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March 30th, 2007 by: Pete
Hello iD Nation! This week, I’ve got a special guest blogger — Boy Wonder. We’ve got so many students inquiring as to how they can break into the gaming industry that we decided to provide some cool, informative information. Thanks, Ken, for your research and enthusiasm. Let’s Roll!
Begin Ken’s Guest Blog:
Recently I received an email from one of our summer camp students who is researching the gaming industry for a high school paper dealing with careers. Having met and having become friends with several people working in various parts of the video game industry, I share an interest in this topic and was glad to help him out by fielding some answers to his questionnaire. I think this particular topic is also very intriguing for many of our campers who are themselves preparing for a career creating video games. Based on my experience and conversations with friends in the industry, I’d like to relate some of my knowledge on a career in gaming.
Q. What high school classes did you take that help you as part of your work designing games?
A. The high school classes you should take depend on what particular aspect of game design you find most appealing. Game studios have evolved from one or two man shops to enormous operations with many highly specialized members. There are specific positions for programmers, animators, riggers, modelers, concept artists, and so forth. Even within those broad categories there are more specialized positions available. Programmers, for example, can often focus solely on a particular area, such as network programming, engine development, or AI development. The first step to the process would be to figure out what you enjoy the most.
If you think you want to work on the programming aspects of game design, take classes in mathematics and physics. Games utilize a wide variety of mathematical functions, so being proficient in that can be a requirement. Knowledge of physics principles and operations have recently become important as well, especially in 3D games that use complicated physics modeling. Even simplified 2D games can require trajectories, gravity simulations, and other similar topics. In addition to math and physics courses, take a variety of programming classes and branch out among languages. Although a few core languages are important (C/C++/C#), scripting languages are often used in conjunction with development tools to streamline the development process.
If you feel like the art is more your style, then you’ll want to focus on art-heavy classes. All of the artists I know who work on games (as modelers, animators, etc.) are also very talented traditional artists. They can sketch and draw very well. Art intensive programs at colleges and universities will emphasize an initial focus on traditional art creation, so you can get a head start in high school by taking traditional art classes. If there are any digital art classes available to you (Photoshop, modeling, or animation classes), then take those as well. It is important for artists to have a portfolio when breaking into the industry, so having these classes will also allow you to start building up a portfolio.
Other routes include leads or directors, which can be seen as generic “designers”. These are the people who actually design the rules and game play in games. Many of these people have degrees in computer science and yet might also have a little experience in programming, scripting, or art development. Having a large variety of experience (even if it isn’t in depth to the level of the specialists) allows these designers to understand what the team members they are guiding are actually doing. They can understand the obstacles and problems better than someone who has never programmed or created an art resource.
There are more positions than that, such as sound or music directors and so forth, but basically take whatever aspect you would enjoy most and take classes that reflect those skills.
iD Tech Camps is also great venue to help you get started deciding what you’d like to do in the gaming world–especially if you are a younger camper or your high school doesn’t offer some of the aforementioned options.
Q. What does your job entail at iD Tech?
A. During the summers at iD I’ve been an instructor starting with 3D Game Design and Game Modding. More recently, I played a role in helping to launch the iD Gaming Academy, a more intensive program that tries to model the way real game studios actually work. When I was there I focused on teaching the programming aspects of the game engine but also helped with technical aspects of art importation (the process of moving models and art you have created into the game engine). During the off-season I work on a variety of tasks including curriculum development. I also design flash games for our website. Currently, the work we do on that is very similar to a studio, though in miniaturized form. I do all the programming and initial prototyping (a way of figuring out how the game might play) and a co-worker designs all the art.
Q. What is the best part of becoming a game designer?
A. I’d say there are two really rewarding parts to game design. The first is sitting down to brainstorm and conceptualize the game. During this stage you get to come up with all sorts of ideas and you’ll generally flesh them out in sketches or storyboards with an artist. It’s an exciting period where no ideas are thrown out and everything goes.
The second part I enjoy is when your game is finished and produced and you get feedback from people who play it. It really is satisfying to read and hear about your game and how people enjoyed playing it. Just being able to show off your creation is a great reward.
Some of my industry friends have told me that the part they enjoy the most is seeing other people play their creations. For them, the ability to bring excitement and enjoyment of the game to others is the most rewarding part.
Q. What inspired you to want to become a Game Designer?
A. Both a friend of mine (who is a modeler/animator) and I started when we were very young. We started programming with QBasic on our PCs and continued programming in various forms while growing up and going through school. We didn’t really have Computer Science or Digital Art classes at our high schools so both of us were self-taught until we started college. Our early-on inspirations were the games we both played when we were younger. We are huge fans of adventure games (a genre which doesn’t really exist anymore in the mainstream – check out Sam & Max as an example). The act of creating games (even simple ones) pushed us to learn more and create better and better games. He then went to an art school and I got a computer science degree.
Q. What guidance can you give me on how to become a successful game designer?
A. First, find out which aspect you enjoy the most. Explore different roles (programming, art creation, sound creation). Doing so is important for a few reasons. The more you know about a variety of subjects the better able you will be to work as a member of a team and with those specialists. Also, you may find you like one aspect more than you thought – the good friend I mentioned thought for a time that he was more interested in the programming but discovered he has a talent and interest more in the modeling.
Next I would recommend that you just get started. Start working on games now and start small. Make an asteroids clone, a version of pong or other simple game types and then make them better. Flash is probably the best tool for the job since it makes creating games simple and contains all the elements you would need. Other simplified packages such as Multimedia Fusion from Clickteam (http://clickteam.com/eng/index.php) and Torque Game Builder from GarageGames (http://www.garagegames.com) offer an excellent way to get started building games.
Q. Where do you get you ideas for the games that you design?
A. Most of my game ideas come from games I’ve played and enjoyed. Occasionally I’ll take specific parts of games I like and try to spin off my own version. When you are first getting into game design it helps to create games you’ve already played or that are slightly different, since you can focus on the actual game-making process and the skills needed for that. Later you can work on the ground-breaking new game types and genres.
One process that helps to come up with completely new ideas is to set aside a specific amount of time, either alone or with the team you are working with, and simply brainstorm ideas. Make a list of 30 game ideas and don’t move to the next step until you have 30. Once you have your list, pick 10 you like best and for each of those 10 do a sketch (storyboard) and flesh out the idea a little more. Narrow it down again to your top 3 or 5 and get input from others to make your final selection.
One important note is to follow-through on an idea you start. If you have a game 50% complete it can sometimes be tempting if you get another great idea to start working on that. Force yourself to complete the first game, no matter how difficult or frustrating doing so may become, and then you can focus all your attention on the next idea. You may have tons of great ideas, but a single 100% completed game is still better than 10 half-finished games. Why? You generally can’t show off a half-finished game or put it in a portfolio, but a completed game shows your ability to follow projects through to completion.
For those who like a summary…
I know many of our computer camp students who are interested in creating video games are at a point in their lives where they will need to decide on high school classes or even colleges. To those of you who fit this description I have a few final words that summarize everything in this article. Find what you love about games. Learn as much as you can about that aspect. Practice that aspect, then employ that skill in whatever way you can. Brainstorm ideas then focus and work on projects to completion. When the time comes to decide on classes or schools, find a school that satisfies the roles you enjoy. If you enjoy the art development, take art classes and consider a design or art school. If you enjoy the technical development, stock up on mathematics, physics, and programming and then pick a technology school, like Georgia Tech or the Rochester Institute of Technology, for instance. Discover, learn, practice, focus, and complete: the rest will follow.
End of Ken’s Guest Blog. Thank you, Ken, for the insight!
Until next time, iD Nation!
-Pete
March 30th, 2007
Posted in: Do Something Big
March 22nd, 2007 by: Pete
I’m currently drinking an iced tea at Starbucks. It would seem natural for me to work from Peet’s Coffee and Tea, just across the street, but there’s no internet access. Can we get some Wi-Fi there, folks? People in the office are trying to hunt me down. I have told them that like Dick Cheney, I’m working from an undisclosed, secure location so I can get my blog on. Someone just emailed me to ask me to bring them a latte from Starbucks–so I guess I am becoming predictable. I’m watching the GoodYear blimp circle overhead in preparation for March Madness and the NCAA games over at the HP Pavilion. That’s kind of cool.
I’m a summer camp guy. I’m a computer camp guy. But, I love my hoops too. I played in high school and was one of the smallest guys on the court. I never scored too many points, but I was scrappy and always won the “Charlie Hustle” award.
I didn’t go to a lot of summer camps when I was a kid, but basketball camp became a tradition. I have incredible memories staying in the dorms at UC Santa Cruz and Santa Clara University. They both had great basketball camps. These camps were my first taste of camp–and gave me a great introduction to the college atmosphere: walking the campuses, eating in the dining halls, learning from great mentors, making new friends. It was all awesome.
So, what do basketball camp and iD Tech Camps have in common? I still have the “skills assessment” form from one of my coaches at the Santa Clara University basketball camp. It narrowed in on a few areas for improvement…like dribbling with my left hand or moving without the ball. It’s cool to take a step back and reflect upon the lessons and experiences from camp. Without intending to sound corny, they certainly did help shape my character, build my confidence going into the new school year, and ultimately helped develop my competitive spirit.
That’s exactly what we try to accomplish at iD Tech Camps. In fact, we just published a press release which covers the topic of how video games are being incorporated into homework assignments during the school year by some of our students:
PRESS RELEASE, Campbell, CA, March 22, 2007
Student Creates Video Game to Complete Algebra Assignment
“Get down here and turn off that darned video game!” Have you ever shouted something like this at your own kids? Well, be careful. How do you know if your kid is playing a video game, or creating his own video game to complete a homework assignment?
Like most kids his age, 13-year-old Jaxon Welsh loves video games. But unlike so many of his peers, Jaxon doesn’t just sit around all day playing the games. He actually creates them.
Thanks to a host of available resources such as easy-to-use software, school activities, and summer computer camps, well rounded kids like Jaxon have found a new way to turn their passion into something their teachers not only approve of, but embrace as a creative new avenue for learning.
Last summer, Jaxon attended a weeklong summer technology program at Stanford University called iD Tech Camps. During the week, Jaxson learned the process of making his own 2D video game with a product called Clickteam® Multimedia Fusion®. He developed a complex, realistic video game with everything from health meters to collision detection. He set behaviors for objects and characters while creating multiple levels. By the end of the week, Jaxon left camp with much more than a completed project. He started out the new school year knowing a lot more about technology, and this built up his confidence and self esteem. The first few weeks back to school, Jaxon applied his new tech skills in a creative new way—to get his homework done. He created a game for his pre-algebra class to help learn variables.
“Why should I use paper and pencil when it’s far more fun to do it on the computer,” Jaxon said.
Mr. Sperry, his teacher, was impressed by the game, which featured a student standing in the lunch line as the main character. The game would cut variables (ie: students in line) based on the numbers that the game player would input into the system.
“The game made learning math more fun,” Jaxon added. “The other students thought it was pretty cool, too.”
Jaxon decided to take his passion for gaming to the next level, but his school didn’t offer any classes or clubs. But that didn’t stop Jaxon. Within a few weeks of returning to school in the fall, Jaxon quickly established a video game club, recruiting—you guessed it—his advanced pre-algebra teacher, Mr. Sperry, to lead the team. Under Mr. Sperry’s guidance and using Jaxon’s video game development knowledge, the club now meets once a week during lunch and currently has ten members—the maximum amount they can take right now.
Jaxon is on to something big. The video game club not only helps students learn how to create innovative video games, but it helps them out with their schoolwork through a creative new medium.
If you visit Jaxon’s middle school, you may see his interactive presentations. His Incas project has a timeline where the graphics open up new pages, teaching information from various historical periods. For his Egyptian project, there is a man walking up a pyramid with new information being revealed with each step.
“The software is so easy to use and it makes my projects look cool,” said Jaxon.
With dreams of someday becoming a computer engineer or game designer, Jaxon is well on his way to a very rewarding career in game development. For now, he’s focused on overlapping his game development talents with his schoolwork. We’ll see what his gym teacher has to say about all this. Conclusion of Press Release.
FIRST Robotics Competition comes to San Jose
On a completely different note, San Jose State University hosted a Regional Competition for FIRST Robotics last week. Go San Jose! I got to see the action first-hand. Wow! Wow! Wow! High School robotics teams from Northern California participated in the regional competition, and it was a very serious version of BattleBots, without the gore. It was really, really cool. The students wore creative uniforms, were cheering each other on, and were insanely passionate about what they were doing. High school students can get a bum wrap sometimes. These guys and gals were tearing it up. Way to go! To read a bit more about the competitions, read here: http://www.nbc11.com/news/11299399/detail.html. Sorry, I forgot to bring my camera with me. Doh! There were some great pictures to be taken.
We’re excited to be working with the VEX Robotics Design System for our 2007 summer robotics camps. VEX is a major partner of FIRST. These are two classy organizations. We have developed a cool course called RoboContenders for ’07 which we hope will be used as a launching pad for future robotic endeavors.
Our students will be working in small teams to compete in a fun atmosphere. Here is a blurb from our website in case you are interested: “Imagine challenges like robot pull-ups, time trial races and versions of robot basketball, soccer and hockey…” You get the idea. Robotics is hot!
Follow up on the new iD baby!
And finally, to follow up on my blog from last week, here’s a picture of Sofia Bella Salvador. Congratulations to Monte and Novars! Hope you are catching some sleep. I still owe you some dinner. I’m on it!
Also, if any of you haven’t heard, yes, the “secret” picture from last week’s blog was taken at Alexa’s house! She is well on her way and is expecting this summer. I think she still thinks she can hide it. But we can’t be fooled. Ha!
Until next time, iD Nation!
-Pete
March 22nd, 2007
Posted in: CEO's Blog
March 21st, 2007 by: Ryan
March 2007
Goodbye pencil and paper. Hello digital movies, 3D modeling, and website design.
Sure, maybe the pencil and paper approach has been gone for years now; but it’s not just your typical word processing program that kids are using to unleash their creativity both inside and outside of the classroom.
These days, thanks to an innovative hands-on learning approach known as project-based learning, sixth-grader Sean Fox is busy producing movies for his schools projects. Eleven-year-old Julian Finnegan is applying his logical reasoning and creative skills to designing video games, which he sells to peers. And 11th-grader Jimmy McChristy spends his free time experimenting with the 3D animation software program known as Maya® to design complex 3D cars and people.
Project-based learning shifts away from traditional classroom lectures. Instead, it actively engages students by promoting understanding, empowering kids, and motivating them with energetic, lifelong investigative learning. For Sean, Julian, Jimmy and thousands of other Digital Kids nationwide, what was once a passive hobby has been transformed into a passion where they’re learning while having fun.
According to the George Lucas Educational Foundation, with project-based learning in the classroom, there is a decline in absenteeism, an increase in cooperative learning skills, and improvement in student achievement. These benefits are heightened even further when technology is integrated into projects.
With this hands-on approach, learning becomes more relevant to kids and helps them to establish connections to the “real world.” When students are more attentive, they retain more knowledge. This knowledge can then be applied to students’ current and future schoolwork, hobbies, and eventually a career.
Every summer since 2004, Jimmy has been studying, improving, and applying this project-based learning at iD Tech Camps, a family-owned Silicon Valley-based company now its ninth season. iD Tech Camps produces and runs weeklong day and overnight summer technology programs for Digital Kids ages seven to 17 at 50 prestigious universities in 23 states (www.internaldrive.com).
This past summer, Jimmy, 16, attended an intensive 3-week game development program called iD Gaming Academy. During this program, teens like Jimmy used powerful industry-standard applications like Maya® to learn the basics of 3D graphics production and to create a project of his own by the end of his session.
“I really liked having an outline of the project then the freedom to take off from there,” Jimmy said. “There was no lesson like school, where we are told what to do and can’t use our creativity.”
Each student has a different style of learning. What once was difficult to articulate in a written report can now be demonstrated powerfully through digital movies and other multimedia vehicles. Learning through hands-on projects allows students to delve into the content in a more direct and meaningful way.
“We learn more this way,” Jimmy said, “because we are into it and we enjoy it.”
At the core of the iD Tech Camps philosophy is project-based learning. “Our teaching philosophy is ‘experience-based’ which means from the moment the students enter our lab, the experience is hands-on,” said Karen Thurm Safran, VP of Marketing. “We challenge and guide our students, encouraging each to experiment. Students work at their own pace and prepare for the grand debut of their projects at the end of the week using industry-standard products like Adobe® Photoshop® and Apple® Final Cut Pro®.”
Jimmy wasn’t alone last summer. Sean, Julian and 14,500 other Digital Kids across the nation attended one of iD Tech Camps university locations where they used this hands-on approach to learn how to turn their hobbies into future-impacting skills.
During the last ten years, the Secretary of Labor selected a commission to determine necessary 21st-Century Digital Age skills for competing in the working world. What may have worked in the past – simply focusing on the “3Rs” of reading, writing and arithmetic – doesn’t hold up for today’s kids. Instead, the following Digital Age skills have been identified: teamwork, planning, problem solving, critical thinking, researching and information synthesizing using technology and communicating.
A number of those Digital Age skills are developed through project-based learning, including knowing how to work well with others, making careful decisions, being proactive, and solving difficult problems. Thanks to hands-on learning, students are paving the way to future careers filled with independence, critical thinking, and lifelong learning.
For Sean, Julian, Jimmy and other Digital Kids, who knows what the future holds. But one thing is certain, the expression of knowledge is no longer limited to a pencil and paper. With project-based learning, kids can now have fun in the classroom, apply their knowledge creatively, and create some pretty impressive projects along the way.
March 21st, 2007
Posted in: iD In The News, Washington University
March 18th, 2007 by: Nancy
The Quest for a Summer Camp
By Dana Guzzetti
Prepared parents have peaceful summers. This is the time to have a family talk about summer plans. Whether kids want some free play time or even high adventure, the very best summer camps book up early and now is the time to start checking them out.
Day camps and local recreation programs are a wonderful way to give kids enrichment and a change of pace, without having them far from home. These programs are fun filled and allow youngsters to become comfortable being on their own.
Investigate the camp and ask questions, so you will be comfortable too. Be sure camp management does background checks on counselors, and that counselors are well trained in camp safety, experienced in the camp’s specialty and trained to supervise children at your child’s age level.
Another source to check is the American Camp Association. This organization maintains standard minimum requirements for member camps. Ideally parents can visit a resident camp. If that is not possible, ask for references. Some camps provide CDs or videos as well as brochures.
This area is recognized for its variety of high quality summer activities and camp opportunities. Matching a child’s interests and personality to one need not be a challenge. Many camps have camperships available. If one is needed, do not fail to ask.
Seven Hills School in Walnut Creek is sponsoring a Summer Camp Fair in cooperation with the American Camp Association March 3. There will be representatives and information from accredited camps and advice on preparations for summer camp. Seven Hills also has a summer program of its own.
The Athenian School i n Danville offers Devil Mountain Summer Camp, Athenian Sport Camp and a Summer English Language Program at it 75-acre campus at the foot of Mount Diablo. April 18 is Information Night; check www.athenian.org for more information.
Dorris Eaton School in Walnut Creek offers academic enrichment 9 a.m. to noon. “After that it is just fun,” Trina Spencer, director of admissions said. “We have animals, swimming, music, special guests, trips and programs.”
The City of Walnut Creek offers recreational and competitive aquatic summer programs, mini sport camps, teen dances, classes, trips, and summer day camp programs for younger children at Heather Farm.
The City of San Ramon’s Crow Canyon Day Camp is a good local choice for younger children. Many activities take place in the canyon behind the gardens, bisected by the San Ramon Creek. Call 973-3200 or look for new information at www.ci.san-ramon.ca.us/parks/activities.pdf.
Check your city’s park and recreation district office for summer programs.
Traditional Outdoor Fun
Established in 1972, Roughing It Day Camp in Lafayette has four and eight-week sessions loaded with outdoor fun. Kids who are ready to ride might like to try horseback riding as part of the day camp, and then sign up for one of the horse riding camps.
Horizons East Equestrian Center in Livermore has a lighted sand indoor arena and a 200 x 250 foot outdoor sand arena where they have English riding lessons, shows and more (www.showstables.com).
In Walnut Creek North Gait Equestrian Center has summer camps running Mon. through Fri. 9:30 a.m. to 3:30 p.m. where small groups of youngsters learn horse safety, anatomy, tacking, riding, mucking and bathing the horses as well as old-fashioned fun experiences like line-dancing and bobbing for apples (www.northgait.com or 925/932-2282).
East Bay Regional Park District has a complete schedule of summer camps. Visit www.ebparks.org or call 510/636-1684 to receive a camp directory and information on camperships.
At John Muir Mountain Day Camp, held at the National John Muir Historic Site in Martinez near the intersection of HWY 4 and Alhambra Avenue, campers learn the John Muir heritage with focus on creativity, music arts and crafts.
Girl Scout and Boy Scout Camps and the YMCA immediately come to mind for traditional day-camp experiences that might include nature and environmental science, art, sports and just plain play.
Non-Girl Scouts can go to one or more of the 10 Diablo Day Camp sessions at Little Hills Ranch or Twin Canyon. Camp sign-up includes Girl Scout membership. It is a fun outdoor program which includes swims, crafts, songs and much more at a reasonable price. The camp program, which has a different theme for each session, is run by screened and trained volunteers.
The Mt. Diablo Region YMCA has all-day, week-long Team Adventure summer programs at schools and YMCA locations throughout the area. Visit www.mdymca.org/class for more information.
Camp Galileo in Lafayette, developed with the Tech Museum of Innovation, de Young offers kids kindergarten through fifth grade a change of pace. Medieval Arts and Ocean Explorers, Modern Master and Invent It, African Art and Building Big are some of the camp session names of a program run by Galileo Educational Services. For information visit www.thetech.org/summercamps.
Diablo Mountain Sports and Recreation (DMSR) offers weekly traditional (hike, crafts, swim, etc.) day-camper sessions mostly in Briones and Castle Rock Park throughout the summer beginning in June.
DMSR runs the same kind of day camp with a youth ministry focus, which is called Resurrection Day Camp. For information on either camp visit www.diablosports.org or call 925/952- 4450.
Science, Computer, Language
ID Tech Computer camps in game design, video creation and game “modding” are offered at St. Mary’s College in Moraga and U.C. Berkeley on a day-basis. These award-winning camps historically fill up fast. Save $50 per family if you sign up before March 31.
Vision Tech is a not-for-profit San Ramon company that operates computer camps for children throughout the Bay Area. The program includes such subjects as Game Design, Film Making, Build a PC, and Robotics. Each course in camp is for 5 days and each one is for different age groups. The Robotics program in one that is for the younger children, aged 6-10. The programs go on up to age 17, so there is a program for any child.
Consider the Endeavour Camp for youth space education just north of Santa Barbara for an out-of-the-ordinary experience. Campers have a week-long camp experience learning about earth, astronomy, satellites, and space travel (www.endeavours.org).
For similar topics closer to home contact the Chabot Space & Science Center where they have week-long half and full-day session summer science camps for grades 1-8 from July 9 to Aug. 17.
Older teens may be intrigued by one of the adventure learning experiences listed at www.academictreks.com.These are distant destinations and not what one might call economical, but they are said to be the best in experiential learning. Camp titles include accredited Marine Biology sessions in San Salvador or the Bahamas, Immersion French language study in France and a community service Amazon Expedition in Brazil.
The Berlitz School in Walnut Creek has special class for kids or adults in the summer. The three week children’s (small classes grouped by age) intensive language classes generally run for one-half day, four days a week.
There is also a weekly total immersion class that runs all-day, five days a week. “There are high school students who are starting a program or want to maintain their language proficiency over the summer. We tailor to match their needs,” said Berlitz language Center Director Celeste Lindahl. She says Spanish, French, Italian and Mandarin are in demand now, but they teach any language requested (925/935-6428).
Tall Ships Academy offers experience-based learning for high school age girls. It includes oceanographic research and schooner sailing. San Francisco State University gives three units of college credit for program participation. The program is from June 25 to Aug. 3 and March 16 is the deadline for registration (some camperships available).
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March 18th, 2007 | Tags: Santa Clara University Computer News
Posted in: Uncategorized
March 18th, 2007 by: Nancy
Bigfoot won’t trouble these summer campers
By Irene Manahan
Summer camps were once synonymous with campfires, smores and cumbaya. But kids today might be left to ponder the purpose of all those sleeping bags and tents.
Traditional summer camping, complete with all its familiar outdoors trappings, remains a summer standby, though some Santa Monica parents have found it to be, well, old school! The camping experience is new and improved. Nowadays, whether it’s theatre, surfing or intense gaming that piques their interests, there seems to be a summer camp for every kid.
This year, let them leave the bug spray and propane lanterns at home.
Modern camps often introduce their youth to creative and professional jobs. Internal Drive, or iD Tech Camps, is the nation’s largest, most recommended summer computer camp. The family-owned Silicon Valley-based company is in its ninth season.
“Like sports or religious camps, iD Tech is a summer technology camp,” said Karen Thurm Safran, VP of Marketing for iD Tech Camps. “Students sign up for different courses to learn how to build robots, make 2D and 3D video games, or make Web sites or movies in just a week.”
Beat that, popsicle stick birdhouses!
Beginning in June, iD Tech Camps will offer week-long, day and overnight summer computer camps for more than 17,000 students, ages 7-17. This summer, camps will bring life to 22 U.S. states in 50 prestigious universities throughout the country, including Brown, Stanford, Columbia and Georgetown.
Santa Monica residents can send their campers to UCLA, Pepperdine University and Cal Lutheran University. Not too far from the bay, at UC San Diego and UC Santa Cruz, iD Tech’s ‘Surf and Tech’ program allows campers to spend half their day surfing and the rest creating a video game or Web site.
“It’s a different way for them to articulate their creativity,” said Thurm Safran.
With only five students per staff member, students have the chance to use their own computers and other industry standard products. The hands-on, project-based curriculum allows campers to complete a project by the end of their session.
“We’re different because students really take something away with them,” Safran said. “It’s a lifelong learning experience. After their session they may get hired by their parents or use their skills for the school. In the future, our campers may have a side business or become successful entrepreneurs.”
iD Tech only uses the leading, cutting edge products in their courses.
Adventures in Comic Creation, a course for 7- to 10-year-olds teaches students about taking pictures, creating images, distorting faces and making comic books using Adobe Photoshop and Wacom templates.
RoboContenders is a popular program that teaches kids about robotics. Using VEX, thousands of kids throughout the country create their own robots. Thurm Safran said it takes just a couple of days to create it and throughout the week students compete to do different things with them.
“Every year we listen to the kids and parents to see what they want,” Safran said. “Last year, we learned that there are some very serious gamers out there who want to learn more about actually making a game and who may even want to make it their profession.
“Kids are having fun and their self-esteem blossoms,” she continued. “Parents are happy. The staff is happy. You can’t surpass kids learning in a fun, stimulating environment.”
Striking Close To Home
CREST (Child care – Recreation – Enrichment – Sports – Together) Camps at Virginia Avenue Park offer more interaction for summer campers through physical and creative activities.
At CRET, up to 120 campers participate in each specialty class or activity. Parents and kids can choose from different themes that will challenge the campers’ minds and bodies.
With classes in both the morning and afternoon, counselors create the curriculum for their 8- to 14-year-old campers. Participants don’t spend the night at this camp, but rather, they come from day to day during their session to enjoy activities during spring or summer.
CREST’s theater program ranges from musical to improve to comedy, according to Adrianna Torres, community services specialist. The visual program offers themes like nature or recycled art that encourage campers to learn new skills and new ways to express themselves, while their sports experience, which is typically held at John Adams School, gives campers new fitness ideas with a variety of outdoor activities.
Campers also go on weekly local trips to hike or swim, or visit such sites as theme parks, museums, parks and sporting events.
“The kids love it,” Torres said. “They especially love going on the trips and meeting kids from different schools. Everyone comes from a different background. It’s just really diverse.”
Rosie’s Girls is an impacted class designed specifically for girls in middle school. Unlike CREST’s other programs, space is limited to just 40 girls each session. Rosie’s Girls hopes to build self-esteem, leadership and physical confidence through non-traditional activities like carpentry, welding, mask-making, furniture design, kayaking and ropes courses.
CREST also offers “generous financial assistance for low to moderate income families,” said Rebecca Spring, program analyst for CREST.
Where kids were once just sent off into the woods, the words “summer camp” now beat a fun and constructive connotation. The option are as varied as the imagination this time of year; the time to send the little rascals off.
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March 18th, 2007 | Tags: UCLA News Articles
Posted in: UC Santa Barbara, UCLA
March 13th, 2007 by: Pete
As the owners and employees of the most successful computer camp in the country, we are surrounded by kids all summer long. Hundreds of kids. Thousands of kids. It’s an awesome, awesome responsibility. Because we’re surrounded by so many kids, many of us put off having kids of our own…until recently.
When we first launched iD Tech Camps in 1999, neither Alexa (my sister, biz partner and iD’s CFO) nor myself had kids of our own. But we still took safety seriously. Very seriously. Nine years later, both of us have young kids. The old saying goes, “put your money where your mouth is.” Our response to that is “put your kids where your camps are.” We say in our catalog and on our website that we constantly ask the question, “Would we send our own kids to iD Tech Camps?” The answer to the question is yes. They aren’t quite old enough for iD, but when they turn 7, game on!
We are always pushing the boundaries of technology–this is something you would expect. But as we focus on teaching technology skills, we are also unceasingly committed to executing our risk management plan behind the scenes. Our plan strives to reduce risk at each location, each week, each year. The ultimate goal is to ensure that our summer camps become safer each year–and are among some of the safest camps that exist.
When parents and students show up for camp, they trust that we have trained our staff appropriately. They trust that we have done our homework and the students will be fully supervised. They expect that we’ll deliver on our promises. So, how do we follow through? We circle back to the original question, “Would we send our own kids to iD Tech Camps?”
Now more than ever, Alexa and I (and the rest of our employees) understand the emotional bond between a parent and child. It is a bond that runs so deep that it truly cannot be explained with words. When a parent drives off from camp, and they see their student waiving goodbye in the rearview mirror, they need to feel secure with the camp. Very secure. We’ve always tried to create this security, but now that we have more and more iD employees that are having kids of their own, it becomes easier to answer the question and spread the message: Each camper at iD Tech Camps is precious. We have the responsibility of treating every single camper like we would treat our own kids. This is what we mean when we talk about “The iD Family.”
We fully expect our 2007 computer camp season to be our best yet. We thank you for your trust!
Speaking of kids…this just in!
A new iD Tech Camps baby was born yesterday at noon. A 7.4 lb beautiful baby girl, named, uhm, we don’t know the name yet. And pictures? We don’t have those either. But let’s focus on what we do know.
1) If you call our Client Services department in the next few weeks, you might get some crankiness on the other end of the line. Why? Our Client Services Manager is the proud papa. How’s that sleep, Monte? Because we have no pictures of the baby yet, here’s a good picture of the father.
2) We also know that the mother, Champagne Supernova, acted like a rock star yesterday. She took care of business and has a lot to show for it! She was a little upset yesterday, however, because the hospital would not deliver pancakes from IHOP. Again, we have no pictures of the big day, but if you look really closely, you can see the outlines of blueberry pancakes on her tummy.
3) We also know that Monte and Supernova are two proud parents. Congratulation you guys! It is a day to celebrate!
4) I might also point out that as soon as you both wake up, you’ll realize that this is not a dream. That WAS your baby crying. It IS 2 AM. And she DOES need to be changed. But that’s the fun stuff. If we fast-forward just a few years, here’s what you can expect:
More iD Babies on the Way?
We have some other significant announcements at iD. We currently have two other gals that are expecting-mothers. Our employees know of the first gal already. Somer-Lovin’, big-time congratulations to you! We look forward to your relocation to the West Coast!
The other expecting-mother is someone you might have expected, but didn’t know about. I hope she doesn’t kill me for this, but check out this picture. Do you know who it is? Let’s get the water cooler chit chat going, folks! (Double-click the picture to enlarge for a clue).
Until next time, iD Nation!
-Pete
March 13th, 2007
Posted in: Summer Camps
March 8th, 2007 by: Ryan
The Best of Camp 2007
“Of all the many camps my son has attended, this is by far the best. As an educator, I’m extremely impressed with the quality of this program,” Connie Ryan.
iD Tech Camps is the nation’s most recommended technology camp! Weeklong day and overnight summer technology programs for ages 7-17 at 50 prestigious universities in 23 states including Case Western Reserve University.
“I like iD Tech Camps because as a 13 year-old, I got a chance to do something that people only dream of doing,” Daryl, student. Create 2D and 3D video games, build robots to compete, design Web sites with Flash® animations, film and edit digital movies, create your own comic book with zany digital photos, learn programming and more. Additionally, teens can travel to Spain for our Documentary Filmmaking program or participate in iD Gaming Academy for an intensive three weeks of game development.
“iD Tech Camps is a fun and educational experience that helped me look deeper into a subject that I really enjoy,” Kristian, student. With one computer per student and an average of five students per staff, campers are given the attention to excel. Each program immerses campers in a creative and fun learning environment, enabling them to harness the power of technology while having a blast and completing a final project with leading products which industry professionals use.
Visis www.internaldrive.com or call (888) 709-TECH (8324) for details and specials.
March 8th, 2007
Posted in: Carnegie Mellon University, Case Western Reserve University, iD In The News, Ohio State University
March 2nd, 2007 by: Ryan
Video game design at computer camp
By Michael Zabinski
Today, children are bombarded with countless ways to play, especially high-tech play through computers and video games. Over the past 25 years, games have progressed from the primitive two-paddle Pong to sophisticated, online, multi-player games such as World of Warcraft (over 7.5 million online subscribers) with complicated plots and vivid graphics that unfold over dozens of hours of play. Video game sales soared to a record $12.5 billion in 2006 and are growing at a breathtaking pace – in part, due to the phenomenal technologies of the Xbox, Playstation and Wii. These new technologies appeal to children, young adults and adults and have fundamentally changed the way that they play. The increasing prevalence and prominence of these games have caught the attention of researchers because it turns out that children’s play can encourage and improve their ability to learn; games can be harnessed to promote learning.
Games Promote Learning. A crucial ingredient to effective education is motivation – that is, motivating the student to be curious and to want to absorb new information. Games certainly provide this motivation. What may be surprising, however, is that games also serve to sharpen mental acuity and promote learning. Games require and encourage focus, discipline, measured action, considered reaction, assimilation of external conditions, analytical reasoning, and strategic planning. Games improve memory and retention. Games require the setting of goals, and games usually provide encouragement and reinforcement as goals are achieved, helping to build self esteem. All of these attributes are ingredients to effective learning. Furthermore, computer and other video games have become so sophisticated that they often magnify the learning that occurs during play. And children can concentrate on games far longer than they do in other learning environments, thereby extending the learning experience.
From Playing Games to Designing Them. As children grow, their interest in games matures and sometimes evolves into a desire to create their own games. Game design offers an entirely new set of challenges, and, consequently, a new set of opportunities for learning. However, game design is not an easily self-taught science, and many children and young adults often look to their schools for help in designing their own games. Unfortunately, very few teachers understand games well enough to teach game design. In fact, game design is rarely part of an elementary or secondary school curriculum.
Computer Camps to the Rescue. At the National Computer Camp (www.nccamp.com) held annually at Fairfield University, instruction is offered in 2D and 3D game design (using 2D Multimedia Fusion by www.clickteam.com, 2D Stagecast Creator by www.Stagecast.com and 3D Game Studio by www.3dgamestudio.com). Most campers arrive at camp as experienced game players, and at camp they look for an opportunity to design their own games. They come with an active imagination and a desire to transform their ideas into an actual game.
Their imagination is the seed of their motivation, and, as they design their own game, the campers learn about geometric modeling, rendering, collision detection, character creation, plot development, storytelling, animation and graphical design. They learn to create action, adventure, and stories. They learn to work independently, and they also learn to collaborate with others. They even begin to learn about software engineering. Campers bring their ideas to life as they add sequences of challenges, music, and interactivity. Campers think creatively and logically while designing imaginative games that explore the power of 2D and 3D game design software. Game design and game playing create opportunities for leadership, competition, team work and collaboration. But most importantly, game design fosters an imaginative spirit that can spark a whole new world of learning.
March 2nd, 2007
Posted in: Emory University, iD In The News
March 1st, 2007 by: Ryan
March 2007
Parents looking at summer camp options quickly realize that the choices are as varied as kids themselves. Day camp options range from cooking to martial arts to drama to sports and beyond. Even what used to be considered “traditional” overnight – or residential – camp options have branched out.
With all of the choices available, it’s more likely than ever that parents can find a program that suits a child’s unique personality and interests. At the same time, camp specialization also makes it that much more important to take the time to find out what each program really offers.
The following accounts reveal that there is no such thing as a “typical” day at camp. Each description offers a glimpse into what really happens at that camp.
iD Tech Camps
ID Tech Camps are weeklong, hands-on technology camps, both day and overnight, provided at more than 35 universities nationwide, including at UNC-Chapel Hill. The following is the story of one camper’s experience.
Sixth-grade student Henry Jones loves playing computer and video games. However, he’s no only busy playing these games, he’s also creating his own animated video games. With the help of a lively imagination and Clickteam Multimedia Fusion software, 12-year-old Henry has created over a dozen computer games.
Last summer, Henry took a video game creation course at iD Tech Camps. What began as a passion soon became a hobby as Henry developed games. During the weeklong course at the technology and video game camp for kids, Henry created a complex, realistic video game with everything from health meters to collision detection. He designed graphics and incorporated them into his impressive game, setting behaviors for objects and characters while creating multiple levels.
“It’s exciting how the games I play are now easy to create,” Henry says. “Multimedia Fusion makes it fun and simple to use with just a click of a button.”
Of the games Henry developed, his favorite is Metamorphosis, where the main character journeys from being a caterpillar to a cocoon and finally to a butterfly. Of course this transformation happens while saving the world from angry robots. Henry also created a game with multiple levels involving a man’s adventure in Florida where he is being chased by pirates.
Henry also has applied his technology knowledge in school, inventing a game for his science fair project.
“It was a stimulating, fun, learning environment that motivated him to keep learning,” says Henry’s father Steve Jones. “As a parent, you can’t ask for much more.”
www.carolinaparent.com
March 1st, 2007
Posted in: iD In The News, UNC Chapel Hill
March 1st, 2007 by: Ryan
Technology camps geared to ‘Digital Kids’
Young people today are inundated with technology. From Xboxes and TiVo to cell phones and iPods, Generation Z is connected.
After watching his twelve year- old son surf the net and text message friends, business owner Peter Hanson had an idea. Why not harness his twelve-year-old’s thirst for technology and redirect it towards a skill that would help him compete in the 21st century?
Although Hanson’s company was doing well, he felt its website didn’t adequately portray his firm. If son Kyle learned how to build websites, Hanson could then hire him to redesign his. Hanson and his wife sent their son to iD Tech Camp, where Kyle learned how to make websites pivot, jump and bounce with Flash Animation.
iD Tech Camps provide weeklong, hands-on summer technology courses, beginner to advanced, for youth ages 7-17 at universities in 19 states. These 40 locations include St. Mary’s College in Moraga, UC Berkeley, Stanford University, Santa Clara University, UC Santa Cruz, and UC Davis. Students take courses in web design, digital video production, 2D and 3D video game creation, and programming & robotics. Class sizes average six students per instructor.
Students use industry products like Adobe, Macromedia, Apple, Canon, RadioShack, Wacom and AutoDesk. Digital Kids leave camp with a completed project using products which professionals use.
“I was really proud that I Technology camps geared to ‘Digital Kids’ created a really cool website within one week that made my instructor’s jaw drop when he watched my Flash Animation morph from different shapes into a logo,” said Kyle.
With the Flash Animation Shape Tween tool, Kyle used different colored shapes that finally morphed into his “Kyle Henson Productions” logo.
“At first it was hard, but my instructor showed me how to morph objects. I think making animations for my site was not only super fun, but really rewarding knowing that I was using the same software that professional web designers use.”
Camp instructors are college students or recent grads. “Our philosophy is to be mentors for these Digital Kids. They are like sponges, and love to soak up this knowledge,” said Jennifer Liss, Camp Director at the iD Tech Camps Kyle attended. “These kids can’t get enough so it’s incredibly inspiring for us to teach them what we’ve learned in college and our professions.”
While Kyle is using his new skills to help his dad, ten-year-old Julian is transforming his passion for video games into a profitable business.
After creating his video game at a camp at Stanford University, using the easy-to-use Multimedia Fusion, Julian didn’t stop there. When he returned home, he added more and more details to his game. He then began selling it to peers. The demand was so large that he expanded his sales team by hiring his eight-year-old sister and her friend. It worked. Now Julian is working on his third sequel.
And what does Julian want to do in the future?
“Own several video game companies,” said this confident fourth grader. “If I’m rich, I’ll own three. If not, I’ll own one.”
For more information about iD Tech Camps visit www.internalDrive.com or call 1-888- 709-TECH (8324).
March 1st, 2007
Posted in: iD In The News, St. Mary's College of California, UC Berkeley
