A presentation of the outcomes of the Global Social Problems class at the 2012 Association of American Colleges and Universities (AAC&U) Annual Meeting.
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AAC&U 2012 Annual Meeting
1. Global Social Problems
Local Action & Social Networks for
Change - A “Gameful” Approach
Jason Rosenblum, Bob Strong
St. Edward’s University
http://academic.stedwards.edu/globalsocialproblems
jasonr@stedwards.edu
http://slidesha.re/zdim3r
2. What’s a serious game?
• games famously resist definition(Wittgenstein)
• Therefore here’s one perspective:
Serious games are games that
prompt experiential learning through
play, in ways that foster critical
evaluation and participation.
http://slidesha.re/zdim3
3. Gameful Participation
• McGonigal, J. (2011). Reality is Broken: Why Games
Make Us Better and How They Can Change the
World: Penguin Press HC.
• Jane McGonigal - Real play to take action to
address large scale probs.
http://slidesha.re/zdim3
4. Gameful participation via
Superhero Gaming
• Produced World Without Oil (an Alternate Reality Game)
and more recently, Evoke (Alternate Reality/Superhero
Gaming)
• See: http://janemcgonigal.com/
• Look for her Ted Talk: “Gaming can make a better
world”
http://slidesha.re/zdim3
5. Learner as “Superhero”
Clever use of technology + game design
strategies to motivate players in ways that are
Challenge-Based.
http://www.urgentevoke.com
8. Gameful learning with
serious games
• Strategy that applies “Serious” Games with
Guided Experiential Participation
• To Foster: critical thinking, problem solving,
instructor facilitation & reflection
• To Address: authentic, real-world problems
http://slidesha.re/zdim3
9. What is Global Social
Problems?
&
Why Pilot this course?
http://slidesha.re/zdim3
10. Global Social Problems
• Local Action & Social Networks for
Change
• Undergrad Cultural Foundations course
• Uses superhero gaming strategies &
challenge-based learning approach.
• Inspired by McGonigal’s idea of gameful
action and her ARG, Evoke.
http://slidesha.re/zdim3
13. Mission-based design to
foster “Heroic Action”
• Research an issue @ Global & Local Levels
• Participate online as well as at local levels
to address the problem
• Imagine a possible way to address the
issue, incorporating perspectives learned
through research and participation.
http://slidesha.re/zdim3
14. Experiential Components
• Values-driven Superhero Gaming System
• Social Media to Research and Act
• Immersive, project-based approach
• Iterative writing with faculty/peer feedback
http://slidesha.re/zdim3
15. Heroic Values
Peer Review: Students awarded “Experience Points”
by peers on how well they demonstrate Heroic
“Character Traits”
Creativity Tenacity Perspective
Clarity Cooperation Empathy
Credibility Precision Persuasion
Courage
Badges awarded based on individual scores
http://slidesha.re/zdim3
17. Things to Note
• Class site is 99% “open”, not
within Blackboard
• Heavily custmized Drupal
website
• Course hash tag = #globsoc
http://slidesha.re/zdim3
37. Student Feedback
• “I got a lot out of this course. I have always
been a very passionate person with
anything that I've ever set my mind to,
whether it be my career in the arts or my
school work. This class was a wonderful
way to make people really work to change
the world, and not just to write one more
paper on it. I was able to reach out and
actually change lives in this course and that
is amazing.”
http://slidesha.re/zdim3
38. What’s worked
• Iterative blog entries
• Guest Lecturer participation: Profs Vicki Totten
and Kay Firth-Butterfield
• Heroic Participation & values discussions
• The Social Good Summit: a social media
enabled conference
• Twitter participation
• Group Projects
http://slidesha.re/zdim3
39. Challenges
• Unfamiliar with: project-based course
design
• Unfamiliar with : Peer review process
• Learning: Technology components
• Unaccustomed to: Incremental research
tasks (Research Notes) & deadlines
• Requires: Constant Schedule adjustment
• Superhero-oriented theme
http://slidesha.re/zdim3
Give a broad overview here--no details about WWO\n http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world.html\n Incorporates problem-solving (how to address the problem through action) and can be described as an example of action learning--i.e. you can't solve a problem alone.  You need to collaborate with experts to come to a greater understanding of the issue. \nMcGonigal focuses on the larger picture of how and why games are relevant.\n \n Asks: How can we capture the positive, emotional qualities of ludic experiences that we get from games? \n The process of leveling through games gives a sense of accomplishment, not because saving a virtual world has “value”, rather the experience of being a part of an ‘epic’ undertaking has meaning.\n By adopting a gameful approach to school (like Q2L), we take some of the best elements of game participation and apply them in ways that make education meaningful and relevant.  It changes the game of education from something that is grade-focused (external reward) to achievement-focused (internal reward).  Gameful approaches to life that involve us in large-scale (epic) pursuits can help to give our lives meaning, particularly if we engage around real-world social problems.  It is us that make the difference—and it is us that benefit from a sense of ‘fiero!’ that comes with knowing that we’ve made a difference\n
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Extends McGonigal’s notion of gameful participation into the classroom--Jane doesn’t discuss teaching & learning per se.\n\nTeaching & learning approach that incorporates use of serious games -- computer game & game methodologies to promote experiential & discovery learning around authentic, real-world problems. \n \n--gameful learning is made possible through crit. thinking, instructor facilitation & student reflection\n\nNext: will show how research perspectives can inform *how* computer-based games might help foster gameful learning.\n
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Jason: Values & Social Media\nBob: Project-based learning & Iterative Writing\n
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Emphasize success with heroic characteristics as compared with super-heroic genre\n