Enabling Teachers in Higher Education to Develop their Own Simulations: The Virtual City of Cyberdam
From learning design to game design and back; the Cyberdam example
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Transcript of From learning design to game design and back; the Cyberdam example
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From learning design to game design and back; the Cyberdam example
Stichting RechtenOnline
Project Leren in een Virtuele Wereld
Projectleiding:
Diny PetersPieter van der Hijden
Projectpartners:
E-MergeHogeschool RotterdamHogeschool UtrechtStrathclyde University GlasgowTU-DelftUniversiteit LeidenThieme MeulenhoffIJsfontein
Pieter van der Hijden MSc ([email protected]) Stichting RechtenOnline (Foundation Law Online)Sofos Consultancy, Amsterdam, The Netherlands
Presentation at 39th ISAGA Annual Conference, Kaunas, Lithuania, 7-11 July 2008
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Introduction
www.cyberdam.nl 2
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Introduction
www.cyberdam.nl 3
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Many game design tools exist• Examples of classifications:
– Gaming the future’s language; Richard Duke; Sage Publications, 1974.
– Patterns in game-design; Staffan Björk, Jussi Holopainen; Charles River Media, 2005.
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Patterns in Game Design; Staffan Björk & Jussi Holopainen; 2005
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Relation design tools <-> external goals of game are vague
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Learning designers use thei own tools and concepts• Towards a Pattern Language for Networked
Learning; Peter Goodyear et al.; NLC 2004• The on-line report on pedagogical techniques
for computer-mediated communication; M.Paulsen; 1995
• Training complex cognitive skills: a four component instructional design model for technical training; J. van Merriënboer; 1997
• Digital didactics
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Towards a Pattern Language for Networked Learning; Peter Goodyear et al.; NLC 2004
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The on-line report on pedagogical techniques for computer-mediated communication; M.Paulsen; 1995
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Training complex cognitive skills: a four component instructional design model for technical training; J. van Merriënboer; 1997
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Digital Didactics
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Where can game design and learning design meet?
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A pattern language; Christopher Alexander et al.; 1977• A pattern describes a problem which
occurs over and over again in our environment, and then describes the core of the solution to that problem, in such a way that you can use this solution a million times over, without ever doing it the same way twice.
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Educational institutes ask to justify the use of games• Context• Intended audience• Prerequisites• Learning objectives
– …• …
– …
• …
– …– …
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How are requirements on learning objectives met by game?
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How are requirements on learning objectives met by game?
• House-of-Quality• QFD – Quality
Function Deployment
http://pages.cpsc.ucalgary.ca/~jadalow/seng613/qfd_summary.html
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How are requirements on learning objectives met by game?
http://www.pd-trak.com/devtools.htm
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Lessons from the Cyberdam project• Welcome to Cyberdam
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Welcome to Cyberdam
• Cyberdam:– 25 Online Role Playing Games – Virtual city as common playground– Internet application to develop, deploy
and run these games– Organisation to support it
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Welcome to Cyberdam
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Welcome to Dharadam
Dharadam was created during the 5th ISAGA Summer School in Delhi, India, 21-30 June 2008 by Aashish Bhardwaj (India), Vinod Dumblekar
(India), Renata Furman (Poland), Monica Mor (India), Vladimir Solodov (Russian
Federation), Joanna Woźniakiewicz (Poland) and team manager
Pieter van der Hijden (The Netherlands).
This work is licensed under a Creative Commons Attribution-
Noncommercial-Share Alike 3.0 Unported License.
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Cyberdam screenshot
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Definition phaseActivity Design relevance
Offered/wanted exercise
Assessment of available resources
Cyberdam demo Know the gaming environment
Deep reading Know the topic of the game
Identify basic learning opportunities
Explore the domain of possible games
Define the game Set boundaries and external requirements
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Definition phase
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Design phase 1/2
Activity Design relevance
Brainstorming on stakeholders
Diverging complexity
Categorising stakeholders
Completing and reducing set of stakeholders
Assessment of stakeholders (max. 7)
Identify relevant roles in the game
Filling the communications matrix
Exploring possible actions between roles
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Design phase
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Design phase 2/2
Activity Design relevance
Per role: initial state A and end state B
Materials for briefing, individual targets
Per role: plausible scenario to go from A to B
Global specification of activities from step to step
All roles: cross check Guard internal consistency
Determine the magic circle
Set the boundaries for the playground map
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Design phase
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Realisation phase
Activity Design relevance
Recapitulate the design, resolve any issues
NA
Realise playground characters
NA
Per role – per step: write instructions
NA
Make the playground map
NA
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Realisation phase
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Implementation phase
Activity Design relevance
Preparing introduction, briefing, debriefing
NA
Preparing first run and launch
NA
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Implementation phase
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Conclusions
• Learning design may have got more scientific attention than gaming design;
• Nevertheless, gaming patterns are more elaborated than learning patterns;
• Matrix could bring both patterns together; for practical reasons: relevant cells have to be identified in advance;
• Reminder: Designing is not only an analytical process.
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Discussion
www.cyberdam.nl 34
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www.cyberdam.nl 35
www.cyberdam.nl
2008 – Stichting RechtenOnlinePieter van der Hijden ([email protected])