Welcome to The Lakescraft Project – an innovative teaching resource designed to introduce a range of humanities-based subjects, using data from the Corpus of Lake District Writing.
Explore the region as it has never before been seen – and discover new ways of looking at the landscape, interpreting it’s literary depiction, and otherwise engaging with the environment.
– Honister Crag, as seen in the resource.
The links provided below will provide all helpful documentation and file necessary to setup The Lakescraft Project.
It is advised that institutions keep a copy of the base map file in a convenient location, as the inability to disable autosave features means it will require manual replacement after sessions if intended for use by more than one class. Several lessons require interaction with the lanscape (and who does not enjoy just blowing large sections up with TNT?).
User Set-up Guide [ADD SERVER LINK]
Video Guide to assist installation – Windows / Mac [ADD SERVER LINK]
Overhead Instructions [ADD SERVER LINK]
Lesson Plans [ADD SERVER LINK]
The Lakescraft Project was designed as a supplemental teaching resource for a range of humanities-based subjects not previously seen in Minecraft-led initiatives.
We are interested in providing a fun and innovative means of introducing concepts centred around the literary, linguistic, and psychological analysis of the landscape – as well as featuring a series of lessons tasking users to consider game and UI design around these same concepts.
The project is built around data from the Corpus of Lake District Writing (in addition to Arthur Ransome’s Swallows & Amazons series), re-worked for an entirely new audience. It was a three-month research project paid for by the AHRC’s Cultural Engagement fund at Lancaster University.
Literary extracts pertaining to environmental description have been inserted into a full virtual recreation of the Lake District, with an innovative means of transporting users to various sites around the region, from a central Lesson Hub.
The Lesson Plan folder contains a number of modular lessons, intended to last around 20 minutes apiece. Although these are arranged with an intended order, they are designed to be modular, so that teachers may freely interchange the lessons in order to meet the needs and requirements of their individual classes – or just focus on the ones they think will be most interesting or fun.
Each designated spot holds a ‘beacon’ at an ideal viewing point – but the benefit of this software is that users are able to actively explore the area around each site. Many of the lesson plans are designed to take advantage of this unrestricted freedom of movement.
The Lakescraft Project has been designed with utmost flexibility in mind so that the lessons may be undertaken by pupils exploring alone, or networked as a team.
In addition to providing the lesson plans for active use, our Youtube channel offers a series of videos featuring additional samples of Lakescraft material, so that all institutions may make use of the resource, even if they are not able to run the software itself.
Teachers are advised to provide classes with the respective handouts so they may participate in the lesson as intended.
The Lakescraft Project is proud to be a featured lesson in the Minecraft.Edu program. For institutions who have access to this version, please follow the instructions below to find us.
[ADD DETAILS HERE]
THE DESIGN TEAM
Prof. Sally Bushell (Research Supervisor) – A leading expert in literary mapping and the literature of the Lake District; Sally’s prior teaching experience has proved invaluable to shaping the project – and it in turn has introduced her to the joys of gaming.
Dr. James O. Butler (Research Fellow) – A psycholinguist (specialising in names and spatial identification) with an focus on developing clinical gaming studies in these fields (as a life-long enthusiast of the hobby), this project has bridged all of James’ research interest.
The team would like to acknowledge Prof. Simon Bainbridge and Prof. Ian Gregory for their support in enabling the project; as well as Dr. Christopher Donaldson and Dr. Joanna Taylor for their ongoing curiosity which inspired new research angles.