![]() ![]() In fact we can never know what the biggest run of bad (or good) luck could be. mvp is unknown (we might be able to make a good guess of it though) It's a minimum size thing: too small and the self-organization become dysfunctional. As I learnt making my Self-organizing Systems mods, these mechanisms work better with larger numbers (we are a bit like the Eusocial Bot in Ecobots). sometimes the population grows, sometimes it instantly crashes, but in all cases the risk remains - unless it escapes the danger zone.Ĭollaborative projects like ours work by self-organization. Playing with this gives you a very good feel for the effects of randomness. If it goes below 50 the population crashes to zero. That is, the initial population (B2) gets randomly changed up or down by 10 with each time step. If you want to try it yourself use this formula: This is an extremely simple model in excel, but shows the basic principles. A run of bad luck can make it go below mvp. Although it seems to be doing fine, it is at risk. This is a population which is too close to it's minimum size (50). The risk of unpredictable spontaneous extinction. + or - 100 individuals every year.įor small populations this results in a huge danger: Below this you enter a death spiral and crash to extinction. a minimum viable population size (mvp). To explain, a crash course in population science!Įvery population has two features (among others): Decide what we can do to exit/stay away from the danger zone. - Discover if we are in the danger zone.I think it deserves some more rigorous discussion than the "Too Small" debate usually gets. Life on the trenches – A VR Experience created by Marco Nevesĭo you want to discover more stories of implementation? Click hereĬC BY-SA 4.0 – The featured image used to illustrate this article belongs to the author of this blog post.I've been reading the latest incarnation of the "Is Minetest too small" debate. In this implementation, Europeana was very useful to provide real documents, pictures and even videos to inspire the game.ĭid you find this story of implementation interesting? Why don’t you read about the related learning scenario? But anyway, it allowed assessing students’ knowledge of trench life by looking at how faithful to the historical period the created game was. ![]() Maybe they will do next year!ĭifferently from the original LS, our implementation focussed more on the dynamic of the trench warfare. Unfortunately, the project was completed only at the end of the school year, so they could not play the game with the foreign partners. The main goal was to conquer the trench of the other team. Students built trenches and created obstacles such as mines and barbed wire on a Minetest server so that they could play against another team. The next stage was to implement the game plan in Minetest platform. Then they decided what type of game they wanted to create and established game rules in the game plan. They also learnt about the life of soldiers and the type of weapons they used. Students analyzed the images and videos of this collection to learn about how trenches were made. At this stage, Europeana collections on WW1 was paramount. Then, they decided what they can use in the game. Designing the gameīefore creating the game, students collected information in a worksheet on the topic of WW1. Instead, only a few of the students had used CoSpaces before, which requires coding to create the game. Also, it only needs a server to allow two teams to play together and we had it available from the Erasmus project. The class decided to use Minetest because most of the students were already familiar with Minecraft. In our game-based approach, students create games using various platforms, such as CoSpaces (as in the original scenario) and also Minetest (an open-source version of Minecraft). We are experimenting with this method in our school within the Erasmus KA229 project “ Edugaming”, together with our Portuguese and Swedish partners. Instead of asking students to play educational games to learn, students create games on topics they study in school following a process similar to that of Project-based learning (PBL). Then, it allowed applying a “flipped” game-based approach. First it was on a topic suitable for my students of the last year of middle school (age 13-14) who study WW1 in their history curriculum. The Learning Scenario drew my attention for two reasons.
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