Eli game design jam 2013


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Making games at ELI 2013 with Ryan Martinez, Chris Holden, and 14 awesome brave participants! http://www.educause.edu/eli/events/eli-annual-meeting/2013/seminar-01a-iterative-design-process-curriculum-and-games-separate-registration-required.

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Eli game design jam 2013

  1. 1. ITERATIVE DESIGN PROCESS OF CURRICULUM AND GAMES John Martin Ryan Martinez johnmartin@wisc.edu rmmartinez@gmailMonday, February 4, 13 1Hello everyone, welcome to the very first session of the ELI Annual Meeting. I’m John Martin,and this is my colleague Ryan Martinez. We are both from the University of Wisconsin -Madison. My job is to push instructors just a hair out of their comfort zone. Ryan is adoctoral student in the Curriculum & Instruction department and has on many occasions likemyself, ran workshops teaching the importance of iterative design in education through thescope of games. So first, while you may not be asking this question, many educators andadministrators frequently start off with...
  2. 2. WTF?Monday, February 4, 13 2or at least “why?” Games? Okay, maybe — there are nice educational games like OregonTrail... but Game Design? More now than in recent memory, people have started to associateplaying games to adverse societal effects (violence, etc.).But to connect curriculum design with game design let’s break it down
  3. 3. WHY PLAY?Monday, February 4, 13 3Why play? Why do we feel that elements of play and the design of games are important foreducation?
  4. 4. EVERYBODY PLAYSMonday, February 4, 13 4Well the answer is really that play is universal, and not just with friviolous intent.
  5. 5. WE LEARN WHEN WE PLAYMonday, February 4, 13 5In fact, play is a powerful learning tool. We learn how to interact in cultures, we learn tactics,ways of thinking, being, and speaking in that game space. We play to learn, and to survive.
  6. 6. PLAY IS SUBVERSIVEMonday, February 4, 13 6We also play, at times, to preserve and pass on cultures. Much of play is subversive that way.It’s also a welcome change to traditional didactic instruction.
  7. 7. Monday, February 4, 13 7And play and games are starting to get some “play” in both formal and inform learningenvironments with the inclusion of not only academic conferences devoted to the topic butbrand new school intiatives around games-based learning.
  8. 8. WHY DESIGN?Monday, February 4, 13 8So, that’s play and games. But where does design come in? We all know that students areterrible designers and will design terrible games. But that’s okay, because it’s the processthat counts. Game design in class is a mash-up of powerful learning practices
  9. 9. Problem-based Arts-based Constructionism Improv/PerformanceMonday, February 4, 13 9
  10. 10. HOW TOMonday, February 4, 13 10Why play? Why do we feel that elements of play and the design of games are important foreducation?
  11. 11. Monday, February 4, 13 11We started doing this in 2008 informally as an extension of the Games Learning and Societyresearch group....
  12. 12. Monday, February 4, 13 12Basically, it’s a process of starting rough and iterating — just like instructional design.
  13. 13. Set ConstraintsMonday, February 4, 13 13Every Saturday we would have a group of people come to our offices. While the majority ofparticipants were graduate students, we had participants whose age ranged from anywhere between 7and 55. We would have each person write on a sheet of paper a theme for that week’s jam. • to teach the design process • about specific course content through design • allow students to play a game that teacher designed to learn course content in a playful setting • (currency can touch on math, social justice, economics, etc.) • (narrative lends itself to history, identity, science, psychology, etc.) • (N-game simulates Nitrogn Cycle) • (game
  14. 14. Grab materialsMonday, February 4, 13 14Once the theme was settled, participants would usually group off and pick through anassortment of supplies.
  15. 15. Design gameMonday, February 4, 13 15Players then have one hour to design a playable prototype. Here you see one group workingtogether on various elements of their game. We usually encourage no more than 4participants per group.
  16. 16. Playtest gameMonday, February 4, 13 16
  17. 17. Tweak gameMonday, February 4, 13 17
  18. 18. Refine gameMonday, February 4, 13 18
  19. 19. Introduce gameMonday, February 4, 13 19
  20. 20. Play gameMonday, February 4, 13 20
  21. 21. Share gameMonday, February 4, 13 21
  22. 22. WHAT IT LOOKS LIKE... vimeo.com/47970922Monday, February 4, 13 22http://vimeo.com/47970922
  23. 23. Monday, February 4, 13 23This is from a 2011 class that looked at contemporary issues through the lense of The Wire.It’s based on Chutes and Ladders, where you roll a 6-sided die to attain the American Dream— but look at what happens when you get close to it...
  24. 24. • what is the most important part What they think about of the course content? • what do we need to communicate here? • what do we keep literal and what can we conceptualize through metaphor and narrative? • is that the right balance? • how do we get players to “get it” through game play? • the game is a good representation, but it’s no fun — how do we make it compelling? • the format we chose doesn’t cover everything we need them to get — is there a better format? • it takes too long to play — how do we tweak? • the rules are too complicated/take too long — how do we explain this thing, how do we “build them in” to the game? given our constraints? • we need to simplify — what’s okay to leave out? • have we left out too much?Monday, February 4, 13 24
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  34. 34. READY?Monday, February 4, 13 34