Now Loading: Classroom, Game . . . One and the Same!

1,185 views

Published on

Originally presented at the Game Education Summit (June 2010)

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

No Downloads
Views
Total views
1,185
On SlideShare
0
From Embeds
0
Number of Embeds
412
Actions
Shares
0
Downloads
0
Comments
0
Likes
3
Embeds 0
No embeds

No notes for slide

Now Loading: Classroom, Game . . . One and the Same!

  1. 1. NOW LOADING: CLASSROOM, GAME, ONE AND THE SAME! Jeannie Novak Lead Author & Series Editor, Game Development Essentials Founder, KALEIDOSPACE, LLC (Indiespace) [email_address]
  2. 2. Jeannie Novak - Background <ul><li>Lead Author & Series Editor: Game Development Essentials (Delmar Cengage Learning) </li></ul><ul><li>Founder & CEO, KALEIDOSPACE, LLC (Indiespace, Game Education Consultants, Serious Games: Serious Fun) </li></ul><ul><li>Producer & Lead Designer, course-game hybrid; Online Program Director, Game Art & Design | Media Arts & Animation, Art Institute Online </li></ul><ul><li>Game Instructor & Subject Matter Expert: Academy of Entertainment & Technology (Santa Monica College), Art Center College of Design, DeVry, ITT, UCLA </li></ul><ul><li>Consultant, Alelo Tactical Language & Culture, Berkeley Center for New Media </li></ul><ul><li>MA, Communication Management – Annenberg School for Communication (University of Southern California) </li></ul>
  3. 3. <ul><li>Games as online distance learning applications </li></ul>Introduction: Where Are We Now ?
  4. 4. Education & Games: The Missing Piece <ul><li>Educational need  student/player engagement </li></ul><ul><li>Industry need  unique application development in a crowded marketplace </li></ul><ul><li>Evolution of online games </li></ul><ul><li>Serious game development vs. curriculum shift </li></ul>
  5. 5. <ul><li>Research/USC thesis </li></ul><ul><li>Learning theory & “play” </li></ul>Theory: Play to Learn
  6. 6. “ MMOGs as Online Distance Learning Applications” <ul><li>Constructionism  experiential/ customization (Seymour Papert; Jean Piaget) </li></ul><ul><li>Socialization  social learning / social pedagogy (Mager; Diestersweg) </li></ul><ul><li>Simulation (Papert – “microworlds”) </li></ul>
  7. 7. Components of “Play” <ul><li>Engagement </li></ul><ul><li>Perceived control </li></ul><ul><li>Entertainment </li></ul><ul><li>Decision-making </li></ul><ul><li>Social interaction </li></ul><ul><li>Education (covert/stealth/social) </li></ul><ul><li>Emotional attachment </li></ul><ul><li>Level of simulation (e.g., “life”) </li></ul>
  8. 8. <ul><li>Curriculum paradigm shift </li></ul>“ Transformation”
  9. 9. Traditional Online Classroom <ul><li>Threads </li></ul><ul><li>Chat </li></ul><ul><li>Supplementary materials </li></ul><ul><li>Linearity </li></ul><ul><li>Audio/video </li></ul><ul><li>Text (in addition to books) </li></ul><ul><li>Learning management systems (LMSs) </li></ul>
  10. 10. “ Transformed” Online Classroom <ul><li>Asynchronous vs. synchronous communication </li></ul><ul><li>Non-linear learning/gaming </li></ul><ul><li>Experiential learning </li></ul><ul><li>Simulation – real-world rules </li></ul><ul><li>Multi-user/-player </li></ul><ul><li>Social gaming </li></ul><ul><li>Coopetition: non zero-sum play </li></ul><ul><li>Millennial generation </li></ul><ul><li>Covert gaming & learning </li></ul><ul><li>Avatar & identification </li></ul><ul><li>Player functionality  engagement </li></ul><ul><li>Learning bridges </li></ul>
  11. 11. <ul><li>Course-game hybrid case study </li></ul><ul><li>Virtual world debate </li></ul>Practice: Enter the Game
  12. 12. Course-Game Hybrid <ul><li>Vision </li></ul><ul><li>Recruitment </li></ul><ul><li>Role assignment </li></ul><ul><li>Unique team structure </li></ul><ul><li>Virtual tools </li></ul><ul><li>Documentation </li></ul><ul><li>Development cycle </li></ul><ul><li>Producers </li></ul><ul><li>Teams: Art, Tech, Design (including game and instructional design) </li></ul>
  13. 13. “ Playing the Course” <ul><li>Assessment </li></ul><ul><li>Degree of simulation </li></ul><ul><li>NPCs: Live team or AI </li></ul><ul><li>Narrative: How far to go </li></ul><ul><li>Social networking/media </li></ul><ul><li>Instructors & instructional designers  game designers </li></ul>
  14. 14. R&D Floor – Lobby
  15. 15. R&D Floor - Cubicles
  16. 16. Cubicle
  17. 17. Moodle (LMS)
  18. 18. Office
  19. 19. Conference Area
  20. 20. Office
  21. 21. Penthouse – Nerve Center
  22. 22. Penthouse – Wide View
  23. 23. Exterior
  24. 24. <ul><li>Future trends </li></ul>Conclusion: What’s Next?
  25. 25. Educational Renaissance <ul><li>Full integration </li></ul><ul><li>Multiplayer </li></ul><ul><li>Inter-campus & inter-school team play </li></ul><ul><li>Group identity/morale + individual identity/functionality </li></ul><ul><li>Home study </li></ul><ul><li>Any time, anywhere </li></ul><ul><li>Going global </li></ul><ul><li>Educational system transformed </li></ul>
  26. 26. Integrating Technology Trends <ul><li>Social networking </li></ul><ul><li>Augmented reality </li></ul><ul><li>Life experiences as gameplay </li></ul><ul><li>“ Applications” as utilities </li></ul><ul><li>Mobile platform </li></ul>
  27. 27. Social Worlds (2D) <ul><li>Habbo Hotel </li></ul><ul><li>Whyville </li></ul>
  28. 28. <ul><li>Introduction: Where Are We Now? </li></ul><ul><li>Theory: Play to Learn </li></ul><ul><li>From Traditional to “Transformed” </li></ul><ul><li>Practice: Enter the Game </li></ul><ul><li>Conclusion: What’s Next? </li></ul>Summary

×