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Games for Change Festival 2012

I’m registered for the 9th Annual Games for Change Festival in NYC from June 18th to 20th.  I attended last year as well, and it was my favorite conference-type event of the year.

I love to see concrete examples of what works, and one of the things that this event does particularly well is offer sessions that focus on actual games and their development process, in addition to more general theory.

You can access recordings of sessions from last year online.  Some of my favorites were Jesse Schell’s keynote, Make Games. Not War and Filament Games’s session with iCivics.

The speaker line-up for this year’s festival looks fantastic – Jane McGonigal, Ian Bogost, and James Paul Gee, among others!  Registration is open at http://www.gamesforchange.org/festival2012/.

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Using Challenges for Learning: Part 1

I had a busy start to the year.*  In addition to working on several online, asynchronous learning projects, I taught an Adobe Flash/ActionScript 3 class as part of a college program focused on game design and development.  It was a lot of fun – I used to do a lot more in-person teaching and tutoring, and I didn’t realize how much I’d missed it until I dove back into it.

Most of my projects over the past few years have revolved around shorter, online modules designed to focus on a small subset of skills.  In this course, however, I was working with students to try to develop deeper, more flexible animation and programming skills.  For me, the experience was a good reminder of just how effective project-based challenges and exploration are for this sort of learning.

An example: as an in class project, I demoed programming a frog to move around a screen in response to user keystrokes.  The students followed along on their computers to create similar code.  Once everyone had leaping frogs, I had them split into groups of three. Each group had to complete two challenges:

  • Make a truck move across the screen (using code, not the Flash timeline)
  • Detect collision between that frog and the truck

(Yes, this is frogger inspired.  Every person who dives into programming should be required to recreate frogger at some point in his or her life.  So says Amanda.)

These challenges required extending the code we’d already written using functions that the students had never seen or used. The goal was to get them both to experiment with the code and to practice researching potential solutions on their own.

I rotated between groups, but only answered questions when it was clear that they had already tried to research a solution and were just having difficulty implementing.  Everyone was eventually able to meet the challenges using several of many possible solutions.

My favorite part?  The groups that finished the initial challenges first quickly moved on to building even more functionality into their games (Different vehicles!  Explosions!  Hundreds of frogs!) by doing additional research – no prompting from me required.   Whenever playing with code wins out over randomly surfing youtube, I declare a learning win.

More on challenges within learning (and specifically, eLearning) from me soon!

* And then, after a busy January and February, I had a baby. This, perhaps predictably, made everything even busier and also means that I now generally have to type blog posts, like this one, with one hand.

 

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New eLearning Global Giveback Course: Isoniazid Preventive Therapy for the Prevention of Tuberculosis in People Living with HIV

My son, Theo, was born two weeks ago, so I won’t be at the Learning Solutions Conference this week.  However, a course I developed with FHI 360 is going to be demoed there on Thursday evening as part of the third eLearning Global Giveback.

This course is designed to give health care workers hands-on practice identifying when and how an Isoniazid Preventive Therapy (IPT) program can be used to help prevent tuberculosis in people living with HIV.

The “content” for the course is two documents: a set of WHO guidelines and a brief created by FHI 360. I purposefully didn’t try to recreate this material in the course itself, because I felt like the searchable, skimable PDFs were already far better as lasting resources than an online course would be. Instead, I included the documents as downloadable resources and focused the course itself on application of knowledge.

The course is a scenario-based practice space where the user can apply the information from the downloaded documents in similar-to-real-life activities. At a first medical center, the user begins by screening a series of patients to determine whether or not they are good candidates for IPT and another series of patients who are already undergoing IPT to determine if they are exhibiting side effects of the therapy.

Once the user has completed the screening exercise, they address common misconceptions about IPT with some of the staff at this medical center.

 

The second location is a smaller, more rural clinic. Here the user also screens patients to determine if they are good candidates for IPT, but without access to a screening test for tuberculosis infection.

Throughout the design and development process, the team at FHI 360 provided excellent support and reviews, and I’m really excited about how the course turned out.  If you aren’t able to stop by the Global Giveback reception to demo the course, you can take a peek at the course in my online portfolio.  You can also learn more about the eLearning Global Giveback by clicking here!

Posted in Amanda's Projects.

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Interface Inspiration

I’m committed to online learning that is focused on activity, typically of the real-world, application-focused variety.  However, imagining how to translate real-world situations into meaningful learning interfaces for a computer screen can sometimes be daunting.  Even in the 21st century, significant portions of our lives still don’t revolve around pointing and clicking.

One strategy I use is keeping an “interface inspiration” library – essentially, a folder on my computer where I keep screenshots of learning interfaces that I think are particularly nifty.  When I get stuck while trying to translate activities into interfaces, I can browse through my collection of screenshots for ideas.

I mentioned this strategy a few weeks ago while presenting as part of an instructional design panel at DevLearn, and the question of WHERE to find these interfaces came up during the Q&A portion of the session.  In a sort of belated cyber answer (yes, I answered in person too), here is a preliminary list of places where I’ve found inspiration for learning interfaces.

The sites below are a mix of learning venders and educational game sites, but all include multiple clickable demos that I found useful.  Most of the learning games sites target school-age children, but the interface ideas are absolutely still relevant for learning aimed at adults too.

Allen Interactions

I think that Allen Interactions creates some of the best performance-driven, application-focused eLearning available, and they have a number of courses with amazing interfaces on their web site.  You do need to sign up for an account to view their case studies and demos, but it’s quick and free.

Filament Games

Filament Games is my current educational games company crush.  The link above goes straight to their large library of games that you can play – the iCivics games are probably my favorites.

Enspire Learning

Enspire Learning is another learning-focused company with some great demonstrations of intuitive yet creative interfaces on their web site.  Again, handing over your contact information is required to view the demos.

Doorways-to-Dreams Foundation – Financial Entertainment

I have mixed feelings about casual games for learning, but Doorways-to-Dreams has a good series of financial entertainment games created by several different venders.  My favorite for interface ideas is Celebrity Calamity.

EdHeads

EdHeads in a nonprofit organization that designs and develops really neat educational online games focused on science, math, and critical thinking.

Nobel Prize – Educational Games

This section of the official site of the Nobel Prize offers a series of educational games based on Nobel-prize achievements over the years.

 

In additional to these initial links, I’ll add future updates to the newly created Interface Inspiration page found through the blog menu above.

Posted in Related Resources, Samples.

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What Will Be Left Then?

Even though I generally play more with creating learning activities than representing information, I’m fascinated by data visualization.

A couple of weeks ago, I created an infographic as part of Information is Beautiful’s first visualization challenge.

Information is Beautiful provided a spreadsheet of data about when the reserves of various non-renewable resources will be depleted.   I carried the data in my handbag and periodically pulled it out to peer at it while waiting at doctor’s offices, restaurants, and the like.  However, because of various commitments and some possible procrastination on my part, I ended up with only to one day to actually design and develop the visualization in Flash.  I decided to go for it anyway.

Here’s a screenshot from the visualization I created:

If you click on the image (or here), you can view the interactive version in my portfolio. As the viewer clicks the timeline to view different stages of a person’s life, the resources at the bottom of the screen gray out as the reserves for each are projected to be extinguished.

I wanted to focus on the emotional aspects of resource depletion and decided to frame the depletion of resources around the life of a child born in 2011.  Perhaps in part because my husband and I are expecting our first child in March, I was overwhelmed by the extent to which these non-renewable resources largely disappear within the span of only a single lifetime.

So, my design regrets.

If I’d left myself more time for working on this project, I would have animated the timeline and had the resources gradually fade out over time, versus just disappearing at specific points on the timeline.  I also would have spent more time focusing on how to better represent the resources themselves – maybe with images, instead of text, or by focusing on the uses for the resources rather than the resources themselves.

Information is Beautiful posted the winning designs last week.  They’ll also be announcing their next design challenge any day, likely via their awards blog.  As a big advocate of both viewing nifty designs and playing with new projects, I’d recommend checking out them both.

Posted in Amanda's Projects.

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DevLearn 2011

Both a plethora of work-type projects and some significant (but exciting) life changes conspired to keep me busy and poof, now it’s almost November, summer is officially over, and I’ve managed to not post here for months.

Oops.  I’ll try to do better.

Right now, I am finishing up a couple of nifty projects that I plan to post about soon (I promise!)  In the meantime, I just thought I’d quickly post to say that I will be at DevLearn 2011 next week.

During the Wednesday 2:45 pm concurrent sessions, I’m presenting as part of a panel: One Learning Challenge – Three Designers Put Their Skills to the Test. The session should be a lot of fun, and I’m looking forward to seeing the designs of the other two panelists, Judy Unrein and Carol Ann Amico.  On Thursday evening from 4 to 7 pm,  I’m sharing my serious game Flower Stand as part of DemoFest.

If you’ll be at DevLearn too, let me know, and I’d love to catch up in person!

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Playing with Problem Solving (Or, Wait, you’re traveling with a fox?)

I created a short series of online puzzles based on a traditional logic problem.  The first puzzle is a classic: transport a bag of corn, a fox, and a goose across a river in a boat that only holds one item without anything eating anything else.  The second two puzzles are variations where you have an extra space in your boat and must plan ahead to transport and sell extra critters to maximize profits.

Screenshot from Goose, Fox, Corn Puzzles

In part, I created this set of puzzles as a joke, because I’d always wondered why a farmer would be traveling with a fox (or a wolf, depending on the story) anyway.

Perhaps more relevantly, I’m very interested in the ways that we can use digital media to encourage basic problem solving skills, including planning and testing. I tried to build elements of these into the second two puzzles.

You can give these puzzles a try by clicking here.  I’d love to hear what you think.

 

Posted in Amanda's Projects, Samples.

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Beyond Points, Badges, and Scoreboards

In the past, when I’ve told people that I’m interested in serious games for learning, I’d often need to clarify “not like online Jeopardy,” because quiz show games had become the standard in so many people’s minds.  Now, that gamefication is super-trendy, the discussions often revolve around whether or not to pepper online courses with points, scoreboards, and badges.

I generally lean towards not.

It’s not that I think the gamefication of learning is necessarily bad.  I just think that most of the time, we can do so much better.

Instead of essentially trying to trick the learner to stay engaged through extrinsic rewards like points or badges, I’d rather spend my energy ensuring that the learning activities are themselves engaging and useful.  I can still see elements of gamification as periodically useful, say to help motivate the user through dry, introductory material that is necessary to master before they moving on to more complex material.  However, I’m wary of gamification when it becomes an overall strategy for learning design.

Along those lines, I was excited when the GDC Vault posted Jane McGonigal’s GDC 2011 presentation, We Don’t Need No Stinkin’ Badges: How to Re-invent Reality Without Gamification.  The video is an hour long, but it’s absolutely worth the time.

As part of the presentation, McGonigal distinguishes between:

  • Gamification – making something LOOK like a game by giving you points, levels, badges, and high scores to convince you to do things that you might otherwise not want to do (extrinsic rewards)
  • Gameful Design – making something FEEL like a game by generating positive emotions, relationships, meaning, and accomplishments (intrinsic rewards)

McGonigal argues that gameful design, rather than gamification, is more likely to result in games with a positive impact on the user’s lives and the world.

Similarly, I think that learning that follows focuses on these same intrinsic rewards is more likely to have a real-world, long-term impact.

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Games as Gateway Experiences for Learning

I was the type of kid who devoured the Sim-genre games, from the traditional SimCity to lesser known games such as SimFarm. In addition to just playing them as intended, I loved that they were essentially worlds in a sandbox, where I could impose my own rules to experiment with concepts that interested me.

A friend and I used SimLife to create virtual horse farms and racetracks, where we’d breed generations upon generations of  horses, with the goal of creating horses with the tendency to not turn around. (This was THE essential trait for winning virtual horse races in SimLife. Now you know.)  I suppose we could have just created horses with the ideal traits already, but we loved the challenge of trying to use breeding to select for certain traits.

I also loved SimFarm. However, instead of just spending my game money wantonly, I created spreadsheets outside of the game to plan and track multiple budgets (livestock, crops, etc.) and delight my inner business owner wannabe.

Non-Sim-genre games weren’t exempt from tinkering. I went through variations of ‘playing house’ with Ultima 7, Zelda, and even Super Mario World.  These games became toys that I could use to explore the concepts of gathering and creating items, accumulating wealth, and otherwise manipulating an environment.

Sometimes, I didn’t even use a computer for my extra layers of games. One of my favorite games as a kid was to gather recent newspapers and use the classified ads to craft a financially viable life for myself by finding a job, apartment, furniture, and a vehicle. (When I ran a tutoring center later in life, I used this same activity to pull together middle school math concepts in a one-week, small group course.)

Whether invented as extra layers on top of other games or part of the game play itself, I’m still fascinated by the types of games that give someone a chance to dabble in an area that interests them, whether for practical uses or out of sheer curiosity. These games can be gateway experiences that let users begin to build basic knowledge or mental systems about a topic that they can later explore more deeply elsewhere.

Sometimes these games are rejected as valid learning, because their impact is difficult to measure via traditional methods (say, tests). However, I honestly think that the same complexity that eludes measurement via multiple-choice question is one of the reasons they are such valuable experiences; like life, they allow for messy experimentation and free-form exploration.

I have no doubt that these games were valuable learning experiences for me as a kid in terms of learning to think, explore, and create – no curriculum or learning objectives required.

That being said – in addition to just embracing the potential of free-form game play as valuable, I do think that learning designers can also try to transfer some of the same niftiness into more directed learning. When we focus on creating learning experiences with these same basic principles – experiment, play, set and achieve goals, create stuff – some of the magic comes along too, making it more possible to create learning that’s both engaging and that acts as a gateway into later experiences.

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My iPhone Died of Dysentery: Games That Simulate Difficulty

The game Spent has been making the rounds through the serious games and eLearning communities. In case you’ve been hiding under a rock (or don’t use twitter), the premise of this game is that you’ve lost your job, your house, and most of your savings. Your challenge is to make it through a month of difficult choices.

There are relevant facts about poverty woven into the storyline. However, I don’t remember those facts nearly as vividly as I remember not sending my child to a birthday party because I couldn’t afford the $10 present. The power of this game comes from the emotionally compelling decisions where there is no perfect answer.

Screenshot of a decision from the online game Spent.

Forcing the you to commit to these hard choices, rather than just throwing out facts, more effectively challenges your perceptions. With some of your decisions, Spent even questions your assumptions about your abilities to complete various tasks. Sure, you can commit to tutoring your child in math, but can you prove that you can actually solve a “two trains leave different stations” math problem of nightmares? (I actually like those types of math problems, but I’m severely nerdy.) Similarly, if you attempt to get a job as a temp, you have to prove your qualifications through a typing test.

Along these lines, I’ve been thinking about other “it’s difficult”-themed games and simulations I’ve played in the past. Here are three additional games and simulations that exist at least in part to allow the user to experience just how difficult something actually is.

3rd World Farmer

It lives here: http://www.3rdworldfarmer.com/

In this simulation, you take the role of an impoverished family in a politically unstable country. Do you plant resilient corn or take a risk with peanuts, which may yield a higher return? Do you send your child to school or keep him home to work? Do you buy medicine or livestock?

Screenshot from 3rd World Farmer game.

Despite your best intentions, this isn’t FarmVille, and disasters strike frequently. When I played, corrupt officials took my savings, guerillas took my livestock, and my well… well, it collapsed.

As you advance, you can invest in communications, infrastructure, a sympathetic representative and more, which help mitigate the effects of the disasters. In fact, the way to eventually win the game is to make all of these improvements. However, surviving long enough to save the required money is very difficult.

Peacemaker

It lives here: http://www.peacemakergame.com/

Okay, so perhaps most people don’t walk around talking about how easy it is to bring peace to the Middle East.  However, this game does a superb job of simulating the complexities of trying to please multiple groups at once while working towards a peaceful resolution.  In the screenshot below, you can see a few of the different groups that may approve or disapprove of any particular action (there are a bunch, and they like to disagree).

 

Screenshot from Peacemaker game.

Making everyone happy all of the time is definitely not an option.

One of the key takeaways for me was that it’s really hard to make any progress at all, especially as the Palestinian president. I did manage to reach a peaceful, one state government (as the Israeli Prime Minister), but it was a long journey.

The Oregon Trail

It lives here: http://www.virtualapple.org/oregontraildisk.html

Speaking of long journeys, I played several versions of The Oregon Trail as a kid, and I can’t say that they were terribly effective at helping me remember locations or dates. However, the part I very clearly remembered was that traversing the Oregon Trail was just plain difficult.

Screenshot of The Oregon Trail, before my iPhone died of dysentery.

If you go too quickly, you wear yourself out, but if you go too slowly, you won’t arrive in Willamette Valley before winter. If you don’t hunt enough, you’ll run out of food, but if you hunt too much, you risk depleting the critters available to you in the future.

And don’t even get me started about the diseases and other potential disasters. In my most recent venture down the trail using the above emulator, I was barely on the road before my iPhone family member died of dysentery.

Aside from often being terminally dry, textbooks can’t allow you to interact with history as a series of tradeoffs and dangerous propositions. Games can.

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With the exception of Peacemaker, all of the games/simulations linked to above are free (and PeaceMaker has a free demo mode)! Go make some difficult decisions!

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