Games courses are often criticized for not adequately preparing students for industry. The document discusses several issues:
1) Graduates have less knowledge of low-level programming concepts compared to 10 years ago and struggle with technical questions.
2) There is a misalignment between what parents, students, academics, and industry want from games courses. Industry wants graduates to be adaptable learners.
3) Graduates feel they learned more in their first year of work than in their degree and want courses to cover more practical skills and tools used in industry.
4) However, it is not possible to teach "everything" in a 4-year degree given time constraints, so courses should focus on developing lifelong
This document contains the proceedings from the Sixth International Conference on Imagination and Education held in Canberra, Australia from January 29-31, 2008. It includes 88 papers presented across 5 tracks related to imagination in education. The preface provides context on the conference and movement seeking to integrate imagination, emotions, and subjective experience into education in a balanced way with rationality and objectivity. The conference aimed to explore how notions of imagination can be applied to educational theory and practice holistically.
The document discusses integrating Moodle with virtual worlds like Second Life to enable e-learning in those environments. It outlines different approaches to integration like using Moodle only through a web window or fully integrating tools. It also mentions specific tools developed for the SLOODLE integration plugin and roadmaps for future versions adding more features and compatibility with Moodle 2.0. The goal is to make it easier for educators to incorporate virtual worlds into their courses using a familiar learning management system interface.
Can we afford games, simulations and virtual worlds in education?Daniel Livingstone
Developing new educational games can be surprisingly expensive. The costs of development are discussed and strategies for reducing costs to make educational use of games, simulations and virtual worlds more sustainable for the long term.
An alternate reality game (ARG) is an interactive narrative that uses the real world as a platform to tell a story through multiple media. I Love Bees was a seminal ARG from 2004 that involved over 100,000 players solving puzzles related to the video game Halo through websites, phone calls, and online discussions. Players had to work together to understand the narrative and help an artificial intelligence trapped on the internet. Developers responded to player actions, adapting the story based on their ideas and progress, in a demonstration of collective intelligence.
1. The document discusses the idea of using gamification to improve learning outcomes in schools. It presents three options for responding to a school head who wants to invest in gamification: that it's a great idea, that it needs more thought, or that it's a terrible idea.
2. It then expands on each option, noting that gamification can promote engagement and deeper learning but may not be suitable for all types of learning. It also discusses definitions of gamification, intrinsic vs. extrinsic motivation, and challenges like lack of research and difficulty in designing good games.
3. Overall, the document presents both benefits and risks of gamification, concluding that rewards systems can work and games/simulations provide
Introduction to research ethics for VR, from undergraduate lectures at the School of Simulation & Visualisation at The Glasgow School of Art.
Includes a basic introduction to research ethics.
Games courses are often criticized for not adequately preparing students for industry. The document discusses several issues:
1) Graduates have less knowledge of low-level programming concepts compared to 10 years ago and struggle with technical questions.
2) There is a misalignment between what parents, students, academics, and industry want from games courses. Industry wants graduates to be adaptable learners.
3) Graduates feel they learned more in their first year of work than in their degree and want courses to cover more practical skills and tools used in industry.
4) However, it is not possible to teach "everything" in a 4-year degree given time constraints, so courses should focus on developing lifelong
This document contains the proceedings from the Sixth International Conference on Imagination and Education held in Canberra, Australia from January 29-31, 2008. It includes 88 papers presented across 5 tracks related to imagination in education. The preface provides context on the conference and movement seeking to integrate imagination, emotions, and subjective experience into education in a balanced way with rationality and objectivity. The conference aimed to explore how notions of imagination can be applied to educational theory and practice holistically.
The document discusses integrating Moodle with virtual worlds like Second Life to enable e-learning in those environments. It outlines different approaches to integration like using Moodle only through a web window or fully integrating tools. It also mentions specific tools developed for the SLOODLE integration plugin and roadmaps for future versions adding more features and compatibility with Moodle 2.0. The goal is to make it easier for educators to incorporate virtual worlds into their courses using a familiar learning management system interface.
Can we afford games, simulations and virtual worlds in education?Daniel Livingstone
Developing new educational games can be surprisingly expensive. The costs of development are discussed and strategies for reducing costs to make educational use of games, simulations and virtual worlds more sustainable for the long term.
An alternate reality game (ARG) is an interactive narrative that uses the real world as a platform to tell a story through multiple media. I Love Bees was a seminal ARG from 2004 that involved over 100,000 players solving puzzles related to the video game Halo through websites, phone calls, and online discussions. Players had to work together to understand the narrative and help an artificial intelligence trapped on the internet. Developers responded to player actions, adapting the story based on their ideas and progress, in a demonstration of collective intelligence.
1. The document discusses the idea of using gamification to improve learning outcomes in schools. It presents three options for responding to a school head who wants to invest in gamification: that it's a great idea, that it needs more thought, or that it's a terrible idea.
2. It then expands on each option, noting that gamification can promote engagement and deeper learning but may not be suitable for all types of learning. It also discusses definitions of gamification, intrinsic vs. extrinsic motivation, and challenges like lack of research and difficulty in designing good games.
3. Overall, the document presents both benefits and risks of gamification, concluding that rewards systems can work and games/simulations provide
Introduction to research ethics for VR, from undergraduate lectures at the School of Simulation & Visualisation at The Glasgow School of Art.
Includes a basic introduction to research ethics.
A brief introduction to some of the issues around ethics in Virtual and Augmented Reality. For developers and users, what are the ethical issues around the business, commercial and entertainment uses of VR/AR?
Do decisions made in games have any ethical implications? After all, its just a game!
But are some things too terrible, too taboo, to represent in computer games?
Where next for virtual worlds? A look at some current technology developments which will impact on the use of virtual worlds in higher education - or present challenges as we try to integrate a wider range of technologies with current web and 3D learning environments.
Daniel Livingstone's presentation from the Eduserv workshop "Where next for virtual worlds"
(See notes for text to accompany the presentation)
The document summarizes how SLOODLE tools were used to support teaching and learning with Second Life across two different classes at the University of the West of Scotland. In one class, Second Life was a core part of the course, while in the other class it was only briefly used. SLOODLE tools allowed students in both classes to collaborate online, present work in Second Life without extensive technical skills, and engage in virtual activities like field trips. The summary provides an overview of how SLOODLE supported different aspects of the two courses like group work, lectures, and student presentations.
Opening Up Access In Games, Simulations and Virtual WorldsDaniel Livingstone
This document discusses opening up education through the use of games, simulations, and virtual worlds. It covers topics such as open education resources (OER), examples of educational games and simulations, virtual worlds like Second Life, economics of developing educational games and virtual worlds, and issues around whether resources in these environments can truly be considered open. It raises questions about standards and tools that are still needed to help virtual world resources be treated as open educational resources.
Sloodle is a virtual learning environment that integrates the 3D virtual world of Second Life with the learning management system Moodle. It allows for teaching and learning activities like disseminating course materials, submitting assignments, online assessments, and collaborative activities to take place across these two platforms. While early experiences with teaching in Second Life found it too open-ended and distracting, Sloodle aims to provide more structure and goals for learning. It includes tools like a virtual drop box, quiz chair, and presentation area to support educational activities within Second Life linked to a Moodle course. Sloodle has been used in a variety of subject areas by hundreds of teachers internationally and continues to develop its features and community.
This document summarizes the growth and commercial uses of virtual worlds. It notes that virtual worlds like Second Life allow users to create content and sell virtual goods, with some users earning real-world income. Many large companies have used virtual worlds for marketing, though some have left. The document also discusses regulatory issues around virtual world economies and property rights.
This document discusses virtual worlds and their potential uses in education. It begins with descriptions of two virtual worlds, the Elizabethan tearoom and River City Project, that provide immersive learning environments. Several other virtual world platforms are mentioned that could support educational activities, including OpenSimulator, Project Wonderland, and OLIVE. The document concludes by listing additional resources on virtual worlds, multiplayer games, and ways different platforms have been combined with online learning systems like Moodle.
This document discusses various topics related to virtual worlds and their impact on society. It references several academic papers and news articles about politics, religion, relationships, and businesses being conducted in virtual worlds like Second Life. The document suggests that virtual worlds are becoming more integrated into real-world activities as politicians give press conferences in them, religious groups use them for worship, and businesses promote real locations through virtual representations of them.
A lecture discussing the use of some popular Web 2.0 tools for online collaboration.
Originally posted as a Google Presentation, hyperlinks lost in conversion:
http://docs.google.com/Presentation?id=dgsbm7jn_35dcmp8rcj
Virtual worlds and virtual learning environments like Second Life offer opportunities for synchronous collaboration and learning activities. Second Life allows users to create content and interact with other residents in a user-created virtual world. While open-ended nature can be challenging, Second Life has been used for simulations, collaboration, role-playing and constructionist projects. Integration with learning management systems may help provide more support for guided learning activities in these environments.
The document discusses the history and evolution of virtual worlds from text-based MUDs and MOOs to modern 3D virtual worlds like Second Life. It describes how MOOs allowed users to modify content and were used for some educational purposes. It then outlines the rise of massively multiplayer online games like World of Warcraft before focusing on Second Life as a general purpose virtual world that allows users to build content, engage in commerce, and is used by some educational institutions and businesses. It concludes by discussing challenges of using virtual worlds in education and proposing the creation of a learning community focused on virtual worlds at the University of Western Scotland.
Sloodle aims to integrate the virtual world Second Life with the learning management system Moodle. This is done by providing access to Moodle tools and content from within Second Life. Sloodle also develops new tools like a digital dropbox to better support sharing and submitting 3D projects between the two environments. The goals are to combine the social aspects of Second Life with the learning support of Moodle. Sloodle is still a work in progress but has made progress on user authentication and tools to allow chat, submissions, and permissions between the two platforms.
Sloodle presentation for the Eduserv/ Jisc Cetis workshop held at the London Knowledge Lab on Sept. 20th 2007. These slides were not actually used - a live Second Life demo was given instead.
A Richer Blend - Integrating Web and 3D learning environmentsDaniel Livingstone
The document discusses integrating virtual learning environments like Second Life with web-based tools to provide more effective support for learning. It describes a case study where a university course used blended learning with Second Life and encountered technical issues and a lack of clear learning goals until more specific project ideas were provided. To address these challenges, the Sloodle project aims to integrate 3D virtual worlds with web tools like Moodle to support reflection, communication, assessment and user management for richer blended learning experiences.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
A brief introduction to some of the issues around ethics in Virtual and Augmented Reality. For developers and users, what are the ethical issues around the business, commercial and entertainment uses of VR/AR?
Do decisions made in games have any ethical implications? After all, its just a game!
But are some things too terrible, too taboo, to represent in computer games?
Where next for virtual worlds? A look at some current technology developments which will impact on the use of virtual worlds in higher education - or present challenges as we try to integrate a wider range of technologies with current web and 3D learning environments.
Daniel Livingstone's presentation from the Eduserv workshop "Where next for virtual worlds"
(See notes for text to accompany the presentation)
The document summarizes how SLOODLE tools were used to support teaching and learning with Second Life across two different classes at the University of the West of Scotland. In one class, Second Life was a core part of the course, while in the other class it was only briefly used. SLOODLE tools allowed students in both classes to collaborate online, present work in Second Life without extensive technical skills, and engage in virtual activities like field trips. The summary provides an overview of how SLOODLE supported different aspects of the two courses like group work, lectures, and student presentations.
Opening Up Access In Games, Simulations and Virtual WorldsDaniel Livingstone
This document discusses opening up education through the use of games, simulations, and virtual worlds. It covers topics such as open education resources (OER), examples of educational games and simulations, virtual worlds like Second Life, economics of developing educational games and virtual worlds, and issues around whether resources in these environments can truly be considered open. It raises questions about standards and tools that are still needed to help virtual world resources be treated as open educational resources.
Sloodle is a virtual learning environment that integrates the 3D virtual world of Second Life with the learning management system Moodle. It allows for teaching and learning activities like disseminating course materials, submitting assignments, online assessments, and collaborative activities to take place across these two platforms. While early experiences with teaching in Second Life found it too open-ended and distracting, Sloodle aims to provide more structure and goals for learning. It includes tools like a virtual drop box, quiz chair, and presentation area to support educational activities within Second Life linked to a Moodle course. Sloodle has been used in a variety of subject areas by hundreds of teachers internationally and continues to develop its features and community.
This document summarizes the growth and commercial uses of virtual worlds. It notes that virtual worlds like Second Life allow users to create content and sell virtual goods, with some users earning real-world income. Many large companies have used virtual worlds for marketing, though some have left. The document also discusses regulatory issues around virtual world economies and property rights.
This document discusses virtual worlds and their potential uses in education. It begins with descriptions of two virtual worlds, the Elizabethan tearoom and River City Project, that provide immersive learning environments. Several other virtual world platforms are mentioned that could support educational activities, including OpenSimulator, Project Wonderland, and OLIVE. The document concludes by listing additional resources on virtual worlds, multiplayer games, and ways different platforms have been combined with online learning systems like Moodle.
This document discusses various topics related to virtual worlds and their impact on society. It references several academic papers and news articles about politics, religion, relationships, and businesses being conducted in virtual worlds like Second Life. The document suggests that virtual worlds are becoming more integrated into real-world activities as politicians give press conferences in them, religious groups use them for worship, and businesses promote real locations through virtual representations of them.
A lecture discussing the use of some popular Web 2.0 tools for online collaboration.
Originally posted as a Google Presentation, hyperlinks lost in conversion:
http://docs.google.com/Presentation?id=dgsbm7jn_35dcmp8rcj
Virtual worlds and virtual learning environments like Second Life offer opportunities for synchronous collaboration and learning activities. Second Life allows users to create content and interact with other residents in a user-created virtual world. While open-ended nature can be challenging, Second Life has been used for simulations, collaboration, role-playing and constructionist projects. Integration with learning management systems may help provide more support for guided learning activities in these environments.
The document discusses the history and evolution of virtual worlds from text-based MUDs and MOOs to modern 3D virtual worlds like Second Life. It describes how MOOs allowed users to modify content and were used for some educational purposes. It then outlines the rise of massively multiplayer online games like World of Warcraft before focusing on Second Life as a general purpose virtual world that allows users to build content, engage in commerce, and is used by some educational institutions and businesses. It concludes by discussing challenges of using virtual worlds in education and proposing the creation of a learning community focused on virtual worlds at the University of Western Scotland.
Sloodle aims to integrate the virtual world Second Life with the learning management system Moodle. This is done by providing access to Moodle tools and content from within Second Life. Sloodle also develops new tools like a digital dropbox to better support sharing and submitting 3D projects between the two environments. The goals are to combine the social aspects of Second Life with the learning support of Moodle. Sloodle is still a work in progress but has made progress on user authentication and tools to allow chat, submissions, and permissions between the two platforms.
Sloodle presentation for the Eduserv/ Jisc Cetis workshop held at the London Knowledge Lab on Sept. 20th 2007. These slides were not actually used - a live Second Life demo was given instead.
A Richer Blend - Integrating Web and 3D learning environmentsDaniel Livingstone
The document discusses integrating virtual learning environments like Second Life with web-based tools to provide more effective support for learning. It describes a case study where a university course used blended learning with Second Life and encountered technical issues and a lack of clear learning goals until more specific project ideas were provided. To address these challenges, the Sloodle project aims to integrate 3D virtual worlds with web tools like Moodle to support reflection, communication, assessment and user management for richer blended learning experiences.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
1. More for Less: The Hidden * Challenges of Games Education Daniel Livingstone University of the West of Scotland dlivingstone.com @dlivingstone *Well, hidden from students and the external games industry, at any rate
Choosing the curriculum, picking technologies, etc is NOT the main challenge facing games education... Though it is the part most obvious to students and external industry Lifecycle diagram CC-BY-NC, Harold Jarche, http://www.jarche.com/2007/10/instructional-design-needs-more-agility/ Scheme logo - http://commons.wikimedia.org/wiki/File:PltSchemeLogo.gif, GNU Free Documentation License , Version 1.2 The C++ Programming Language by Bjarne Stroustrup published by ... Design Patterns by Gamma et al. Published by ... All other logos are TM of their repsective owners, and used for illustrative purposes: DirectX 11 and XNA logos TM Microsoft OpenGL and WebGL logos TM Khronos Foundation Unreal TM Epic Games Unity TM Unity Maya TM Autodesk Flash logo TM Adobe Systems
Many universities today have strategic goals like these...
More for less... Goodbye to balance http://www.flickr.com/photos/30084068@N08/3813864085/ Lichfield District Council http://www.flickr.com/photos/30084068@N08/
And those that aren’t trying to achieve more for less, soon will be... Source: http://www.guardian.co.uk/education/2010/feb/07/job-losses-universities-cuts
The problem is sufficiently severe for the Guardian to have a special section dedicated to cuts and closures Source: http://www.guardian.co.uk/education/cutsandclosures
David Willetts, Secretary for Universities and Science – what has he got in store for universities? Too early to tell. http://www.flickr.com/photos/30300078@N02/3000052562 Cc Edge Foundation http://www.flickr.com/photos/edgefoundation/
Paperwork – something we see a lot of in university Piles of Paper: http://www.flickr.com/photos/bourgeoisbee/2037138203/ http://www.flickr.com/photos/bourgeoisbee/ Post-it: http://www.flickr.com/photos/flatcat/3555774083/ Peteris B http://www.flickr.com/photos/flatcat/
Quality assurance – how good is our paperwork? Enhancement Led Institutional Review Research Assessment Exercise / Research Evaluation Framework – how good is our research? Piles of Paper: http://www.flickr.com/photos/bourgeoisbee/2037138203/ http://www.flickr.com/photos/bourgeoisbee/ Post-it: http://www.flickr.com/photos/flatcat/3555774083/ Peteris B http://www.flickr.com/photos/flatcat/
Validation and accreditation British Computer Society Skillset External validation and re-validation of all courses Piles of Paper: http://www.flickr.com/photos/bourgeoisbee/2037138203/ http://www.flickr.com/photos/bourgeoisbee/ Post-it: http://www.flickr.com/photos/flatcat/3555774083/ Peteris B http://www.flickr.com/photos/flatcat/
Also lots and lots of internal paperwork – such as module descriptors, programme descriptors, learning outcomes etc In Scotland, learning outcomes need to be expressed in terms matching those provided by the Scottish Certificates and Qualifications Framework – which are specific to the year of study Piles of Paper: http://www.flickr.com/photos/bourgeoisbee/2037138203/ http://www.flickr.com/photos/bourgeoisbee/ Post-it: http://www.flickr.com/photos/flatcat/3555774083/ Peteris B http://www.flickr.com/photos/flatcat/
A typical university organisation (Note: A games course could be in ANY of the four faculties shown – what effect would that have on the type of course it was, and on what topics might be covered?)
In almost every university there exists a Department of Innovation Prevention. As you try to introduce changes to improve things, there are forces that try to keep things the same... It might be IT wanting to protect the network infrastructure by locking it down and making it hard to add new hardware or software, legal guidance that prevents or limits use of Web 2.0, finance procedures that make purchasing specialist hardware impossible.... Etc
Reorganisation is also a periodic feature of most universities. The University of the West of Scotland was recently formed by a merger between Bell College Hamilton and the University of Paisley. As a result, in a few years we have seen more reorganisation than most. Image (c) University of the West of Scotland
So far I’ve listed some of the forces affecting academic time, and pressures on university education to provide more for less. But what can be done about it? A good place to start is to rethink our instruction methods. http://www.flickr.com/photos/38299630@N05/3635356091/ Laurakgibbs @ flickr - http://www.flickr.com/photos/38299630@N05/
Lectures are popular – not least because it is the cheapest way of addressing a large number of students with a small amount of staff resource. But are they the most effective teaching method? It has certainly been a feature of university education since the modern university came into existence as shown in this medieval picture – complete with students talking at back and falling asleep. In a video on YouTube, David Wiley presents a Parody of the Future of Education. He notes that lectures started because books were too expensive. Now we have books, videos, YouTube, podcasts, ... So why still lectures? Medieval lecture image, public domain, sourced from WikiMedia Commons
We also have to stop thinking in simple pass fail terms. A degree can be thought of as a succession of pass/fail binary decisions. A series of ‘yes’ decisions, and the student graduates, a ‘no’ and they are binned. Degree flowchart by Daniel Livingstone CC-BY-NC Keep Britain Tidy logo (c) http://www.keepbritaintidy.org/ Graduation hat http://commons.wikimedia.org/wiki/File:Graduation_hat.svg GNU Free Documentation License
Students who fail one course might do so for many reasons – perhaps they might succeed on another course. From experience, a technically demanding degree on games programming will have retention issues. From students who struggle with programming and from students who realise (perhaps after two years or more!) that programming is no longer what they wish to do. Providing a route to alternative qualifications can help these students succeed in other areas. Additionally, we need to prepare students who might leave to directly enter work – perhaps in a non-games area. Degree flowchart by Daniel Livingstone CC-BY-NC
Another challenge is the 40% pass mark common in UK undergraduate qualifications. Even from the best courses, students who scrape through with a bare pass might not be well prepared – and students can easily focus on passing a degree instead of focussing on learning.
Students use a wide range of online and offline technologies for learning and personal use – social networking is common, other technologies used to varying degrees. Can we use these to try to extend the reach of university to meet students on neutral turf? But students might not want to ‘friend’ us on their own turf – e.g. Facebook Creative Commons: http://www.flickr.com/photos/gretchensfrage/3379888408/
At UWS a social network exists for use by staff and students on the games (and games related) courses. The network is open, and administrated by students and staff – but not part of the official web presence. Students have real ownership – and the discussion is kept informal. Students can and do interact with each other a lot more – but in a space where staff can also offer advice and support. Students, alumni and staff all share a common network. Source: http://wosgamers.ning.com/
It also becomes important to recognise other student achievements. Such as extra-credit classes (common in the USA) or other schemes that offer awards to students for work beyond class assignments. Source: University of Bristol
It is important to encourage participation in competitions – though most are limited in the numbers that they can accept. What about students who don’t get into the big competitions? Can also encourage students to self-publish – perhaps easier for courses which focus on casual/web games or which use XNA/C# in the curriculum. More challenging for programming focussed courses based on C++ Global Game Jam logo TM Global Game Jam (check?) Dare to be Digital... Real Time Worlds logo TM Real Time Worlds Ltd. App Store icon TM Apple Computers Xbox Live Arcade logo TM Microsoft Kongretate logo TM Kongregate Steam logo TM Valve Facebook icon/logo TM Facebook
So for example this summer at UWS I will be running a summer “Unversity” program. Like University, but without lectures, coursework or deadlines! Basically, students pick their own projects and groups. I provide some support, some encouragement, and some basic structure. A number of students have already signed up, I’ll be contacting others. Participation will be in the labs and online – the goal for each group to try to complete at least one game project over the summer. Time will tell if this works... UNversity logo by Daniel Livingstone incorporating arcade controller image from Open Clipart Library, public domain - http://commons.wikimedia.org/wiki/File:Retro_gamepad.svg
What these different strategies have in common is trying to encourage students to behave like game developers. Instead of focussing on teaching, we need to encourage students to become active participants in a game development community. Change the mindset from trying to pass the course and learning about game development to *being* a game developer – and learning to be a better developer. UWS Computer lab, students and alumni. (c) John Sutherland, used with permission Communities of Practice image taken from CC-NC-SA image by PLEARN on Flickr: http://www.flickr.com/photos/49653615@N00/4288801363