Engage Workshop Berlin09 Part2

1,285 views
1,171 views

Published on

The ENGAGE Learning portal and tools were presented at this workshop and knowledge will be provided on the step by step introduction of game-based learning. The tools will support workshop participants in how to select, modify, design and adopt games for their own classes, regarding their local and cultural agendas. Selected use cases of game-based learning were presented and explained. The workshop was carried out interleaving presentations, demonstrations, discussions and group work.

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,285
On SlideShare
0
From Embeds
0
Number of Embeds
53
Actions
Shares
0
Downloads
18
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Educational games have always been low budget, low tech, poor cousins of the computer game industry. Up until recently, very few commercial companies provide good quality educational games. Historically, these games have been written by teachers and academics who wish to utilize the technology within there teaching, but usually do not have the skill, not the finance, to create a high quality product. Commercial recreational games cost millions of dollars to create and often have teams of a hundred on more people. To make this a viable business, the resulting product must reach a wide audience and sell well. The industry has consciously not targeted education for this reason. Those companies who have ventured into this area, have traditionally aimed at the younger age group. Knowing that their parents will buy what is perceived as an educational game. However, it takes only a few nanoseconds for a child to realize that most educational games are homework and not a game.
  • In recent times, game-based learning has gained the interest of many teachers. Commercial off-the-shelf game (cots) provide many of the lessons that are needed and can be assimilated into the existing curriculum. Sim City, Civilization, Carmen Sandiego are all successfully used in schools across the globe. However, as commercial game engine become available as open source, many small developers are now using these to create high quality education games. Schools and institutions have accepted games as a learning resource, as have the military and many industries and a training tool. We will cover more of this, including examples, in subsequent lectures.
  • This course will be covered over 15 units. In general, the lecture will be 45 minutes followed by a 90 minute practical lab session, however, this may vary slightly with two lectures being put together. The course is group work with group assessment. Grades will be given for innovation, quality, and completeness of the output. A professional standard is required.
  • This course will be covered over 15 units. In general, the lecture will be 45 minutes followed by a 90 minute practical lab session, however, this may vary slightly with two lectures being put together. The course is group work with group assessment. Grades will be given for innovation, quality, and completeness of the output. A professional standard is required.
  • After your study is completed, most of you will work in a company; perhaps small or perhaps large. Either way, you will undoubtedly work as part of a team. Very few people work alone and certainly not in this industry. Therefore learning to work in a group, as part of a team, is an essential and valuable skill. Individual people have a separate knowledge based and varying skill sets. Combining these provides for a more extensive and often more exciting product. Working in a successful team can be very rewarding and highly motivating. Team members can bounce ideas of each other and mind mapping in a group is an accelerated process over that of the individual. Working as a group, as a team, should not just be 4 people working individually together. During this course, you should all strive to make the most of group dynamics.
  • You are required to keep an online development blog, and it should be updated every week. You can make this creative and have some fun with it. It will be viewed by your lecturer and comments will be added. The main output of this course is an educational computer game concept document. The content of this document will be based on concept documents used in the commercial game industry. However, the format of your submission can be creative and used to “sell” your idea. At the end of semester, we will have the “Golden Pineapple Awards”. Think of these as the “oscars” of this class. Groups will be chosen as winner of categories like best original idea, best commercial potential, and best in show. Photos and screenshots will be displayed on the Institutes web site, and the winners of last years best in show were invited to present to the director of the Kunsthaus - great potential for your future career. You will be require to present your work for judging for these awards. The winners will then be announced during a celebration at the end of term.
  • During this course, you will learn many new terms used in academia. Pedagogy is the science of education and as a science it has its own language. Terms such as scaffolding will be introduced as will the dynamics of game-based learning. You will also become aware of how the computer game industry, a billion plus market, is structured and how it functions. And hopefully, along the way you will reflect on your own learning process by reading your early entries in the group blog. As this course is given in English, it is a great chance for you to practice yours.
  • The course centers around a role play of a game development company. Each of your within your team, will take responsibility for a specific role. These will be detailed in a subsequent lecture. Each of you will also function within the group and assist with the completion of the work. However, at times you will be asked to assume the role that you have been assigned. This maybe project leader or quality assurance manager. You will design an educational game of your choice, and please be creative when developing your concepts, and you will complete a concept document and design marketing material in order to “sell” your concept to a publisher - think of the lecturer as the publishing company that will fund your project. The concept document will include technical specifications, which you will need to research, as well as artwork and gameplay design. The concept must be feasible and be able to be created if funding and resource was provided. You will also need to prototype your idea and analyze the usability. You will be shown how to do this in another session. Above all, take this class seriously. This role-play is based closely upon what happens in the real world and how the process of development occurs in a game design company.
  • Lectures during the semester will cover the listed topics. All the information you require to complete your concept document and assessed output will be provided. However, you must attend lectures to obtain this knowledge. Although the powerpoint slides will be made available after each lecture, the slides only contain bullet points and not the information that you will need. In addition to attending the lectures, listening quietly, taking notes, and asking questions where understanding is lacking, is also paramount to achieving the learning outcomes of this course. The topics are covered in the order that you will require them to complete the work. They will build on your knowledge of game-based learning and game development as we progress.
  • Along with the powerpoint slides being made available, printed handouts will be given for each practical session. Sample documents will also be available for download throughout the course as each topic is covered. References to web sites of interest and supplemental readings will also be provided, and it is expected that each students views and reads this material, not just file it away. Your blog must be kept up to date each week and this will be commented on by the lecturer to help you keep on track.
  • Along with the powerpoint slides being made available, printed handouts will be given for each practical session. Sample documents will also be available for download throughout the course as each topic is covered. References to web sites of interest and supplemental readings will also be provided, and it is expected that each students views and reads this material, not just file it away. Your blog must be kept up to date each week and this will be commented on by the lecturer to help you keep on track.
  • Along with the powerpoint slides being made available, printed handouts will be given for each practical session. Sample documents will also be available for download throughout the course as each topic is covered. References to web sites of interest and supplemental readings will also be provided, and it is expected that each students views and reads this material, not just file it away. Your blog must be kept up to date each week and this will be commented on by the lecturer to help you keep on track.
  • Engage Workshop Berlin09 Part2

    1. 1. Engage in Game-Based Learning www.engagelearning.eu Workshop - Online Educa, Berlin 2009 Part two
    2. 2. Agenda <ul><li>11:15 – 13:00 </li></ul><ul><ul><ul><li>Game Based Learning or Game Based Teaching </li></ul></ul></ul><ul><ul><ul><ul><li>Overview of Meta Games </li></ul></ul></ul></ul><ul><ul><ul><ul><li>A discussion on the use of Meta Games </li></ul></ul></ul></ul><ul><ul><ul><ul><li>The Taxonomy of Game Based Learning </li></ul></ul></ul></ul><ul><ul><ul><li>Role Playing the Industry </li></ul></ul></ul><ul><ul><ul><ul><li>Examples of using RolePlay at University </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Group work creating Roleplays </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Presentation of ideas </li></ul></ul></ul></ul><ul><ul><ul><li>Conclusion </li></ul></ul></ul><ul><ul><ul><ul><li>Summary, Feedback, Thank you, and Farewell </li></ul></ul></ul></ul>
    3. 3. <ul><li>Game-Based Learning or Game-based Teaching </li></ul>
    4. 4. Game-based Learning Taxonomy
    5. 5. Learning Outcomes <ul><li>Learning Objective: </li></ul><ul><ul><ul><li>Memory/ Repetition/ Retention </li></ul></ul></ul><ul><li>Definition: </li></ul><ul><ul><ul><li>Factual Knowledge </li></ul></ul></ul><ul><li>Appropriate Games/ Typology: </li></ul><ul><ul><ul><li>Drill and Practice </li></ul></ul></ul><ul><ul><ul><li>Quiz games </li></ul></ul></ul><ul><ul><ul><li>Puzzle games </li></ul></ul></ul>Game Based Learning
    6. 6. <ul><li>Appropriate Games/ Typology Examples: </li></ul><ul><ul><ul><li>Drill and Practice </li></ul></ul></ul><ul><ul><ul><li>Quiz games </li></ul></ul></ul><ul><ul><ul><li>Puzzle games </li></ul></ul></ul>Learning Outcomes Game Based Learning Buzz Bejeweled
    7. 7. Learning Outcomes <ul><li>Learning Objective: </li></ul><ul><ul><ul><li>Dexterity/ Spread, Precision/ Motoric </li></ul></ul></ul><ul><li>Definition: </li></ul><ul><ul><ul><li>Sensorial/ dexterous knowledge </li></ul></ul></ul><ul><li>Appropriate Games/ Typology: </li></ul><ul><ul><ul><li>Combat/Fighting Games </li></ul></ul></ul><ul><ul><ul><li>Driving Games </li></ul></ul></ul><ul><ul><ul><li>Simulation Games </li></ul></ul></ul>Game Based Learning
    8. 8. <ul><li>Appropriate Games/ Typology Examples: </li></ul><ul><ul><ul><li>Combat/Fighting Games </li></ul></ul></ul><ul><ul><ul><li>Driving Games </li></ul></ul></ul><ul><ul><ul><li>Simulation Games </li></ul></ul></ul>Learning Outcomes Game Based Learning Counter-Strike Cobra Gunship Simulator
    9. 9. Learning Outcomes <ul><li>Learning Objective: </li></ul><ul><ul><ul><li>Applying Concepts/ Rules </li></ul></ul></ul><ul><li>Definition: </li></ul><ul><ul><ul><li>Translate knowledge into new context: use information, </li></ul></ul></ul><ul><ul><ul><li>use methods, concepts, theories in new situations </li></ul></ul></ul><ul><li>Appropriate Games/ Typology: </li></ul><ul><ul><ul><li>Sport Games </li></ul></ul></ul><ul><ul><ul><li>Driving Games </li></ul></ul></ul><ul><ul><ul><li>Action Games </li></ul></ul></ul><ul><ul><ul><li>Drill and Practice </li></ul></ul></ul>Game Based Learning
    10. 10. <ul><li>Appropriate Games/ Typology Examples: </li></ul><ul><ul><ul><li>Sport Games </li></ul></ul></ul><ul><ul><ul><li>Driving Games </li></ul></ul></ul><ul><ul><ul><li>Action Games </li></ul></ul></ul><ul><ul><ul><li>Drill and Practice </li></ul></ul></ul>Learning Outcomes Game Based Learning Need for Speed FIFA 08
    11. 11. Learning Outcomes <ul><li>Learning Objective: </li></ul><ul><ul><ul><li>Decision-making (strategy & problem solving) </li></ul></ul></ul><ul><li>Definition: </li></ul><ul><ul><ul><li>Analysis of knowledge based on problem solving, prediction, </li></ul></ul></ul><ul><ul><ul><li>drawing conclusions, choice making, reasoned argument </li></ul></ul></ul><ul><li>Appropriate Games/ Typology: </li></ul><ul><ul><ul><li>Strategy Games </li></ul></ul></ul><ul><ul><ul><li>Adventure Games </li></ul></ul></ul><ul><ul><ul><li>Role Play Games </li></ul></ul></ul><ul><ul><ul><li>Simulation Games </li></ul></ul></ul>Game Based Learning
    12. 12. <ul><li>Appropriate Games/ Typology Examples: </li></ul><ul><ul><ul><li>Strategy Games </li></ul></ul></ul><ul><ul><ul><li>Adventure Games </li></ul></ul></ul><ul><ul><ul><li>Role Play Games </li></ul></ul></ul><ul><ul><ul><li>Simulation Games </li></ul></ul></ul>Learning Outcomes Game Based Learning Monkey Island Starcraft
    13. 13. Learning Outcomes <ul><li>Learning Objective: </li></ul><ul><ul><ul><li>Ability to learn/ Self-assessment </li></ul></ul></ul><ul><li>Definition: </li></ul><ul><ul><ul><li>Evaluation </li></ul></ul></ul><ul><li>Appropriate Games/ Typology: </li></ul><ul><ul><ul><li>Role Play Games </li></ul></ul></ul><ul><ul><ul><li>Simulation Games </li></ul></ul></ul>Game Based Learning
    14. 14. <ul><li>Appropriate Games/ Typology Examples: </li></ul><ul><ul><ul><li>Role Play Games </li></ul></ul></ul><ul><ul><ul><li>Simulation Games </li></ul></ul></ul>Learning Outcomes Game Based Learning Zoo Tycoon World of Warcraft
    15. 15. All screenshots remain the property of their respected owners Lara Croft and Tomb Raider are trademarks of Eidos Interactive Limited Questions?
    16. 16. <ul><li>Role Playing the Industry </li></ul>
    17. 17. Role Playing About Educational Game Design. Game-Based Learning Information Design
    18. 18. Educational Games - Genres <ul><li>Traditionally 2D platform games </li></ul><ul><li>Often low-tech, low budget </li></ul><ul><li>Targeting at children aged 6-9 years </li></ul><ul><li>Often created by teachers and not developers </li></ul>
    19. 19. Game-Based Learning - Genres <ul><li>Can use commercial recreational games (cots) </li></ul><ul><li>Often called Serious games </li></ul><ul><li>Can use 3D platforms and all Genres </li></ul><ul><li>Targeting at all ages and Industry training </li></ul><ul><li>Emerging market for Developers and Game Designers </li></ul>
    20. 20. Game about designing a game <ul><li>Game-based Learning class was a role-play itself </li></ul><ul><li>Team work – one team, one company </li></ul><ul><li>Role within a team - role in a company game producer, game designer, game developer, programmer </li></ul><ul><li>Goal – concept of an educational game </li></ul>
    21. 21. Course Overview <ul><li>15 Unit course </li></ul><ul><ul><li>45 minute lectures followed by 90 minute practical. </li></ul></ul><ul><li>Group work </li></ul><ul><ul><li>4 students in each group. </li></ul></ul><ul><li>Educational video game design </li></ul><ul><ul><li>Concept design, design documents, development log. </li></ul></ul><ul><li>Group assessment: </li></ul><ul><ul><li>Innovation, quality, completeness. </li></ul></ul>
    22. 22. Group Work - why? <ul><li>Combined individual knowledge </li></ul><ul><li>Combined different strengths </li></ul><ul><li>Group motivation </li></ul><ul><li>Group ideas / mind mapping </li></ul><ul><li>Collaboration - work place preparation </li></ul>
    23. 23. Course Overview <ul><li>Submission requirements for assessment…. </li></ul><ul><ul><li>Development Blog showing group progress </li></ul></ul><ul><ul><ul><li>Accessible throughout the semester </li></ul></ul></ul><ul><ul><li>Completed game design document </li></ul></ul><ul><ul><ul><li>All topics addressed as per lectures </li></ul></ul></ul><ul><ul><ul><li>Professional format and creative design </li></ul></ul></ul><ul><ul><li>Poster and packaging samples for game </li></ul></ul><ul><ul><li>Sample Screenshots for filmloop </li></ul></ul><ul><ul><li>10-minute group presentation </li></ul></ul>
    24. 24. Course Overview <ul><li>Learning outcomes of the course…. </li></ul><ul><ul><li>Educational game design </li></ul></ul><ul><ul><li>Pedagogical terminology </li></ul></ul><ul><ul><li>Professional proposal requirements </li></ul></ul><ul><ul><li>Digital Game Industry awareness </li></ul></ul><ul><ul><li>Self-reflection of learning process (blog) </li></ul></ul><ul><ul><li>Improvement of written and conversational English </li></ul></ul>
    25. 25. Course Structure <ul><li>Define your team: </li></ul><ul><ul><li>Roles, project phases, time line. </li></ul></ul><ul><li>Define your game: </li></ul><ul><ul><li>Title, genre, platform, target audience. </li></ul></ul><ul><li>Define your concept: </li></ul><ul><ul><li>Abstract, gameplay, game elements. </li></ul></ul><ul><li>Test your concept: </li></ul><ul><ul><li>Gameflow analysis, prototype usability. </li></ul></ul><ul><li>Create your presentation: </li></ul><ul><ul><li>Innovative, informative, professional. </li></ul></ul>
    26. 26. Details <ul><li>are there similar applications available (make an analysis and outline what is in your game better, or what is good in other products that you can use in your game) </li></ul><ul><li>outline instructional elements (learning topics and learning goals) </li></ul><ul><li>didactical concept (how the technology is applied to achieve learning) </li></ul>
    27. 27. Details <ul><li>first screen designs (scribbles of screens, navigation elements, icons,…) </li></ul><ul><li>detailed design => storyboard (screen layout, navigation, buttons, typography, colours, text on the screen, audio, sequence of screens,…) </li></ul><ul><li>technical requirements / technical concept => game concept document. </li></ul><ul><li>Innovative Poster presentation and mockup of concept to “sell” your product. </li></ul>
    28. 28. Lecture Topics <ul><li>Course overview, Game-based learning </li></ul><ul><li>Game genres, platforms, and industry roles </li></ul><ul><li>Gender issues and target audience anaylsis </li></ul><ul><li>Design guidelines for successful games </li></ul><ul><li>Concept documents and the development cycle </li></ul><ul><li>Gameflow and usability testing </li></ul><ul><li>Educational games and learning outcomes </li></ul><ul><li>Game engines and development tools </li></ul><ul><li>Marketing, packaging, and promotion </li></ul>
    29. 29. Course resources <ul><li>Lectures covering all required aspects </li></ul><ul><li>Handouts for exercises </li></ul><ul><li>Sample documents provided </li></ul><ul><li>Website references and supplemental readings </li></ul><ul><li>Blog comments by lecturer </li></ul>
    30. 30. Golden Pineapple Awards <ul><li>” Ever had problems of losing parts of your time machine’s outboard engine </li></ul><ul><li>and trying to reinvent those while traveling through history of mankind? No? </li></ul><ul><li>Well, here we go!” </li></ul>And the winner is ….
    31. 31. Golden Pineapple Awards Dare to Cook
    32. 32. Golden Pineapple Awards Anaphylactic
    33. 33. Anaphylactic Golden Pineapple Awards
    34. 34. Engage Learning GPA, Summer School 2010... www.engagelearning.eu
    35. 35. Effective learning opportunity <ul><li>Provide a high intensity of interaction and feedback. </li></ul><ul><li>Have specific goals and established procedures. </li></ul><ul><li>Be motivational. </li></ul><ul><li>Provide a continual feeling of challenge. </li></ul><ul><li>Provide a sense of direct engagement on the task involved. </li></ul><ul><li>Provide the appropriate tools that fit the task. </li></ul><ul><li>Allow for the subjective experience. </li></ul>[Norman (1993) and use d later by Kasvi (2000)]
    36. 36. ... and students’ opinion <ul><li>75% - enjoyed the topic despite not considering themselves to be game players </li></ul><ul><li>35% - would consider this for their own career </li></ul><ul><li>Best class in semester. </li></ul><ul><li>Very structured and clear what one has to achieve. </li></ul><ul><li>Enjoyed the topic and work. </li></ul><ul><li>Great work atmosphere. </li></ul>
    37. 37. <ul><li>How could you use this in your class? </li></ul><ul><li>How would you change the roleplay? </li></ul><ul><li>What would be the theme? </li></ul><ul><li>What would be the lecture topics? </li></ul><ul><li>What would be the outputs? </li></ul>In your Groups…
    38. 38. <ul><li>Event Management Company. </li></ul><ul><li>Lecture topics </li></ul><ul><ul><li>Budgeting </li></ul></ul><ul><ul><li>Catering </li></ul></ul><ul><ul><li>Staffing </li></ul></ul><ul><ul><li>Security </li></ul></ul><ul><li>Outputs </li></ul><ul><ul><li>A mock or Actual event </li></ul></ul><ul><ul><li>Advertising material </li></ul></ul><ul><ul><li>Planning documentation </li></ul></ul>Example…
    39. 39. <ul><li>Presentation of Ideas </li></ul>
    40. 40. <ul><li>Conclusions & Feedback </li></ul>
    41. 41. Engage in Game-Based Learning www.engagelearning.eu Workshop - Online Educa, Berlin 2009 Thank you and Farewell

    ×