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Framework for Adoption of GBL in HED
This document discusses developing a framework for successful adoption of game-based learning (GBL) in postsecondary education. It identifies opportunities and challenges for GBL adoption, including that it is still in early stages but growing in popularity. It also examines variables that affect GBL adoption and success, such as institutional commitment and support, faculty readiness, and impact on students. Developing a solid understanding of the GBL ecosystem and a detailed adoption framework is important for widespread implementation.
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Framework for Adoption of GBL in HED
- 1. DEVELOPING A FRAMEWORK FOR SUCCESSFUL ADOPTION OF GAME-‐BASED LEARNING IN POSTSECONDARY EDUCATION Fall 2011 by Anne Derryberry Analyst, Sage Road SoluIons Producer/Designer, I’m Serious
- 2. Fall 2011 Anne Derryberry, Sage Road SoluIons, LLC 2 Table of Contents SecIon 1: Gamed-‐based Learning (GBL) in HED: OpportuniIes and Challenges SecIon 2: Variables AffecIng GBL AdopIon and Success in HED SecIon 3: Next Steps
- 3. Fall 2011 Anne Derryberry, Sage Road SoluIons, LLC 3 GAMED-‐BASED LEARNING (GBL) IN HED: OPPORTUNITIES AND CHALLENGES SECTION 1
- 4. Fall 2011 Anne Derryberry, Sage Road SoluIons, LLC 4 A “Green Field” Opportunity • Growing consumer fascinaIon with games is driving accelerated interest in using games in and for learning. • AdopIon of games for learning is in its early stages. • While universiIes and colleges are adding courses, curricula and programs to teach game design and development, very few are using game principles to improve teaching and learning experiences. • Pockets of innovaIon are beginning to emerge related to technology tools, pla_orms and Itles. As yet, there are virtually no examples of systemic insItuIonal adopIon. • There is a wide-‐open opportunity to “flip” the conversaIon from a focus on producing digital assets to leveraging the moIvaIonal and engagement elements of games and gamificaIon to promote student retenIon, progress and compleIon.
- 5. Fall 2011 Anne Derryberry, Sage Road SoluIons, LLC 5 Many ConsideraIons for InsItuIons Considering Broad Scale AdopIon of GBL, Including… • Learning content takes many • Feedback system (aka forms, e.g.: “GamificaIon” or “Behavior • Scavenger hunts MoIvaIon System”) • Drill-‐and-‐pracIce games • Profiles • e-‐Learning w/ game dynamics as • Badges part of design • Awards/incenIves • Immersive simulaIons • Leaderboards • Alternate reality • Social media pla_orm • Augmented reality/locaIon-‐ • CommunicaIons based services • CollaboraIons • Mobile access • LMS integraIon • Technical support
- 6. Spring 2012 Anne Derryberry, Sage Road SoluIons, LLC 6 “Leveling Up” Game-‐based Learning in HED Successful adopIon of game-‐based learning requires: • A solid understanding of the GBL ecosystem • A deep knowledge of game-‐based learning on both a micro-‐ and a macro-‐level • A detailed framework for adopIon addressing market realiIes, insItuIonal requirements, partner idenIficaIon, technology integraIon, and organizaIonal readiness.
- 7. 7 Game-‐based Learning Ecosystem for HED • Games • Learning standards • Badge system • IntegraIon guidelines • Repository • ADA • CreaIon tools Learning Community Students Faculty • Developers InsItuIon • Legislatures • Publishers • FoundaIons • Internal/External • Industry associaIons consultants Technology Infrastructure • Access ŸDistribuIon pla_orm ŸSocial Media ŸBadge system ŸLMS ŸAnalyIcs Anne Derryberry, Sage Road SoluIons LLC 2011, rev. 2012
- 8. Fall 2011 Anne Derryberry, Sage Road SoluIons, LLC 8 VARIABLES AFFECTING GBL ADOPTION AND SUCCESS IN HED SECTION 2
- 9. Fall 2011 Anne Derryberry, Sage Road SoluIons, LLC 9 Challenges to AdopIon of GBL in Postsecondary EducaIon • On-‐going percepIon that games aren’t suitable for serious learning • Limited content available for postsecondary audiences • “Pilot project” funding, lifle planning for sustainability • Mostly “home grown” – specific to an instructor and a course • Many exisIng Itles are developed in Flash, so not iOS-‐ compaIble • Not correlated to learning standards • Not integrated with LMSs
- 10. Fall 2011 Anne Derryberry, Sage Road SoluIons, LLC 10 Factors Most Likely to Affect Successful AdopIon of Game-‐based Learning in HED • InsItuIonal Commitment and Support • Academic Excellence • Assessment, Tracking and Analysis • Technology Infrastructure and Equipment • Content Management and Maintenance • HosIng, Licensing and Fees • Faculty Readiness & Support • Impact on Students
- 11. Fall 2011 Anne Derryberry, Sage Road SoluIons, LLC 11 InsItuIonal Commitment and Support • Independent, “pilot project” efforts are popping up with increasing frequency. • Lack of insItuIonal recogniIon makes it difficult for other faculty to learn of and from those pilot projects. • Without insItuIonal support, there will be no cohesion or quality assurance.
- 12. Fall 2011 Anne Derryberry, Sage Road SoluIons, LLC 12 Making Commitment Explicit InsItuIons can best communicate their posiIon on GBL via: • Statement of support from highest academic officers and IT leaders • Clearly defined and arIculated strategy for new direcIon • Center of Excellence to coordinate, promote, support, enable GBL • Commitment to balancing academic excellence, program integrity, academic freedom, student achievement • Grants, awards for academic innovaIon • OpportuniIes for faculty engagement, input and innovaIon • OpportuniIes for student involvement, contribuIon, innovaIon
- 13. Fall 2011 Anne Derryberry, Sage Road SoluIons, LLC 13 Academic Excellence • If GBL is to be adopted across the insItuIon, what educaIonal criteria and quality metrics will guide that planning and implementaIon? • Criteria for evaluaIon may include: • “Approved” usages, applicaIons • “Approved” games/assets • “Approved” vendors • Is there a system of review/approval before a course incorporaIng GBL is launched? • How can instructors produce and/or customize games/assets?
- 14. Fall 2011 Anne Derryberry, Sage Road SoluIons, LLC 14 Assessment and Tracking A move from discrete learning games to game-‐based learning requires a shik from game-‐as-‐closed-‐system to game-‐as-‐data-‐rich-‐learning-‐arIfact. • Will the insItuIon accept/adopt games as a way to assess learning? Will badges for learning have a role to play? • Can student-‐developed games be exemplars of student achievement? • How will student acIvity within games be transferred to LMS?
- 15. Fall 2011 Anne Derryberry, Sage Road SoluIons, LLC 15 Data Analysis GBL can generate new categories of student data, including how student performance inside a game can predict future behaviors in the game, in future learning acIviIes, even in future workplace performance. • Will insItuIon take advantage of these data? • Which and how? • Where will data live?
- 16. Fall 2011 Anne Derryberry, Sage Road SoluIons, LLC 16 Readiness for Technology Advancements Mobile, social and locaIon-‐based services are the focus of technology advancements over next several years: • Mobile • Smartphones and tablets • 4G transmission • Social media • LocaIon based services These trends will be reflected in educaIon – especially game-‐based learning – just as with every other industry.
- 17. Fall 2011 Anne Derryberry, Sage Road SoluIons, LLC 17 Technology Infrastructure and Equipment • What demands will GBL put on IT? Will exisIng infrastructure accommodate the load from networked mulI-‐player games and social media? • As more content moves to mobile, will students access that content via the insItuIon’s gateway/ paywall, or receive pointers/referrals to third-‐party sources? • Is it preferable to standardize on a single mobile operaIng system? Device category? Vendor? Carrier? • How will equity of access be assured for students of all economic status levels?
- 18. Fall 2011 Anne Derryberry, Sage Road SoluIons, LLC 18 Content Management and Maintenance • GBL assets must be kept fresh, just as textbooks and other teaching aids must be curated and refreshed. • As technology trends emerge (e.g., new access devices, operaIng system upgrades, transport protocols), assets must be updated to remain compaIble. • Internal faculty-‐produced assets are the greatest point of vulnerability vis-‐à-‐vis asset currency.
- 19. Fall 2011 Anne Derryberry, Sage Road SoluIons, LLC 19 HosIng, Licensing and Fees Third-‐party providers may help accelerate Ime to adopIon. Agreements with providers/publishers must contemplate many issues. • Hosted access? Version access? Upgrades for life? • Licensing as sokware? Or licensing as learning resources/ textbooks? • Open? Commercial? • InsItuIonal tech? Or personal tech running university resources? • How are fee schedules constructed? By seat? By download? By course?
- 20. Fall 2011 Anne Derryberry, Sage Road SoluIons, LLC 20 Faculty Readiness and Support • Faculty need to know how to incorporate GBL resources into their syllabi and into their teaching. How can instructors learn about GBL? Get ideas for their own teaching? • Faculty who are interested in developing their own GBL resource(s) need pedagogical and technical skills and support. Will insItuIon provide this support? If so, how?
- 21. Fall 2011 Anne Derryberry, Sage Road SoluIons, LLC 21 Impact on Students • What kinds of communicaIons/messaging will be necessary for the insItuIon’s consItuents (i.e., students, parents, employers) to embrace GBL? • Will students need to purchase new technology? Will insItuIon offset cost? Can technology and content be rented? What are limitaIons to renIng? • For mobile technology, any offset for wireless carrier fees? • Will access to GBL assets fall into the same category as textbooks, i.e., student responsibility? Available in library or lab?
- 22. Fall 2011 Anne Derryberry, Sage Road SoluIons, LLC 22 NEXT STEPS SECTION 3
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