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World of Learning - PIXELearning presentation
 

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Presentation delivered on serious games at WOLCE 2008 by PIXELearning

Presentation delivered on serious games at WOLCE 2008 by PIXELearning

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    World of Learning - PIXELearning presentation World of Learning - PIXELearning presentation Presentation Transcript

    • PIXELearning – WOLCE 2008 Best practice Guide for Implementing Immersive Learning Simulations
    • Personal introduction • ‘Serious games’/ILS specialist • Established 6 years • LearningBeans® • Custom services (design & build) • OTS products • International ‘blue chip’ clients • Based at Serious Games Institute • Over 50 game/simulation projects
    • Topics Definitions, benefits, examples, costs, [1] timescales & how to sell it Stages & process [2] – from ‘big idea’ to successful deployment Cardinal sins [3] – what to avoid
    • What are we talking about? There are a LOT of terms in play right “Serious now. “Immersive Games” Learning Easy to get confused Simulations” “eLearning (or overwhelmed)! “Games-based ? 2.0” Focus on what the medium can do…then implement Learning” “Virtual to get results! Worlds”
    • Misconceptions • All military & health • Is very high-tech • Is very costly • Is only for kids/ ‘Gen Y’
    • A definition “The use of games or gaming dynamics not simply to entertain the player, but rather to inspire a particular action, effect some type of attitudinal/behavioral change, or instill a particular lesson in the service of an organizational goal”. “It’s Time To Take Games Seriously” Forrester report (TJ Keitt and Paul Jackson), August 19, 2008
    • QUESTIONS Who here has used ‘serious games’ or ‘immersive sims’ in your organisation already? What were they intended to achieve?
    • Games/sims for learning Immersive PRACTICE simulations allow people to experience a scenario or “Game the skill” situation in a safe, realistic manner. Putting theory into practice. Theory Reflection Builds on theory and post-reflection (blend)
    • Games/sims for learning Immersive simulations Higher-order thinking skills focus on higher-order thinking skills. Complex Cognitive Think ‘Football activity Manager’ or ‘Tycoon’ – lots of different information, competing pressures, focus on Information strategy and decision- dissemination making. Not memorizing facts!
    • Games/sims for learning Immersive simulations allow users to build up and learn from ‘virtual “VIRTUAL EXPERIENCE” experience’. They can then apply this Real world to the real world – Virtual experience application transferrable learning!
    • Games/sims for learning Learning by doing! ADULT LEARNING Simulations are based on their job role and/or work environment. Problem-based Adults like problem- Learning (goals, based learning, tasks) challenges and clear relevance to work or personal needs.
    • Games/sims for learning Immersive simulations ENGAGEMENT positively encourage user participation. Passive reception Moving from “fill the vessel” with facts to…. …empower the user to make decisions and experience meaningful Active engagement consequences. Learner-centric experiences!
    • Games/sims for learning Multiplayer allows MULTIPLAYER learners to collaborate Added realism and compete. Makes experience very Collaboration life-like, challenging and engaging. Peer support + learn Peer review from others. Group support
    • Examples - What others are doing
    • Examples - What others are doing
    • Examples - What others are doing Small projects/discreet ‘jolts’ B2C marketing Discreet topics Proof of concepts Viral awareness
    • Investment outlay • Larger projects usually in £25k to £250k range • Smaller projects - £5k to £25k • Marginal/ongoing cost (e.g. hosting/updates) approx 10% Longer terms savings come through investments in reusable ‘engines’ – avoids reinventing the wheel.
    • Timescales • Normal range 2 to 6 months • Usually to fit in client budget quarters (3 or 6 months) 1 month 2 months 3 months 4 months 5 months * Based on analysis of 6 months PXL projects in 7+ months 2008/09 FY
    • Selling it internally Example project (Financial Services) Total project cost $750,000 (inc client time) Simulations + F2F programme 2,000 users/year Five year useful life = $75/user Measured productivity improvement > $10m
    • Selling it internally Costs for Classroom Training vs. Serious Game Solution Assumes average costs/employee for classroom training at $14,000,000 $200 $12,000,000 $10,000,000 Assumes initial Sim solution investment of Costs $8,000,000 $750K and internal $6,000,000 variable costs of $4,000,000 $2/employee. $2,000,000 $0 Inclusion of lost time and productivity would increase the savings as less time is spent using Employees the serious game than in classroom training. Game Solution Classroom
    • Making it happen (successfully!) The ‘big idea’ Client: Defining it 1. Organisational drivers The project team 2. Audience Vendor selection Design it 3. Subject Build it 4. ‘Content’ (expertise) Manage it 5. Early stage concepts Test it Pre-sell it Time to bring in a vendor or Support it consultant? - could save time, $’s Deploy it Review it and stress later! Measure it
    • Making it happen (successfully!) The ‘big idea’ Keep asking; What? Why? When? Defining it How? & Who? The project team Vendor selection Outputs: Design it Build it Manage it •RFI/RFP, Test it •IT guidelines Pre-sell it •Audience/instructional objectives Support it •Articulate concepts Deploy it •Budget Review it Measure it •Outline project plan •Success criteria!!!
    • Making it happen (successfully!) The ‘big idea’ •Sponsor / project owner Defining it •The ‘vision holder’ The project team •The SMEs/curricula experts Vendor selection Design it •The tech guys/LMS guardian Build it •Branding Manage it •Compliance Test it •ISDs/training folks Pre-sell it •Project Manager Support it •Guinea pigs Deploy it Review it •Consultant? Measure it •Vendor •Measurement
    • Making it happen (successfully!) The ‘big idea’ •Game/Sim and learning skills? Defining it •Technology specialism (e.g. browser)? The project team •Topic specialism? (e.g. compliance) Vendor selection Design it •Genre specialism (e.g. business sims)? Build it •Proven track record Manage it •Existing technology/engines? Test it •Existing product? Pre-sell it •Comfortable with timescales? Support it •Comfortable with budget? Deploy it Review it •Team in place? Measure it •Pricing model/licensing approach?
    • Making it happen (successfully!) The ‘big idea’ • Revisit key drivers/objectives with Defining it vendor - check all assumptions & The project team decisions again Vendor selection Design it • Be clear on genre/concept approach + Build it • 2D or 3D? – learning value vs cost Manage it Test it Pre-sell it • Define learning, tech, look and Support it feel, genre, sim models in very deep Deploy it detail Review it Measure it • Design on paper with mock-ups to visualise
    • Making it happen (successfully!) The ‘big idea’ Key mantra! Building for learners not Defining it for gamers The project team Vendor selection Be clear on development approach – Design it time to do iterative prototypes? Build it Manage it Test it Be clear on what deliverables are Pre-sell it (alpha?, beta?) Support it Deploy it Build to work, then build pretty Review it Measure it 20:80 rule – comes together at end
    • Making it happen (successfully!) The ‘big idea’ Single points of decision/contact Defining it The project team Document & sign-off everything Vendor selection Design it Ensure project team understand Build it implications of changes – disciplined Manage it Test it change management process Pre-sell it Support it Frequent communications + ‘show & Deploy it tells’ Review it Measure it Beware of feature creep
    • Making it happen (successfully!) The ‘big idea’ Define testing regimes at start Defining it The project team Test logic before coding (RAD tools?) Vendor selection Design it Test usability e.g. instructions/GUI Build it Manage it Test it Test from learning design standpoint Pre-sell it Support it Test from IT compliance standpoint (inc Deploy it LMS) Review it Measure it QA – typos, visuals, brand/professional compliance
    • Making it happen (successfully!) The ‘big idea’ Internal marketing Defining it The project team Viral tools (mini-games?) Vendor selection Design it ‘Coming soon’ videos Build it Manage it Test it Posters in water cooler area Pre-sell it Support it Competitions / high score charts Deploy it Review it Identify internal advocates Measure it
    • Making it happen (successfully!) The ‘big idea’ ‘Dummies guides’ (PDF) Defining it The project team Intro video (quick captivates) Vendor selection Design it Facilitator guides – remove Build it barriers/empower key people Manage it Test it Pre-sell it Email support Support it Deploy it Telephone support? Review it Measure it
    • Making it happen (successfully!) The ‘big idea’ “To LMS or to not LMS”? Defining it - Control access vs barrier to entry The project team - Compliance reporting? Vendor selection - Level of data needed for assessment? Design it Build it Recognize that IT are their to protect Manage it Test it the IT infrastructure – TLC required Pre-sell it Support it CD/DVD – are learners always online? Deploy it Review it Measure it
    • Making it happen (successfully!) The ‘big idea’ Hold a project “post-mortem” Defining it The project team Encourage open and frank feedback Vendor selection from internal and external teams Design it Build it Document for future use – avoid Manage it Test it repeating any mistakes Pre-sell it Support it Create an ideas ‘parking lot’ – stuff that Deploy it didn’t make it into v1.0 Review it Measure it
    • Making it happen (successfully!) The ‘big idea’ Refer to original success criteria Defining it The project team ‘Happy sheets’ or $savings / Vendor selection $generated? Design it Build it Use industry standard measurement Manage it Test it approaches (Kirkpatrick/Phillips) Pre-sell it Support it Proof needed to justify the next Deploy it project! Review it Measure it
    • Cardinal sins • Avoid ‘decision by committee’ like the plague • Skimping on the design - effective design leads to effective development • Diluting the design - accommodating too many viewpoints creates confusion, waters down the results • Treat sims as ‘content’ – fundamental differences • Changing design during development – project suicide • Failure to communicate – talk/meet regularly, review progress weekly • Don’t allow time for testing – 20% of project at least!
    • Best practice Guide for Implementing Immersive Learning Simulations White paper coming soon! www.pixelearning.com Or info@pixelearning.com
    • +44 (0) 24 7623 6971 Kevin Corti, CEO Richard Smith, Sales Director Helen Routledge, ISD Manager kevin.corti@pixelearning.com richard.smith@pixelearning.com helen.routledge@pixelearning.com Company web: www.pixelearning.com