Games For Change 2011: Outside the Classroom: Youth Designing Games

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This panel at Games For Change 20011, OUTSIDE THE CLASSROOM: YOUTH DESIGNING GAMES, featured four case studies of afterschool games-design programs (GirlStart, Boys and Girls Clubs, MOUSE and Global Kids!) More at: http://www.olpglobalkids.org/2011/06/global_kids_at_games_for_chang_1.html

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Games For Change 2011: Outside the Classroom: Youth Designing Games

  1. 1. Outside  the  Classroom:   Kids  Designing  Games
  2. 2. SCIENCE TECHNOLOGY ENGINEERING MATH
  3. 3. GIRLSTART: WHAT WE DO• STEM Education for girls (K-12, primarily 3rd-10th grade)• Programs: • Girlstart Summer Camp • Girlstart After School • Girls in STEM Conference • Public STEM Education • Teacher Professional Development 3
  4. 4. OPPORTUNITIES• We have leveraged these extant resources to create something new: • STEM Integration = Organizational Flexibility / Acumen • Toolbox of Varied Game Development Resources • Collaborations • Corporate Support 4
  5. 5. CHALLENGES• A toolbox of varied game dev resources demands more resources to support it• Managing expectations• Staff time investment in training• Mutable external environment 5
  6. 6. TOOLSETS• Agentsheets• GameSalad• Gamestar Mechanic• Open source creative tools• Tools that arise out of collaborations (eg NGCP, Austin Film Society, corporate)• Other STEM tools and resources 6
  7. 7. EDUCATIONAL OBJECTIVES• Creative problem solving• Immersion in the complex and multifaceted work of game development• Connect game development with STEM subjects, majors• Connect game development to careers / esp women working in STEM 7
  8. 8. MOUSE  Serious  Game  
  9. 9. Key  Opportuni5es• engagement• web  infrastructure• organiza5onal  partnerships• curiosity  of  educators
  10. 10. Most  Significant  Challenges• applying  engagement  to  social  issues• designing  for  a  minimally  guided   instruc5onal  environment• forma5ve  assessment
  11. 11. Primary  Toolsets
  12. 12. Objec5ves• the  mechanical  and  conceptual  literacies  of   MAKING  and  DOING• exposing  the  underbelly• design  &  systems  thinking• affect  the  aMtudes  of  young  geeks  about   their  role  in  change
  13. 13. Juan  Rubio Global  KidsOutside  the  Classroom:   Kids  Designing  Games NYC  Haunts
  14. 14. Key  topics Key  opportunities  leveraged  in  developing  and  running  the   program Challenges  faced  during  implementation Primary  toolsets  used  and  why  they  were  chosen What  were  the  primary  educational  objectives?
  15. 15. NYC  Haunts   Location-­‐based  game  designed  by  middle  school  students   from  MS  391  in  the  Bronx Partnership  between  Global  Kids  and  The  New  York  Public   Library Using  the  game  location  based  platform  SCVNGR  and  QR   codes
  16. 16. Opportunities Willingness  and  interest  from  students  to  work  on  game  design New  York  Public  Library  desire  to  collaborate  in  a  digital  media   project
  17. 17. Key  challenges  faced  during   implementation Technology  challenges Program  challenges
  18. 18. Technology  challenges Firewall  restrictions:  access  to  websites  and  applications Youtube,  SCVNGR Equipment  availability Care  of  equipment:  student  broke  an  iPad
  19. 19. Program  challenges Working  outside  the  school  system:  student  attendance,   recruitment Play  testing:  coordinate  field  trips Maintaining  line  of  communication  while  offsite   Ambitious  Design Incorporating  student  decisions  as  time  afforded
  20. 20. Primary  tool  sets Mobile  technology:  iPad  2’s Game  location  based  application:  SCVNGR QR  Codes Websites Book
  21. 21. Primary  Educational  Objectives Serious  game  design  literacy Increased  technical  proficiency  and  digital  literacy Community  leadership  skills Increased  knowledge  of  their  neighborhood  history
  22. 22. Global Kids Online Leadership Program olp.globalkids.org
  23. 23. Opportunity Offered funds to Youth interest in game design; STEM Integration; existing Offered funds; Youth advance their technical toolbox, collaborations, interest in game current use of infrastructure; and corporate support design technology. collaborations; educator interestChallenges Using a wide variety of Part-time staff; Engaging youth in serious issues; Firewalls; care of equipment; public game dev tools; High youth designing for school limitations; managing youth expectations for minimal instruction; ambitious design; expectations; training time game design formative balancing youth assessment voices vs. scheduleTech  Tools Agentsheets, GameSalad, Gamestar Mechanic, and Mousesquad.org, iPad2, SVNGR, QR more Scratch Gamestar Mechanic, Codes, web site and video, and more booksEducational Building literacies of making and doing; Serious game design literacy; technical Creative problem solving; understanding game proficiency and STEM skills andObjectives Game design literacy; STEM skills and careers careers design and field; design & systems digital literacy; leadership skills and thinking; geeks as community 27 change agents knowledge

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