. In many cases, they create rich and powerful learning opportunities. Nevertheless, as Weller states, this should be viewed as the “initial step to greater experimentation” (2020, p. 64). Hugo Cardoso, an independent game developer and educator, has taken this next step in experimentation.
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Assignment Rebuttal
Hugo Cardoso Pedagogy and Clarification
Great question, David. What I mean by “original environments” is not the coding environment, but the context to which the environment is applied in normal operation. So for a game, this would be the game being played. In general, a developer would not want to let an end-user modify and play with a product’s code during runtime. This is where things get really hard for new coders and developers because, outside the language’s syntax, very few things in coding are required to be explicit. To explain this, I will give a simple example, I can write code to move a sprite on the screen, which can be entirely different from another person’s code, and both code fragments could be perfectly viable and functional.
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Activity
The Views of Clark and Kozma
In this EdWeek blog post, Peter DeWitt invites Emily Davis and Brad Currie to talk about a topic that continues along the lines of the “Great Media Debate.” Davis and Currie (2019) state that many schools spend large sums of money on technology, with the hope of improving the quality of teaching. However, without the proper supports in place, such as coaching from technology leaders and experts able to teach other teachers how to properly use this new technology, it goes to waste through underuse, or worse, gets used for the wrong reasons. In an example, Davis and Currie demonstrate that, in one school that gave all students a Chromebook laptop for a 6-month trial, it was found that “the actual work that is being submitted is not requiring students to do anything differently from what they had done before technology, nor is it engaging students in meaningful and relevant tech-enabled learning experiences” (Davis & Currie, 2019, para. 4).
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Assignment Reflection
Are Video Games Appropriate for Education, A Reflection
After reading through quite a bit of research and other content about educational video games, and using some own experience, I would like to share some of my views on educational video games.
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Assignment
Experiencism: A Retrospective
Educational technology, one of the few words that can inspire hope and produce disdain in educators worldwide. The educational field can attribute much of its innovations over the last thirty-five years to this unlikely, perhaps even, contradictory combination of words. It is reasonable to assume that educational technology's uneasy marriage stems from its early integration, where the technology portion walks taller (Weller, 2020, p. 179). However, over the last ten years, the education piece has come into providence by focusing on pedagogy first technologies, the idea that technologies need to be designed and built with the pedagogical implications in mind. One great example of this approach and the focus of this article is Experiencism.

LRNT 524 | Innovation, Design and Learning Environments

A course focused various instructional design models through an innovative lens, how they tie into learning environments and how to apply them in practice.
assignment
Assignment
Learning Models in Virtual Learning Environments
Instructional design models cover a broad spectrum of implementations, goals, and methodological approaches, yet at their core, these models attempt to help educators overcome perceived gaps in the learning process (Dousay, 2017, p. 8). Each model has an intended goal for its implementation; some, like the ADDIE model, focus on systematizing the development cycle (Bates, 2015), making it a flexible framework to be adjusted for a multitude of different learning environments and scenarios. Other models focus more directly on specific affordances that emerge in environments, learners, and emerging technologies. These more scoped approaches to learning design are needed as new technologies enable new learning environments and experiences that were previously inaccessible. A technology-enabled environment requires instructional designers to rethink old ideas on instructional design and learning theory and return to a mindset that encourages the freedom to imagine new methodological approaches and innovations (Morris, 2018).
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Activity
Taking a Look at Practice
I decided to scope this down as much as possible to things I generally use consistently. Typically, my process starts with my philosophical belief on how learning occurs; I use this to develop a methodology to achieve learning using some hybrid model based on some rapid prototyping framework like AGILE. Then I use processes like zone of proximal development (ZoP) as signifiers of student learning and adjust as needed. Despite being a constructivist, believing students achieve learning by constructing their knowledge, I generally follow a framework like Bloom's Taxonomy and ZoP to chunk learning cycles. Following this process, I look for the best tool to achieve this construction of knowledge. Since I teach many computer science-related courses, I augment my developed learning content through computer-based programs or related hardware

LRNT 525 | Leading Change in Digital Learning

A course focused on foundational theories of leadership, project management, and creating change in digital learning environments.

LRNT 526 | Inquiry into Contemporary Issues in Learning Technologies

A course focusing on contemporary issues in learning technologies, weighing the the efficacy, features, benefits, costs, and features.

Grade 6

A comprehensive list of all the grade 6 courses offered by Mr. MacKay through The Class.

Mathematics 6

Units, lessons and projects for the Alberta Math 6 curriculum. Cover concepts like arithmetic, pre-algebra, operations, graphing, polygons and probability.
Foundational Arithmetic and Numbers Unit Thumbnail

Foundational Arithmetic and Numbers

Students explore decimals number and their place value. How numbers are composed, what factors are, and how to find prime factorization. Multiplying and dividing integers and floating point numbers and modeling and relating fractions.
assignment
Lesson 1
Place Value
In this lessons students learn about place value in standard form, written form and expanded form.
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Lesson 2
Multiplying and Dividing Whole Numbers
Students review the concepts of multiplication and division with positive integers.
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Lesson 3
Multiples of Whole Numbers
Students look at number rules and how to quickly calculate factors from a product.
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Lesson 4
Factors of Whole Numbers
Students explore how to find all the factors of a given positive integer or whole number.
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Lesson 5
Prime and Composite Numbers
Students explore prime numbers and how composite numbers are composed of prime numbers.
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Lesson 6
Modelling Fractions
Students revisit fractions by modelling their numerators and denominator.
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Lesson 7
Fraction Relationships
Students explore fractions in and their relationship between number lines, charts, mixed numbers and improper fractions.
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Lesson 8
Finding Patterns in Tables
Students explore how mathematical patterns or algorithms are everywhere in the world.
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Lesson 9
Multiplying Decimals
Students explore how to multiply different decimal or floating point numbers.
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Lesson 10
Dividing Decimals
Students explore how to divide decimal or floating point numbers.
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Lesson 11
Multiplication and Division Problem Solving
Students use their multiplication and dividing decimal skills to solve mathematical problems.
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Extra Challenge
Multiplication Game
The first optional challenge in which students make a simple multiplication game in Scratch.
Operations and Graphing Unit Thumbnail

Operations and Graphing

Students focus on the fundamentals of pre-algebra. Topics like integers, order of operations, variables, graphing, and analyzing data are explored.
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Lesson 1
Integers
Students explore what integers are and how we use them in our everyday life. The concept of a "Zero Pair" is introduced.
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Lesson 2
Ordering Integers
Students use their knowledge of integers to explore order and value.
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Lesson 3
Order of Operations
Students learn about PEDMAS, often refereed to as BEDMAS, the order in which you complete multi-step mathematical expressions and equations.
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Lesson 4
Writing and Simplifying Expressions
Students learn about the basics of pre-algebra: understanding words problems, substituting and simplifying equations, and data tables.
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Lesson 5
Preservation of Equality: Addition and Subtraction
Students explore how to balance addition and subtraction based equations using preservation of equality, the methodology and why it works.
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Lesson 6
Preservation of Equality: Multiplication and Division
Students further explore preservation of equality, looking into how to balance multiplication and division equations.
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Lesson 7
Table of Values
Students learn how to use a data table or a table of values to solve a series of algebraic expressions.
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Lesson 8
Graphing Points
Students explore ordered pairs (graphing points) and how they are used in a Cartesian plane to plot graphs or figures.
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Lesson 9
Graphing Patterns
Students learn how to use ordered pairs to create patterns and figures on a Cartesian plane.
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Lesson 10
Measuring Distance
Students learn how to measure the distance between two order pairs on a single axis.
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Lesson 11
Line Graphs
Students learn how to plot data to create a line graph, learning about the importance of the axes, scaling, and labeling.
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Project
Cartesian Battleships
Students are hire by a company to create a new board game using Cartesian planes, Cartesian Battleships.
Angles and Polygons Unit Thumbnail

Angles and Polygons

Students focus on understand how manipulating objects in a 2D and 3D plane can be expressed through Mathematics. Topics like angles, polygons, transformations, perimeter, area and volume are explored.

Science 6

Science 6 covers the following units Trees and Forests, Sky Science, Evidence and Investigation, Air and Aerodynamics, and Flight.
Trees and Forest

Trees and Forests

Students learn about trees as individual plants and as part of a forest ecosystem. By examining local species, they learn to recognize the characteristics of different trees and develop skill in describing and interpreting the structural features of trees. As part of their studies, students learn about a broad range of living things found on, under and around trees and study the complex interaction between trees and the larger environment. In examining human use of forests, they become aware of a broad range of environmental issues and develop an awareness of the need for responsible use.
assignment
Lesson 1
The Forest Ecosystem
In this lesson we talk about the forest ecosystem and introduce the terms biotic, abiotic, organisms, producers, consumers, and decomposers.
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Lesson 2
Levels of the Forests
Students explore the four levels of the forest (canopy, understory, underbrush and forests floor) found in Alberta Canada.
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Lesson 3
The Energy Cycle
Students learn about the energy cycle in a ecosystem and how producers, consumers and decomposers interact.
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Lesson 4
Photosynthesis
Students explore what photosynthesis is and how it helps producers create energy.
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Project 1
Ecomon Battle Cards
Students use their knowledge of ecosystems to develop a card game.
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Topic 5
Parts of a Tree
Students explore the different parts of a tree, focusing on the tree trunk.
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Topic 6
Cross-Sections
Students learn how to interpret tree cookie or cross-sections of a tree trunk in order to
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Topic 7
Types of Trees
Students learn about the different types of trees in the Albertan ecosystem.
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Topic 8
Types of Leaves
Students learn about the types of leaves that each different tree can produce, their benefits and decrements.
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Topic 9
Shapes of Trees
Students explore the different shapes of trees and why they grow a specific way.
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Topic 10
How We Use the Forest
Students learn how we use the forest and why it is important to preserve it for future generations.
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Student-Lead Review
Trees & Forests Review Projects
Student lead videos and activities to help you study or brush up on the Trees and Forest unit.
Sky Science Unit Thumbnail

Sky Science

Students learn about objects in the day and night sky. Through direct observation and research, students learn about the motions and characteristics of stars, moons and planets. Using simple materials, such as balls and beads, students create models and diagrams which they use to explore the relative position and motion of objects in space. As a result of these studies, students move from a simple view of land and sky, to one that recognizes Earth as a sphere in motion within a larger universe. With new understanding, students revisit the topics of seasonal cycles, phases of the Moon and the apparent motion of stars.
Evidence and Investigation Unit Thumbnail

Evidence and Investigation

Students sharpen their skills in observing and interpreting what they see by investigating evidence of human and animal activity. They explore and analyze indoor and outdoor environments as they look for footprints, markings, evidence of disturbance and things that are left behind. Through these studies, students learn to pose questions, devise investigations, recognize patterns and discrepancies, and think logically about what they have observed.
Air and Aerodynamics Unit Thumbnail

Air and Aerodynamics

Students explore the characteristics of air and the interaction between moving air and solids. They learn that air is a compressible fluid, that it is composed of many gases, and that moving air can support solid materials in sustained flight. By studying birds and airplanes, they learn a variety of adaptations and designs that make flight possible and that provide for propulsion and control.
Flight Unit Thumbnail

Flight

Students apply their knowledge of aerodynamics to design, build and test a variety of flying devices. In constructing models, students develop a basic design, then build it, test it, and solve the problems that inevitably arise. Through teamwork they learn that planning, communication, cooperation and flexibility are important to the overall result, even though parts of a task can be worked on individually. In the process, students learn about the parts of an aircraft, their role in controlled flight and the differences between aircraft and spacecraft.

Grade 7

A comprehensive list of all the grade 7 courses offered by Mr. MacKay through The Class.

Mathematics 7

Units, lessons and projects for the Alberta Math 7 curriculum. Cover concepts like arithmetic, integers, fractions, decimals, percents, circles and area, operations and fractions, equations, and data analysis.

Getting Started

Some basic information to get started in Mathematics 7. You can join the Google Classroom by click on the following link: Google Classroom

Integers

Students explore how to find the sum of difference of positive and negative integers. Later, they explore the double negative principle when finding the difference of a negative number.

Business Plan

Students use the skills and knowledge they have accumulated to design their first store and business plan. This project focus on applied mathematics, students are not given all the information and will have to research and problem solve.

Grade 8

Science 8

Getting Started with Science 8

Some basic information to get started in Science 8. You can join the Google Classroom by click on the following link: Google Classroom

Mix and Flow of Matter

The materials that we use—including natural and manufactured ones—often take the form of fluids. Students learn that such diverse substances as air, natural gas, water and oil are fluids. In further investigations, they discover that many common household materials are aqueous solutions or suspensions in which the main component is water. Students learn that the properties of individual fluids are important to their use, including such properties as density, buoyancy, viscosity and the fluid’s response to changes in temperature and pressure. The particle model of matter is introduced to help students make a conceptual link between the nature of matter and the specific behaviour of fluids.

Cells and Systems

Living things take a variety of forms as reflected in their structures, internal processes and ways of responding to their environments. Finding pattern within this diversity has been a major challenge for the biological sciences and has led to the development of ideas, such as systems, cells, structures and functions—ideas developed from the study of all living things. Using these ideas, students learn to interpret life at a variety of levels, from individual cells to complex organisms. To develop their understanding, students investigate ways that components of a living system work together and, through these studies, learn that healthy organisms—including healthy humans—function as balanced systems within a life-supporting environment.

Light and Optical Systems

Our understanding of the world is based largely on what we see—both directly, and aided by optical devices that improve and extend our vision. Such tools as the microscope and telescope have helped extend knowledge in a variety of science fields, from the study of cells and stars to studies of the nature of light itself. In learning about light, students investigate its interactions with different materials and interpret its behaviour using a geometric ray model. Students then use their understanding of light to interpret a variety of light-based technologies and envisage new technologies we may use in the future.
Vex V5 Superkit

Mechanical Systems

Machines are used for many purposes in our daily lives when we need to transfer energy into motion or move materials in a controlled way. In learning about mechanical devices, students investigate how components are linked so that energy is transferred efficiently and desired functions are performed. A comparison of past and present technologies helps students recognize that different approaches have been used over time to meet common needs. Evaluations of efficiency, effectiveness and impacts on daily life, the community and the environment are important considerations in this unit.

Freshwater and Saltwater Systems

Earth is sometimes described as the water planet: over two-thirds of Earth’s surface is covered by oceans and freshwater features. By exploring examples of aquatic systems, students come to appreciate the dynamic nature of these systems and learn about the interaction of landforms, sediments, water and climate. Students also investigate factors that affect the distribution and health of living things in aquatic environments and the supply and quality of water for human use.

Grade 10

A comprehensive list of all the grade 10 courses offered by Mr. MacKay through The Class.

Game Development 10

Game Development 10 focuses on creating basic video games using the Alberta CTS curriculum, Unity Game Engine, Visual Studio and the C# language.
Getting Started With C# Unit Thumbnail

Getting Started with C#

Students explore using algorithm as a problem-solving tool, to programming languages in general and to the role of programming as a tool for implementing algorithms by being introduce to a general program environment. You can join the Google Classroom by click on the following link: Google Classroom

Text101

Students work with structured programming constructs by adding the selection and iteration program control flow mechanisms to their programming repertoire. They write structured algorithms and programs that use blocks to introduce an element of modularity into their programming practice. You can join the Google Classroom by click on the following link: Google Classroom
assignment
Lesson 1
Getting Unity Hub
A quick walkthrough to help students download the nessary programs for the next project.
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Lesson 2
Connecting to Unity
A quick guide to help connect your Unity program to your account.
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Lesson 3
Text101 Examples
A quick preview of finished projects, use to help inspire and motivate you!
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Lesson 4
Unity's User Interface
Students focus on learning the ins and outs of Unity's user interface.
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Lesson 5
Components
Students learn about Unity components, how to use them and their relationship to the C# coding language.
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Lesson 6
StoryManager
Students learn about game managers. Why they are an effective way to organize and code their future games.
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Lesson 7
Flow Charting
Students learn how to design the flow of a game.
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Lesson 8
Scriptable Objects
Students learn about Unity's Scriptable objects.
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Lesson 9
Conditional Statements
Students explore how to use conditional statements to control the flow of their game.
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Lesson 10
Conclusion
The closing remarks for your game, now it is time to make it your own.
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Bonus Lesson 1
Background Music
Students can add some extra flair to their game by learning how to add background music.
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Bonus Lesson 2
Rich Text
Students can change the colour of their text and other rich text features if they follow this lesson.
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Bonus Lesson 3
Sound Effects
Students can add sound effects to their game by following this lesson.
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Bonus Lesson 4
Text Animations
Students can add some basic text animation to their game by follow this lesson.
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Bonus Lesson 5
Visual Feedback
Students learn about the importance of visual feedback and how to implement it.

Robotics 10

Lessons, projects, and challenges that help grade 10 students experience robotics for the first time using the VEX platform.

Grade 11

A comprehensive list of all the grade 11 courses offered by Mr. MacKay through The Class.

Game Development 20

Game Development 20 has students continue their exploration of the C# language using Unity, focusing on projects and new elements of code.

Space Invaders

This unit focuses on creating your own Space Invaders game. The unit will focus on reviewing most of the concepts taught in Game Development 10.
assignment
Lesson 1
Getting Started
This lesson focus on getting game assets and setting the expectations for you first space invaders game.
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Lesson 2
The Player Controller
Students learn how to create a player controller for their first space invader game.
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Lesson 3
Creating Enemies
Students learn about creating their first enemy in Unity.
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Lesson 4
Enemy Formations
Students use prefabs and the relationship between parent and child objects to create enemy formations.
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Lesson 5
Enemy Formations
Students learn how to move and spawn enemies in their formations.
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Lesson 6
Instantiating Projectiles
Students learn about instantiating gameobjects and how to use this method to create projectiles for their ship.
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Lesson 7
Colliders in Unity
Students learn how to use colliders to detect if a projectile has contacted an enemy in Unity.
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Lesson 8
Enemy Lasers
Students use their knowledge of previous lessons to instantiate lasers for the enemy game objects.
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Lesson 9
Sprite Layers
Students learn about how to use sprites and layers in Unity to order sprites on the Z axis.
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Lesson 10
Repopulating Enemies
Students use their knowledge of conditional statements and methods to create a loop that repopulates enemy formations.
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Lesson 11
Animating Respawns
Students use the Unity animation tools to create a respawn animation.
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Lesson 12
Adding Particle Effects
Students learn about how to use Unity's particle systems to create effects for their game.
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Lesson 13
Scoring System
Students apply previous skills to create a user interface and logic for a scoring system.
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Lesson 14
Audio Effects
Students learn how to implement audio effects for their game.
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Lesson 15
Layers
Students use Unity's built-in layering system to control how sprites appear on the screen.
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Lesson 16
End Game Scene
Students create an end game scene to notify the user when the game is over.
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Lesson 17
Finishing Touches
Students finish up their project by adding some finishing touches and polish.

Teachers

A series of articles and videos to help teachers get into using technology in the classroom.

Open Broadcaster Software

A series of articles and lessons to help teachers use OBS in the classroom.

Makerspace

An ongoing list of the products and lessons that can help students and teachers in a Makerspace environment.

TinkerCAD

TinkerCAD is a cloud based program that allows students to design 3D models for 3D printing.

  • The Makerspace class code is: 2X6I 3ESL J7XY. You can visit the site by clicking here: Makerspace Class Link
  • The Grade 6 class code is: ZTLD GEHH CIAS. You can visit the site by clicking here: Grade 6 Class Link

Scratch

Learn the basics of thinking like a coder using Scratch to make video games or interactive demonstrations.

Lego Mindstorm

Arduino

Arduino

Games

A repository of games developed by Mr. MacKay and his students.

Student-Made

Student-made videos ranging from projects completed in class to extracurricular activities and game jams.
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