playing with climate change s.law - cnie conference 2008
DESCRIPTION
Slides from presentation given by S.Law at CNIE conference in Banff in April of 2008.TRANSCRIPT
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Playing with Climate ChangeAn Educational ARG in Second
LifePresenters
Sandra Law (Carrie Umarov) & Michele Jacobsen (Michele Helgerud)
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AgendaResearch methodology and theory
Why Second Life?
Pervasive games and immersion
Game narrative/interface
Player streams and activities
Next Steps
Feedback
Questions
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Design-based research projectDesign-based research (DBR) holds
promise in:Novel learning and teaching environments
Contextual learning theories (e.g. situated cognition)
Educational innovation
Intentional design of learning environment
Enhanced understanding of learning environments and individual-learning environment interaction
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DBR and current projectIterative process central to developing :
learning environment with appropriate level of realism
engaging game-based activitieseffective learning objects revised based on
feedback from learners/players and SMEsDesign process documented in design log
(e.g. insights on design process, examples of approaches of other ARG designers, sites in SL, resources online , problems, challenges)
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Example of Design LogDesign element
Source Date Resources Comments
Importance of fidelity
How realistic need environment be, at what point does it make sense
April 11
Experienced ID person
Researching issue, not resolved
Logic of SL space
Design issue – design for max.fidelity or to suite navigation in SL?
April 12
Gotved articles Not resolved
Model for geological feature
GP enviro game - Second Life
April 8 SLURL Incorporate elements of game in BW
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Why Second Life?Tool set and pre-existing base simulation (e.g.
Island)Suitability for genre of gameSuitability for activities that will take place in
game:player-to-player interaction, (e.g. collaboration on
tasks, knowledge building )learner-interface interaction with static characters,
other game elements (e.g. in-game artifacts)scheduled events (e.g. townhall meetings) information dissemination through clues,
messages, game artifacts
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Pervasive Learning & ImmersionDefinition of pervasive learning
A social process connecting learner to
communities, technologies, other people and
situations (Thomas, 2006)
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Features of pervasive gamesPeer-to-peer learning in a communityReflective conversations lead to new ideasCollaboration and conversation help learner
reach his or her zone of proximal development (Vygotsky, 1978)
Individual learner expertise, valuable commodity in pervasive learning situations
No central authority, learners receive feedback on ideas and get direction and guidance from other players
Dynamic environments, elements change over time
Connection to real world problems and issues
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Technology and pervasive gamesConcept of mind prothesis
Tools/technology enhance learning by reducing memory load
Extend thought processes, beyond procedural, computational
Computer technologies ‘locally’ embody social and material tools
Second Life offer learners chance to:create knowledgeparticipate in community of inquirydevelop in-game artifacts (e.g. mini-reports posted
as notecards)
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Alternative Reality GamesInteractive narrative meshes with and re-shapes
reality
Uses engaging multimedia and Internet-based tools to develop stories that constitute an immersive experience
Everyday technologies – email, chat, web browsers
Self-directed and intuitive game play built around social networking and tools players are familiar with (e.g. applications, websites, software)
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Immersion – ARGs vs Computer GamesDefinition of Immersion Deep engagement in a make-believe world as if it is real
(Coomans and Timmermanns, 1997)
Immersion in Computer Games Act of play itself, i.e. losing oneself in an activity that stands
outside of ordinary life Simultaneous phenomena: immediacy vs. hypermediacy,
(Bolter and Grusin, 1998)
Immersion in ARGs Goal is to immerse the world of the game into everyday
existence and life of player Technologies already used in everyday life, e.g. phone,
email, Internet, IM
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Distributed Intelligence (DI)Problem-solving enhanced by collaboration
Brain-culture symbiosis theory
Material culture externalizes memory, results
in increased permanence and power of
distributed cognition (Donald, 2004)
Virtual worlds, like SL, simulate real world (e.g.
architecture, social structures, parallel
economy)
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DI and GamesGame world model of knowledge building
community (KBC)KBC – learners engaged in advancing their
understanding through collective efforts (Hewitt, 2001)
Game play generates collective knowledge and distributed understanding
Knowledge located in ‘knowledge network’, e.g. people, texts, tools, technologies and interconnections between these elements (Gee, 2003; Hakken, 2003)
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Social dimensions of KBCParticipants are expected to:
Contribute to group
Interact with group members to challenge
ideas
Ask questions
Revise and improve each others ideas (e.g.
concept of spiral of knowledge)
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Game narrative
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Aerial View
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TownsiteExample of site of events, clues
Community Centre - art show, science fair, clues, etc.
Biological Research Station – information about plant CO2 sequestration, invasive insect species, water shortages (impact on plant and animal life)
Government building –town hall meetings, regional archive (including information on geological formations in area)
Medical Clinic - health impacts of climate change, exchanges between local physician and veterinarian
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Community Centre
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Locker Room
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Biological Research Station
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Reception Area
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Lab Area
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Office Area
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Information Source
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Saboteur’s Home
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Player streamsBiology/Ecology
Geosciences
Chemistry
Health
Activist theme runs throughout the game (e.g.
two game characters who could be referred to
as activists)
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Biology StreamExamples of activities
Day 1Tour the town, receive commission from mayor to come
up with long-term plan to deal with climate change in local context
Day 2Tour the Biological Research Station
Day 3Visit the lab of Jasmine Bhat, plant physiologist working
on biosequestration processDays 3-5
Conduct independent research on topic of biosequestration as well as possible impact of climate change (e.g. decreased precipitation)
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Biology Stream (con’d)Examples of activities
Day 6Tour Sequecom facility
Day 7Prepare preliminary report on findings on plant
biosequestrationDay 8
Attend town hall meeting and interact with other players in a more formal setting
Present preliminary findings on future of town given climate change
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Biology Stream (con’d)Day 9
Review report by hydrologist indicating drop in water levels, next 25 years
Day 10Review articles provided by the saboteur -
impact of gas flaring on plant healthDay 11
Message on environmental activist/research station docent’s cel phone directed to activist’s daughter, re: move of saboteur’s family because of concerns about water levels, future of their farm
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Biological Stream (con’d)Day12
Post preliminary report on research station notice board re: viability of biological sequestration process
Day 14Second town hall meeting – all participants
attend with group(s) presenting their recommendations.
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Next StepsFully develop town siteFully develop game-based assets (clues,
other items pivotal to game play)Validate content with content expertsInvite educators, gamers in-world to
provide feedbackRun game with test groupsRun game with first group of learners
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Your FeedbackHow can communities of inquiry best be
supported?How important is fidelity in terms of
learning experience? Does it impact learning outcomes?
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Any Questions?
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My contact informationIf you would like to assist in my research, as a tester, please contact me at:
Sandra [email protected]