How to design games that make sense to schools
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Not that self-explanatory keynote about my personal views on creating software and games to schools.
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How to design games that make sense to schools
- 1. How to design games (products) that make sense to schools? Santeri Koivisto ceo, co-founder @ TeacherGaming LLC
- 5. TG history in a nutshell
- 6. TG in numbers - 10 employees (recruitment run happening for two more) - 5 co-founders - 3 teachers - 1 coder - 1 lawyer - 3500 schools, libraries, museums etc as customers - 330 more joined last month - $150k monthly licensing revenue from MinecraftEdu and KerbalEdu - no debts or VC money - 2% revenue from de minimis -grants - annual growth 100%<
- 8. Rule 1 - “Game has to be a great and fun game before it can be a good game for education.”
- 9. Rule 2 - ‘There’s no revolution.’
- 10. Rule 3 - ‘Reconsider the model: proto - money -> univ. pilot -
- 11. Rule 2 - ‘Know how you are dealing with!’ 10% 1% 29% 1% 58% 1% Business!
- 12. Make it spread, but how? Ethos
- 13. Here’s the change we are driving: Democracy. (amongst other things)
- 14. And this is how we deliver it.
- 15. Community - Public channel - in-house teachers - Google group - map library + scenario editor - wiki - Live - #tgtour2014 - local events - TG conference 2015??
- 17. Rule 3 - ‘Ctrl - Alt - Del doesn’t make any sense’ (remove noise)
- 18. Our design challenges: - context / situation - sandbox - purpose
- 19. Rule 4 - ‘Know what you are up against. Do better.’
- 20. Insufficiency.
- 21. Rule 5 - ‘Think outside the box: are schools really the target customer?’
- 22. Rule 6 - ‘Have different revenue streams.’
- 23. Rule 7 - ‘Know your *ucking field.’
- 24. Example: ‘How TG products work.’
- 25. ‘Don’t make games for schools. Make games for fun and use schools as a potential marketing channel, but only if that really makes sense.’
Editor's Notes
- I’m serious. Schools are a hard customer Purchase decision from 3 months to four years by average. Passive - routine driven purchases. Let me rephrase this a bit later.
- Why - koivisto paradox Money from entertainment use? Saturated markets - both actually
- High chance to waste a lot of money and A LOT OF time
- If you decide to deal directly with schools Price ranges Product - näkökulma hinta -> impulssiostokset jakelukanavat? kustantajat esiasennetut softat oma verkkokauppa esim steam ei ole lyönyt läpi kouluissa ollenkaan drm politiikka (meillä ei mitään) kaksi selkeää vaihtoehtoa - > helvetin kallis ja fokusoitunut ja kattava sovellus, neljä vuotta rahoihin - ostoprosessi saattaa kestää 6kk-12kk jopa yli Varaudu siihen, <-> vai volyymituote? eu-projektit kalliille sovelluksille -> busineksen tako vaikeaa, harvoin tarjoilla kansainvälistymisrahaa ja myyntirahaa toteutuksen yhtydessä
- Before making more ‘rules’, let’s think about what we really want to achieve here. If you work with schools, you can be all about the money. What type of change you are driving? What do you think the kids should know? How’s you perfect world?
- And how are we going to do that - sandbox, meaninfulness, crown authority, student participation, to digital citizenship
- in-house opet - missionary, support, lean product development publa - suora yhteys devareihin tgtour - tarve - microglobal - pakko luottaa yhtisöön, ei voi tehdä kaikkea itse eikä kahmia kaikkiamasseja :D
- Do we need our approach? Is there demand for what we are able to deliver?
- Usability features - some, of which we don’t necessarily pay attention to, but which annoy heavily
- These are meant to compliment our ethos. What type of products we need so we can drive the change, what features?
- Attitudes, publishers - curriculum dots example
- What type of product is not enough. - calculus ramified - points My hypothesis for the future of ramification -> feeling of progress, learning design
- What if you just use schools as a canvoy to open the doors to parents? - strong signal - GOOD GAME A MUST! otherwise fail
- makes sense with schools services pd curriculum (maybe) projects afterschools
- Nothing is more redicilious than people that claim to know everything about education but they don’t. you may know how to sell to government people, but you may not know a flying squat about education why I rant about education in events, is because I happen to know my stuff from the bottoms up and from the top down, teacher does not equal to a good game designer. Take them in when you already have a game and don’t let them mess with that, i don’t game design for a good reason
- Opettajan näkökulma kontrollin tunne tulosten raportointi / assessment - vai fokus prosessissa, jota on hankala kuvantaa -> vaatii vahvaa panostusta eetospuoleen. aloitusrutiini- tutoriaalit yms kuinka kauan vaaditaan, että oppilaat pystyvät tavoitteellisesti käyttämään tuotetta ja sen perusominaisuuksia? kerbal esimerkki + teknologiaintegraatio muihin alustoihin oppilaiden oman aktiivisuuden hyödyntäminen - olemassa olevan materiaalin hyödyntäminen - käytännössä opettajien on mahdotonta tehdä omaa materiaalia etenkään peliin, jotkut toki tekee -> jakamisalusta?
- Schools have a tendency of … making stuff smell funny.