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How to make games, media tools and interactives that don't stink

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Barbara Chamberlin shared this presentation at the 2012 Minnesota Extension Conference, #UMNExtPC. She shared was to design educational media.

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How to make games, media tools and interactives that don't stink

  1. 1. How to m a kegames, media tools interactives and t h a t don ’t stink. Ba r bar a C h a m b e r l i n • bc hamber@nmsu.edu
  2. 2. Treadsylvania.org
  3. 3. NinjaKitchenGame.org
  4. 4. how do you think people learn?
  5. 5. learning external little answering from memorization rewards guidance questions experiences succeed lots of opportunities positive at one thing discipline guidance to fail reinforcementthen the next reading teaching opportunities asking watching fun others to reflect questions observingunderstand why and internal adversity set own goals consequences how they motivationare learning
  6. 6. opportunities to ask questions discover new thingsreflect on what how do I I’ve learned find good games? understand concepts share what I know with others how does this app or game facilitate learning?
  7. 7. what I see when p e o p l e learnsustains interest long enough to reach understanding driven by learner’s interest opportunity for learning offered in appropriate place and time gives practice and application when needed is relevant
  8. 8. what I see when p e o p l e learn hard enough when learners want to learn something designing learning experience very difficult when they don’t we have to use other tools to drive learning
  9. 9. How dowe make educationalexperiences STINK?that
  10. 10. What do we want the learner to be able to do? inquiry-based learning create an environment have them do it where they decide & reward them how to do it themselves gamification
  11. 11. myths of educational designItSEEMSe d u c a t i o n a l , so it must B E .
  12. 12. myths of educational designI f t h ey HEAR ITthey willL E A R N it.
  13. 13. myths of educational designLearn whatI want you to knowin the way it ismost convenient for me to teach.
  14. 14. I h a v e a nIDEA greatfor a game .
  15. 15. I h a v esomethingthat must be learned, and I’m not sure how.
  16. 16. let’s hear it
  17. 17. define design prototype idea refine for rethink the communicatething make the audience thing environment for use outcomes platform game, sim, or interactive
  18. 18. E D U C AT I O N A L game designm o d e l math: multiple representations of Start with... numbers, numberline, order of operations• Broad educational goals.6th graders lacking conceptual understanding + parents and teachers• Any of the following: • audience (age, info, existing knowledge) • use environment (where, by whom, seat time, platform) • budget RCT in classrooms • timeline 4 years
  19. 19. E D U C AT I O N A L game designm o d e l Food safety to mid schoolers: Start with... temperature, handwashing, separation • Broad educational goals. •mid schoolof the following:- just learning to cook Any kids in class or home • audience (age, info, existing knowledge) • use environment (where, by whom, seat time, platform) • budget at home by in class, afteron web, 20-30 mins themselves, school • timeline 16 months
  20. 20. E D U C AT I O N A L game designm o d e l Start with... ATV safety to teenagers. • Broad educational goals. • Any of the following: kids 8-18, never ridden, don’t own ATV • audience (age, info, existing knowledge) • use environment (where, by whom, seat time, platform) • budget at home by themselves, on web, 20-30 mins • timeline 6 months
  21. 21. what do they already know? why this audience?self-directed or teacher led? audience why aren’t they learning this another way? why would they want to use this?
  22. 22. what types of what other computers will learning be used to access what other strategies will be this?things will be used before, with vying for the or after this?user’s attention? how long will this be used for? environment where used what is learner’s will users return motivation to use? who will be to it repeatedly or with the user just use once? when this is used?
  23. 23. what does work with other approaches? What would this do? what isn’t working with otherwhy is technology approaches? Why?needed? How is this better than other approaches? outcomes what needs to be practiced or understood? conceptual understanding?practice or application? after using, what can the user do? behavior change?
  24. 24. E D U C AT I O N A L game designm o d e l ... what doesn’t work: • game makers serve as educational designers • educators make their own games educators developers design make
  25. 25. To make the best educational games... don’t try to just teach, don’t try to just make a game, think about how to design alearning experience
  26. 26. $No one will pay you to make a game.Ask for money to educate. shape attitudes. change behavior.
  27. 27. Continuum of DevelopmentDemographics Calculator Food Safety Sim iPhone App Web-Based Interactive Landscaping Tool Database (Web and Mobile)$ $$$ Exergaming Case Studies 3 Minute Videos Financial Literacy 2-10 hour game
  28. 28. Technology b e t t e r . doesn’t make it mobile devicer .Being on adoesn’t make it betteBeing better makes it better. -- Barbara Chamberlin, Educational Designer
  29. 29. How to m a kegames, media tools interactives and t h a t don ’t stink. Ba r bar a C h a m b e r l i n • bc hamber@nmsu.edu

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