The document outlines plans to establish an interdisciplinary gaming initiative between multiple institutions. It discusses bringing together computer science, art, and other students and faculty to work on game development. The course would include lectures, lab sessions for hands-on work, and an final project to create an original game. Challenges included balancing teams of students from different backgrounds and structuring the labs, lectures, and assessments. Student feedback suggested focusing more on projects and hands-on work than lectures. Plans for the future included making the program sustainable and improving the lab sessions.

1. Playing Together: Establishing an Interdisciplinary, Interinstitutional Gaming Initiative Mike Reese Assistant Director, CER Joan Freedman Director, DMC

2. Today’s Game Plan Lab Course Project Gaming Industry Mentors Digital Media Center Computer Science Center for Ed Resources Sheridan Libraries Outside Funders Big Huge Games/ Firaxis Lecture Students

3. Cast of Characters Peter Fröhlich CS Lecturer Mike Reese Center for Educational Resources Joan Freedman Digital Media Center Sue Vazakas Research Services Librarian

4. Why play? Credit: http://www.moserware.com/2009/02/rebooting-computing-why.html

5. Gaming Lab 2 custom workstations with NVIDIA cards Mac and PC w/ DMC standard apps Surround sound system Assorted controllers and other toys

6. Game Lounge PS2 and 3 consoles, arcade game table, controlled sound system, wii fit station

7. Challenges Pre-course Design Conversations Structure of Game Project Format of Labs Schedule of topics Balancing Student Teams R&D: NMC, local schools, industry

8. Structure of Course Lecture (3 X 1hr) Lab (DMC) (1 1 / 4 hrs/week) Industry Mentors Students from many disciplines and schools (JHU, MICA)

9. Student Assessments Biography/Introduction Blog entries Game reviews Course project – make a game Alpha, Beta, Gold presentations Optional Mentor feedback Lab attendance pARTy demo

10. Course Project Assignment Game must be/include Fun A game Levels Graphics Sound

11. Lecture Overview Hodge Podge of topics Archetypal Games Programming 101 (Pygames) Introductory Graphic design History of Gaming Working in the Industry Alpha, Beta, Gold Presentations

12. Lab sections Ten teams of four 2 programmers, 2 artists Handpicked/Skills Survey Lab sections met 1x a week Mon or Wed, noon – 1:15 pm Grouped by team when possible MICA students all together

13. Lab Objectives Expose programmers to media making techniques Expose artists to new tools Introduce new workspace and tools Staff Hardware and software Work and play spaces

14. Lab 1: Design and planning Deconstruct Super Mario Recreate planning docs Treatment, storyboard, timeline, Character development Level design map

15. Lab 2:Game rules and play Group makes game with physical props Writes rules and explanation Another group plays game Gives feedback

16. Labs 3, 5, 11: characters, animation and cut scenes Rotoscoping in Photoshop Animation concepts in Flash Titles in After Effects Basic editing in Final Cut

17. Labs 4 and 10: Sound effects and score Listen to sounds in Triplets of Bellville Discuss how sound enhances visual Hands on experience w/ Soundtrack Pro

18. Labs 6 and 7: 3D modeling Demo 3D S Max Character creation (low polygon) 3D set building with textures and rendering

19. Instructions and packaging Examine packaging and instructions Design and layout with InDesign Write and test instructions

20. http://www.vimeo.com/5295315 Want to see some of the games?

21. Evaluation Activities Course evaluations Online surveys Focus groups Mentor surveys

22. Student Feedback Students Likes “ We got to make games – that was cool!” “ Our mentor was amazing!” “ Humbling what CS can do.” / “Artist are amazing!” “ We played games - valuable research! And no, I'm not just saying that, it was. :)”

23. Student Feedback Lecture Finalize syllabus Assign more homework (really!) Allow for specialization (offer two courses) “ People didn’t learn enough to master anything, rather just enough to make one a Jack of all trades. ”

24. Student Feedback Course Project “ We need more deadlines for project.” “ We did not understand it [grading] – it seemed totally random.” Stipulate development framework “ We learned more from each other than the teachers.” “ There was a lot of disconnect, a language barrier [b/w artist and programmers].”

25. Student Feedback Lab Focus on labs more than lecture Lengthen lab meetings Include more hands-on activities Allow for team meetings Use open curriculum

26. Future Plans Sustainability - Tuition dollars Lab Changes Post course Recruiting Session Partnership with other schools

27. Discussion Is a gaming program a legitimate curriculum to support in higher education?