9. learning
external little answering
from memorization
rewards guidance questions
experiences
succeed
lots of opportunities positive
at one thing discipline
guidance to fail reinforcement
then the next
reading
teaching opportunities asking
watching fun
others to reflect questions
observing
understand
why and internal
adversity set own goals consequences
how they motivation
are learning
10. opportunities to ask
questions
discover new things
reflect on what
how do I
I’ve learned
find good games?
understand
concepts
share what I know
with others
how does this app or game facilitate learning?
11. what I see
when p e o p l e learn
sustains interest long enough to
reach understanding
driven by learner’s interest
opportunity for learning
offered in appropriate
place and time gives practice and
application when needed
is relevant
12. what I see
when p e o p l e learn
hard enough when learners
want to learn something
designing learning experience
very difficult when they don’t
we have to use other
tools to drive learning
14. What do we want the learner to be able to do?
inquiry-based learning
create an environment
have them do it where they decide
& reward them how to do it
themselves
gamification
15. myths of educational design
It
SEEMS
e d u c a t i o n a l ,
so it
must B E .
16. myths of educational design
I f t h ey
HEAR IT
they will
L E A R N it.
17. myths of educational design
Learn what
I want you to know
in the way it is
most convenient
for me to
teach.
21. define
design
prototype
idea
refine
for
rethink
the
communicate
thing make
the
audience thing
environment for use
outcomes
platform
game, sim, or interactive
22. E D U C AT I O N A L
game designm o d e l
math: multiple representations of
Start with... numbers, numberline, order of operations
• Broad educational goals.
6th graders lacking conceptual understanding + parents and teachers
• Any of the following:
• audience (age, info, existing knowledge)
• use environment (where, by whom, seat time,
platform)
• budget RCT in classrooms
• timeline
4 years
23. E D U C AT I O N A L
game designm o d e l
Food safety to mid schoolers:
Start with... temperature, handwashing, separation
• Broad educational goals.
•
mid schoolof the following:- just learning to cook
Any kids in class or home
• audience (age, info, existing knowledge)
• use environment (where, by whom, seat time,
platform)
• budget at home by in class, afteron web, 20-30 mins
themselves, school
• timeline 16 months
24. E D U C AT I O N A L
game designm o d e l
Start with... ATV safety to teenagers.
• Broad educational goals.
• Any of the following: kids 8-18, never ridden, don’t own ATV
• audience (age, info, existing knowledge)
• use environment (where, by whom, seat time,
platform)
• budget at home by themselves, on web, 20-30 mins
• timeline 6 months
25. what do they
already know?
why this audience?
self-directed or
teacher led? audience
why aren’t they learning this
another way?
why would they
want to use this?
26. what types of
what other computers will
learning be used to access
what other strategies will be this?
things will be used before, with
vying for the or after this?
user’s attention? how long will this be
used for?
environment where used
what is learner’s will users return
motivation to use? who will be to it repeatedly or
with the user just use once?
when this is
used?
27. what does work with other
approaches? What would this do?
what isn’t working with other
why is technology approaches? Why?
needed? How is this
better than other
approaches?
outcomes what needs to be
practiced or
understood?
conceptual
understanding?
practice or application? after using, what
can the user do?
behavior change?
28. E D U C AT I O N A L
game designm o d e l
... what doesn’t work:
• game makers serve as educational designers
• educators make their own games
educators developers
design make
29. To make the best educational games...
don’t
try to just teach,
don’t
try to just make a game,
think about how to design a
learning experience
30. $
No one will pay you to
make a game.
Ask for money to
educate.
shape attitudes.
change behavior.
31. Continuum of Development
Demographics
Calculator Food Safety Sim
iPhone App Web-Based Interactive
Landscaping Tool
Database (Web and Mobile)
$ $$$
Exergaming
Case Studies
3 Minute Videos Financial Literacy
2-10 hour game
32. Technology b e t t e r . doesn’t make it
mobile devicer .
Being on a
doesn’t make it bette
Being
better makes it
better.
-- Barbara Chamberlin, Educational Designer
33. How to m a ke
games,
media tools
interactives
and
t h a t don ’t stink.
Ba r bar a C h a m b e r l i n • bc hamber@nmsu.edu
Notas do Editor
instuctional design process - sabbatical\n\nguiding questions, into user testing.\n
We’ve gotten pretty good at teaching weird content... stuff that you might not think you need to know, stuff that you prolly won’t learn else where... stuff most people don’t want to teach you... so it makes snese to go to math which is stuff you need to know but may not want to learn, people want to teach you but may not know how. \n
vocabulary is very casual... they answer questions, they test and answer. We don’t tell them what a hyptohesis is. We don’t have them read about independent and dependent variables... ist’s scaffolded.\n
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This is a diner dash... time management. \n
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The truth is... you don’t need to know how I think learning happens, and I don’t need to know how you think learning happens, but you need to know how you think learning happens, and apply it in a meaningful way.\n
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If these conditions are met... a magazine article on an inflight magazine may be all that is needed... it can be educational... but too often, we design from our perspective of what we want to teach, rather than what the learner’s perspective is, of what they want to learn... But of course... our job is to teach content to people they don’t necessarily want ot know, certainly, don’t think they need to know, may not even understand that they don’t know it.\n
when they want to... that is what eXtension is... content there for people who are looking for it... are driven by it, and curious and hungry and are asking the right questions... BUT... OUR jobs have to move beyond that. When they don’t want to learn it or don’t know they don’t know it, or don’t know that that knowledge is even out there. \n\nWe drive learning with incentives, sure... but what we want to create are experiences. Experiences of humor or challenge or success or visualization or contextually relevent moments. Things that either convince people they do need to learn it, or provide opportunity to learn it in a way that is meaningful at the time so they have it when they need it later. \n
How do we create educational experiences that stink? \n
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We design it... we think putting educational content into a game of jeopardy, or simply adding content to a game does the trick. Just because it seems educational doesn’t mean it actually changes behavior or leads to knowledge. \n
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We design it... we think putting educational content into a game of jeopardy, or simply adding content to a game does the trick. Just because it seems educational doesn’t mean it actually changes behavior or leads to knowledge. \n
Our ideas are a starting point, but we don’t think about them in terms of what makes a good game, what is a good experience...w e think about what could be a game, or what is like a game we’ve played and how we could maybe throw education into it... it may not be a good game... it may just be a game we’ve played and we can see how it is adapted. Regardless... \n
Our ideas are a starting point, but we don’t think about them in terms of what makes a good game, what is a good experience...w e think about what could be a game, or what is like a game we’ve played and how we could maybe throw education into it... it may not be a good game... it may just be a game we’ve played and we can see how it is adapted. Regardless... \n
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You need to start with some of this, so you know who you need on your team. Braod educationa goals... not all of this...s ome needs to emerge. We budget games like we buy houses... \n
You need to start with some of this, so you know who you need on your team. Braod educationa goals... not all of this...s ome needs to emerge. We budget games like we buy houses... \n
You need to start with some of this, so you know who you need on your team. Braod educationa goals... not all of this...s ome needs to emerge. We budget games like we buy houses... \n
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- We know what doesn't work:\n- designers hand designs to developers and tell them to  'make it' (so much is lost when they don’t design together)\n- game makers create educational games without understanding the content and pedagogy (they don’t know best practices and teach the way they were taught)\n- educators make games without understanding game design (they are wasting time on the wrong stuff, and often doen’t understand games)\nNot sure this is fair... I certainly use a different blended approach... but it isn’t the teams that are the primary problem, but the educational approach. game makers can have insight on education, educators can certainly have insight on games... it isn’t the teams... but the lack of the collaboration between, and the lack of a process that helps keep them on track. This makes me happy... that, having spent 20 years refining and defining our approach, these whippersnappers with a mere 4, 6, 7 years experiene haven’t beat me to the punch. So, here’s what we do. \n
and to do this, you have to start with what you want your learner to do. Now where you want a game delivered, not that you even want a game, not that you want to be on the iPad, not that you have a game idea... but what you want your learner to know or do... \n
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We don’t usually do $15k apps\n
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instuctional design process - sabbatical\n\nguiding questions, into user testing.\n