Robin Armstead

532 Final Presentation

Sociology 2.0

Introduction

Sociology 2.0 Exploring Modern Society Using World Of Warcraft

• Gamify A Common College Course

• Complexity of World of Warcraft Perfect Match for Sociology

• Special Topics in Sociology• Sociology 2.0• Uses Game Play

Explore Concepts in Sociology

Sociology 2.0

Inspiration

Instructional Design

• Interests

• Game Based Learning

• MMORP and Virtual Worlds

• Ethnicity and Culture in Gaming Environments

• Games Imitating Life or Life Imitating Games?

• Research

Systematic, Skeptical and Critical Study

Human Construction of Social Worlds

Big and Small Issues

World We All Live and Participate

What is Sociology

» Massively Multiplayer Online Role Playing Game by Blizzard Entertainment

» Players choose an avatar among several different races

» Two sides the Alliance and the Horde that are at War.

» During the game» Complete quests» Interact with NPC and other Live

characters» Gain skills, trades, and » Acquire objects.

» It is a very rich and diverse virtual world

What is World of Warcraft

Special Topics: Exploring Modern Society Using World Of Warcraft

Sociology 2.0

Gamifying Sociology

Let the Games Begin

General Information

Purpose • Actively Engage Online Students by Providing Content in a

Way that Allows Freedom, Flexibility, and Fun. • Gamify Traditional Class to Encourage Higher Levels of

Excitement and Engagement • Match the Needs and Expectations of Students with Todays

Trends and Technology

Goal Statement• At the End of the Course, Students Will Be Able to Explain

Common Ideas, Concepts, and Definitions used in Sociology that include Race, Gender, Class, Social Structure and Interaction, and Inequality.

Instructional Objectives

Explain Sociology Concepts Using Their Own Experience and Formulating Fictitious Scenarios Using Correct TerminologyIllustrate the Effect of Society as a Whole on Individuals and GroupsIdentify Structural Institutions That Perpetuate Inequality Apply Critical Thinking to Analyze Social StructuresDescribe the Three Primary Sociology Perspectives (Functional, Conflict, Symbolic Interaction)Relate the Primary Three Sociology Perspectives to Race Ethnicity, Gender, Class, Social Structure and Interaction, and Inequality.Identify Controversies within the Field of SociologyExplain How Socialization Occurs at Different Levels of SocietyRecognize Systems of Social Control

Evaluate how popular culture and society portrays groups according to race, class, and gender

»Use 3D Game Lab for LMS»Play Characters in WoW»Meet Once A Week 2 Hours» Instructor Offers In World and Off World

Office Hours»Peer Mentors Are Chosen To Assist

Learners»Weekly Class are Mandatory»A Specific Quest is Required Each Week

for Purposes of Live Class»Students have Multiple Ways to Respond»Students have Multiple Quests and Quest

Chains to Choose »3000 Points Wins The Class

Basic Class Mechanisms

Quest Division

Mandatory Quests

(Yes The M-Word)

Reward System

Ranks

Basic Class Mechanisms (Cont)

Instructional Context

Organizational Infrastructure3D Game LabCreative Common Share Alike License

Allocation of ResourcesInstructional Designer-Robin ArmsteadSubject Matter Experts-Sociology and World of WarcraftInstructor-Knowledgeable in Sociology, MMORPG, WoW

Learner Location and TechnologyDistance LearnersComputer with Internet Access Required

Learner Analysis

General Characteristics

• Male & Female 18-60, Computer Proficiency, Some College Courses,

Motivation

• General Interest in Sociology, Virtual Worlds, Alternative Learning, Voluntary

Prior Knowledge

• Familiarity with MMORPG Helpful but

Not Necessary

Communication Skills

• College Level Reading & Writing Skills

Technical Skills

• Basic Computer Skills & Accessing the Internet

Other

• Critical Thinking Skills

Orientation to Learning

Provide an Overview

• Course Description, Syllabus, and Introductory Video and Quest

State The Objectives

• Syllabus, Introductory Video

Explain the Relevance of the Instruction

• Invite Learners to A Live Presentation and Q & A

Assist Learner Recall of Prior Skills and Experiences

• Participants Experiences & Ideas about Society and WoW or MMORP

Provide Directions for how the learner is to start, navigate, and proceed through the lesson

• Tutorial provided with Walkthroughs

• Written Instructions

• Instructor & Peer Assistance

Instruction on Content

Present Content Information

• Each quest includes text instructions, links, graphics, completion, and submission instructions, what to expect during the quest, and relevant objective.

Provide Learning Cues

• Graphics, Emphasize Text, Highlight Key Information

Present Opportunities for Practice

• Quests, Exercises, Discussion Groups, Projects

Provide Feedback on Practice Performance

• Discussions, Peer Review, Instructor Comments

Provide Review of Units

• Summarize Information at the End of Quests Chains

• Use Text, Video, and Discussion for Wrap Ups

Instructional Strategies

Measurement of Learning

Assess Performance or Progress Toward Goal

• Quest Completion

• Quizzes (Can Retake Multiple Times)

• Threaded Discussion

• Class Meetings

• Reflections

• 3D Game Lab Tools

Advise Learner of Scores or Progress

• Instructor Feedback

• 3D Game Lab Tools

• Class Meetings

Instructional Strategies

Overview Of Motivational Strategies

Instruction on the Content

• Allow learners to Have Freedom in Choosing Quests

• Content of Quests Relevant to Individual’s Interests

• Participation with Peers and Instructors through Live Class and Discussions

• Learners are Encouraged to be Open and Share Ideas and Experiences

• Live 2 Hour Classes Once A Week

• In-World and Off-World Office Hours

• Reward System

Measurement Of Learning

• Constant Feedback from Instructor

• Scoring Using 3D Game Lab

Summary and Close

• Learners Encouraged To Continue and Build the Learning Community

• Certain Projects Will Be Used as Examples in Other Classes

Factors Affecting Class Design

Class Size

• Should be Limited to 20 Students

• Offer a Second Class if Large Number on Waitlist

Navigation and Learner Control

• Provide Live Group Sessions for Navigating WoW in First 2 Weeks

• Provide One on One Teacher and Peer Meetings for Continued Support

Feedback

• Provide Comments on Quests, Blogs, Discussions, and Live Classes

• 3D Game Lab Provides Point Accumulation and Group Ranking

Interactivity

• Extensive Participation Using Discussion, Live Class, & Feedback

• Sharing Experiences & Ideas

• 3D Game Lab Compare Rank with Other Learners

Evaluation Criteria

Effectiveness-Mastery of Goals and SuccessDetermined through Discussion (written & verbal), Written Reflection, Assessments & Quest Completion

Efficiency-Timely & Cost Saving DeliveryDocument Time for Teacher Prep and Quest CompletionUse Quality Free or Low Cost Resources for Students

Appeal-Gain and Maintain Learner AttentionReview Technology for Ease of UseOffer Wide Range and Diverse Quests and Quest ChainsEngage Learner through Consistent Contact

Summary and Close

Instructional Strategies

Provide Opportunities for Retention

• Summarize and Review Main Points of Major Topics and Objectives

• Allow Learners to Share What They Have Learned

Provide Remediation for Unmet Objectives

• Provide Learners with Resource List of Additional Learning Materials

• Provide Individual Feedback Based On Learners Work

• Encourage Learners to Review Quests and Quest Materials

Enhance and Enrich Learning

• Provide Learners with Resource List of Additional Learning Materials

• Create Continued Opportunities for Sharing Through Social Network and WoW Guilds

Conclusion

Broadcast and compress for seamless delivery

Quest Example Part 1

Quest Name: Don’t Punk Out Now

Topic: Race and Ethnicity

Point Value: 100

Learning Objective: Evaluate how popular culture portrays groups according to race, class, and gender

Short Description: Racial Representation in the Media

Quest Example Part 2

DescriptionRead the Video Games and Racial Hegemony section of Race-Based Fantasy Realism: Essentialism in the World of Warcraft by Melissa Monson. This section discusses academic research about race, perception, and modern culture. It explores sensitive topics such as stereotypes media representation in video games. As you read this section, please think about the characters that you have played so far in WoW. Consider how they may be representative of real world races or cultures whether it is based on authentic or false characterization. In order to really explore the this topic, we have to be able to discuss it keeping in mind that offensive and subjective material exists, however suggesting, recognizing, or acknowledging it does not make one neither a racist or hypersensitive. Talking about it with an open mind leads to greater awareness and understanding.

Quest Example (Part 3)

Task1. Read Video Games and Racial Hegemony2. There are a lot of opinions about racial stereotypes and the WoWuniverse. Browse the internet and find an article, wiki, or discussion that explores this topic (compaing WoW races to ones in the real world)3. Consider you own experiences and perceptions in WoW and real life. Choose 3 WoW races and explain how they are representative realistically or stereotypically of real world ethnicities and cultures. SubmissionCreate an entry in the Discussion Board Titled “Initial Race Explorations in the Media” of at least 600 words with your thoughts and explorations using 3 of your characters as examples. Respond to 2 of you peers.Note This Is A Mandatory Quest

Awareness

Passive and Active Knowledge

Interpretation Shaped by Subjective Experiences

Constant Reinterpretation

Should Be Meaningful

Theory of Knowledge Awareness and Consumption

Mash-UpExperiential Learning

Social Cultural LearningConstructivism

Future of LearningGame Based LearningGamificationSocial Media & Learning CommunitiesMultiple Ways to Engage Online Learners

Final Thoughts

References

Plummer, K. (2010). Sociology. London: Routledge.

Davidson-Shivers, G.V. and Rasmussen, K. (2006). Web-Based Learning: Design, implementation, and Evaluation. Upper Saddle River, NJ: Pearson Education, Inc.

Monson, M. (2012). Race-based fantasy realm: Essentialism in the World of Warcraft. Games and Culture, 7(48). doi10.1177/1555412012440308

FIN

532 Final Project

Sociology 2.0.

?But wait…There’s More!

Final Goodbye