Games:EDU:08 North: Jon Purdy


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Jon Purdy from the University of Hull spoke with John Sear from the University of Derby and Gregor White from the university of Abertay Dundee

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Games:EDU:08 North: Jon Purdy

  1. 1. Not all games graduates are created equal.. Sharing best practice - practical advice for games educators
  2. 2. When ‘Booty’ isn’t enough
  3. 3. Sharing best practice Workshop overview <ul><li>Part 1 </li></ul><ul><li>Steven Yau (EA) </li></ul><ul><ul><li>Experiences of games education and getting into the games industry. </li></ul></ul><ul><li>Gregor White (The University of Abertay Dundee) </li></ul><ul><ul><li>'you can lead a horse to water... ' </li></ul></ul><ul><li>Jon Purdy (The University of Hull) </li></ul><ul><ul><li>Herding Cats… Organising and assessing student group work. </li></ul></ul><ul><li>John Sear </li></ul><ul><ul><li>Industrially focused group projects “Applied Game Development” </li></ul></ul>
  4. 4. <ul><li>Part 2 </li></ul><ul><li>Sharing Best Practice. </li></ul><ul><ul><li>Split into three groups to discuss areas of best practice. </li></ul></ul><ul><li>Report and Review. </li></ul><ul><ul><li>Each group to present one or two novel ideas for the audience to take away and try. </li></ul></ul>Sharing best practice Workshop overview
  5. 6. Herding Cats… <ul><li>Organising and assessing student group projects. </li></ul><ul><li>Why bother? </li></ul><ul><li>“ Students’ portfolios should contain the outcomes from a team-based project to develop a computer game, demonstrating the ability to work in a team.” </li></ul><ul><ul><li>Skillset accreditation document </li></ul></ul>
  6. 7. Organising and assessing student group projects. <ul><li>The Problems (quotes from students) </li></ul><ul><ul><li>The game we were making was too big.. </li></ul></ul><ul><ul><li>One of the group did nothing.. </li></ul></ul><ul><ul><li>Two of the group were really bad programmers, the code they did had to be rewritten, but they still got the same mark as the rest of us. </li></ul></ul><ul><ul><li>I didn’t want to work in a group so I did it on my own. </li></ul></ul>
  7. 8. Organising and assessing student group projects. <ul><li>The Problems (Problems caused by specifications) </li></ul><ul><ul><li>“form a group of between 1 and 6 to complete this coursework” </li></ul></ul><ul><ul><li>“design and build a game of your choice” </li></ul></ul><ul><ul><li>“ there is no formal class contact for this module – the game you produce must be demonstrated to the group at the end of term” </li></ul></ul>
  8. 9. Organising and assessing student group projects. <ul><li>Golden rules for successful group game project. </li></ul><ul><li>Seven years MSc experience. </li></ul><ul><li>Three years final year BSc. </li></ul><ul><li>Split into </li></ul><ul><ul><li>Group Selection </li></ul></ul><ul><ul><li>Group Management </li></ul></ul><ul><ul><li>Assessment </li></ul></ul>
  9. 10. Group Selection <ul><li>Rule 1. </li></ul><ul><ul><li>Never let students select their own groups </li></ul></ul><ul><li>Rule 2. </li></ul><ul><ul><li>Select groups on ability – don’t mix ability. </li></ul></ul><ul><li>Rule 3. </li></ul><ul><ul><li>Allow as little freedom in the product as possible. </li></ul></ul><ul><ul><ul><li>Provide tech students with a design document. </li></ul></ul></ul><ul><ul><ul><li>Provide Design students with a very tight specification </li></ul></ul></ul>
  10. 11. Group Management <ul><li>Rule 1 </li></ul><ul><ul><li>Set major milestones </li></ul></ul><ul><ul><ul><li>Get groups to define their weekly and final deliverables. </li></ul></ul></ul><ul><li>Rule 2 </li></ul><ul><ul><li>Monitor progress </li></ul></ul><ul><ul><ul><li>Weekly presentations and progress reports </li></ul></ul></ul><ul><ul><ul><li>Play the role of an external publisher </li></ul></ul></ul><ul><li>Rule 3 </li></ul><ul><ul><li>Mix groups and sack group members if required </li></ul></ul>
  11. 12. Assessment <ul><li>Rule 1 </li></ul><ul><ul><li>Use self assessment </li></ul></ul><ul><ul><ul><li>Get groups to assess their product against their own planned deliverable – get them to give a mark. </li></ul></ul></ul><ul><li>Rule 2 </li></ul><ul><ul><li>Use group to group peer assessment </li></ul></ul><ul><ul><ul><li>Get each group to assess each others work – rankings are good. </li></ul></ul></ul><ul><li>Rule 3 </li></ul><ul><ul><li>Use self and peer assessment within the group. </li></ul></ul><ul><ul><ul><li>Get each group member to assess their own performance within the group. </li></ul></ul></ul><ul><ul><ul><li>Get each member to assess all the other group members. </li></ul></ul></ul><ul><ul><ul><li>Use individual interviews for this – don’t accept “we all did the same”. </li></ul></ul></ul>
  12. 13. Herding Cats… <ul><li>Conclusions </li></ul><ul><ul><li>At the start of the project: </li></ul></ul><ul><ul><ul><li>Give the students as little freedom as possible </li></ul></ul></ul><ul><ul><li>At the end of the project: </li></ul></ul><ul><ul><ul><li>Allow the students as much input into the assessment as possible. </li></ul></ul></ul>