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Week13 Live Class 2010


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Week13 Live Class 2010

  1. 1. Foundations of Serious Games Professor Carrie Heeter
  2. 2. <ul><li>  GAME FOR LEARNING </li></ul><ul><li>Greg </li></ul><ul><ul><li>Gamestar Mechanic </li></ul></ul><ul><ul><li>GAMES FOR CHANGE </li></ul></ul><ul><li>Alan </li></ul><ul><ul><li>Harpooned </li></ul></ul><ul><li>Kristine </li></ul><ul><ul><li>Peacemaker </li></ul></ul><ul><li>June </li></ul><ul><ul><li>Cow Clicker </li></ul></ul><ul><li>  </li></ul><ul><li>DECEMBER 8: </li></ul><ul><li>Military Games </li></ul><ul><li>Julia </li></ul><ul><li>Steve </li></ul>
  3. 4. <ul><li>Overview </li></ul><ul><li>Problem statement </li></ul><ul><li>Serious goals </li></ul><ul><li>Pitch-yness </li></ul>
  4. 5. <ul><li>In the very near future, those who are young people today will be called upon to exert collective awareness and leadership, to protect, and share global water. </li></ul><ul><li>Through a sophisticated, challenging and fun multiplayer educational game 5 th through 8 th grade students will investigate planetary, regional, and local hydrologic systems and choices for preservation, use, management and conservation of a community’s and the world’s precious fresh water. </li></ul><ul><li>These students will learn about the value and fragility of fresh water along with water science which will enhance a global community awareness and interest in our global future. </li></ul><ul><li>To win for the world in Our Blue Planet, these young leaders of tomorrow will prepare for adult roles in this all too real and greatly urgent need for fresh water to support life on Earth. </li></ul>
  5. 6. <ul><li>“ We are in a race between tipping points in natural and political systems. Which will come first? Can we mobilize the political will to phase out coal-fired power plants before the melting of the Greenland ice sheet becomes irreversible? Can we halt deforestation in the Amazon basin before it so weakens the forest that it becomes vulnerable to fire and is destroyed? Can we cut carbon emissions fast enough to save the Himalayan glaciers that feed the major rivers of Asia?” </li></ul><ul><li>  </li></ul><ul><li>Lester Brown, Founding Director, Worldwatch Institute and the Earth Policy Institute, author of Plan B 3.0: Mobilizing to Save Civilization </li></ul>
  6. 7. <ul><li>Water is one of a few most basic human survival needs and we are now recognizing that fresh water scarcity is a real problem in the world and even in the once water rich areas. According to the UNESCO World Water Development Report, “the Earth… is facing a serious water crisis… and all signs are that it is getting worse and will continue to do so” (2003). And according to the report, “it is attitude and behavior problems that lie at the heart of the crisis.” Growing demand, inadequate water governance, climate change, and water deterioration due to pollution, has put both surface and groundwater resources under severe stress in many parts of the world. </li></ul><ul><li>Scarcity leads to increasing competition among users and this may threaten a sustainable world for the next human generation. There is great urgency for young people across the world to come to value water and to understand how to conserve, manage, optimize, and sustain this life giving resource. Additionally school children today will need to prepare for careers (such as the sciences, communication arts, management, and environmental design) that are dedicated to this blue planet. </li></ul>
  7. 8. <ul><li>Present final game in class on Dec 15 </li></ul><ul><li>Team member rating surveys due Dec 15 before class </li></ul><ul><li>Physical game turned in to TC main office (4 th floor of Comm Arts) on or before noon on Dec 16 – they will be fedex-ed in early afternoon that day, in a single shipment, to Carrie for weekend grading. </li></ul><ul><li>Final web site must be complete by 5pm December 17 . </li></ul>
  8. 9. <ul><li>Our Blue Planet will be based on science standards for 5-8 th grades. </li></ul><ul><li>Specific standards are listed below: </li></ul><ul><li>Watersheds & Aquatic Ecosystems </li></ul><ul><li>Locate, describe, and compare the ecosystems, resources, and human environment interactions of major regions (SS.II.2.MS.1). </li></ul><ul><li>Identify and describe regional watersheds (SCI. V.2.HS.1). Describe responses of an ecosystem to events that cause it to change (SCI.III.5.HS.4). </li></ul>
  9. 10. <ul><li>Human Impacts </li></ul><ul><li>Describe ways in which humans alter the environment (SCI.III.5.MS.6). </li></ul><ul><li>Describe the consequences of human/environment interactions in several different types of environments (SS.II.2.MS.5). </li></ul><ul><li>Describe the origins of pollution in the hydrosphere (SCI.V.2.MS.4). </li></ul><ul><li>Explain the effects of agriculture and urban development on selected ecosystems (SCI.III.5.HS.6). </li></ul><ul><li>Explain how humans modify the environment and describe some of the possible consequences of those modifications (SS.II.2.MS.4). </li></ul><ul><li>Explain the impact of human activities on the atmosphere and explain ways that individuals and society can reduce pollution (SCI.V.3.HS.4). </li></ul>
  10. 11. <ul><li>Water & Society </li></ul><ul><li>Explain how elements of the physical geography (water scarcity), culture, and history of a region may be influencing current events (conflicts over a limited essential resource) (SS.II.5.MS.3). </li></ul><ul><li>Use economic reasoning when comparing price, quality, and features of goods and services (SS.IV.1.MS.1). </li></ul><ul><li>Engage in activities intended to contribute to solving a national or international problem they have studied (SS.VII.1.MS.2). </li></ul><ul><li>Explain how processes like population growth, economic development, urbanization, resource use, international trade, global communication and environmental impact are affecting different world regions (SS.II.4.HS.3). </li></ul>
  11. 12. <ul><li>The general public’s current scientific, economic, and national and international policy understanding is probably insufficient to mobilize the combination of national policy and individual life style changes to address this global threat. Projects such as the Science Channel Energy series and the Energy Crisis game can help change public awareness and motivate action. </li></ul><ul><li>  </li></ul><ul><li>A well designed edutainment game could provide a nonthreatening means through which individuals role play, experiment with and experience these kinds of future doomsday scenarios, gaining an appreciation for the seriousness of the situation and potential individual and societal actions individuals and governments must take now to avert future global disaster. </li></ul>
  12. 13. <ul><li>Measurable Real World Energy Conservation Impact </li></ul><ul><li>The game web site will track the cumulative energy conservation agreements made by players and their teams, as well as petition signatures. </li></ul><ul><li>The game’s web site will accumulate all commitments made by players. Players will be able to review their own commitments and the commitments of their team members in their player profile. Players who have self-organized into a league can also track the overall energy conservation commitment of their league. </li></ul><ul><li>The site will also present the aggregate of all commitments to the outside community. The site will drive a global goal of reaching a certain number of commitments by the end of the series. This will give the entire gaming community (including those who actually play the online game and their non-player team members) a goal to work toward as well as drive players to recruit other players and team members to join and make commitments. </li></ul>
  13. 14. <ul><li>Think through what you know you want to look for. </li></ul><ul><li>Create game progression-oriented OBSERVATION FORMS to </li></ul><ul><ul><li>Ensure you don’t miss key points </li></ul></ul><ul><ul><li>Make it easy to take organized notes </li></ul></ul><ul><li>Photograph your prototype, including closeups, before the test </li></ul><ul><li>Plan points when you will ask players what they are thinking or why they made a choice. </li></ul><ul><li>Plan a post-play survey. </li></ul>
  14. 15. <ul><li>Use the budget worksheet to estimate the cost of creating an electronic version of your team’s game. </li></ul>
  15. 17. <ul><li>I’m happy to meet with any team or individual. Just let me know. </li></ul>