from learning design to game design and back; the cyberdam example
DESCRIPTION
Presentation by Pieter van der Hijden ([email protected]) of Sofos Consultancy (www.sofos.nl) and Stichting RechtenOnline (www.rechtenonline.nl) at the 39th annual conference of the International Simulation and Gaming Association (ISAGA,, www.isaga.info); Kaunas, Lithuania, 2008.TRANSCRIPT
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
Introduction
www.cyberdam.nl 2
Introduction
www.cyberdam.nl 3
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.
Patterns in Game Design; Staffan Björk & Jussi Holopainen; 2005
Relation design tools <-> external goals of game are vague
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
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
Where can game design and learning design meet?
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.
Educational institutes ask to justify the use of games• Context• Intended audience• Prerequisites• Learning objectives
– …• …
– …
• …
– …– …
How are requirements on learning objectives met by game?
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
How are requirements on learning objectives met by game?
http://www.pd-trak.com/devtools.htm
Lessons from the Cyberdam project• Welcome to Cyberdam
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
Welcome to Cyberdam
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.
Cyberdam screenshot
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
Definition phase
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
Design phase
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
Design phase
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
Realisation phase
Implementation phase
Activity Design relevance
Preparing introduction, briefing, debriefing
NA
Preparing first run and launch
NA
Implementation phase
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.
Discussion
www.cyberdam.nl 34
www.cyberdam.nl 35
www.cyberdam.nl
2008 – Stichting RechtenOnlinePieter van der Hijden ([email protected])