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Designing engaging game-making
               workshops – the full picture


                                             Michael Hallissy
                                            Director of Learning
                                    Digital Hub Development Agency




Copyright @ 2011 Michael Hallissy
Presentation Overview


       • Introduction
       • The Digital Hub Learning Programme
       • 21st Century Learning – some challenges
       • Use of computer games in The Hub
       • Our experiences with MissionMaker
       • 5 Lessons we learnt
       • Questions

Copyright @ 2011 Michael Hallissy
Introduction




Copyright @ 2011 Michael Hallissy
Introduction


   • Former primary teacher
   • Partner in H2 Learning

   • Teachers and Learners
   • Better teaching and learning




Copyright @ 2011 Michael Hallissy
The Digital Hub




Copyright @ 2011 Michael Hallissy
The Learning Programme


       DHDA were tasked with implementing
                  “a strategy for educational provision, particularly for
                   digital arts and technology, including linkages with
                   first and second level schools, with further
                   education and third level institutions engaged in
                   digital content production”
                                                       (FGS, 2007: p.9)


           - Support from Diageo
           - The NCTE/DES


Copyright @ 2011 Michael Hallissy
Focus on Literacy


       • Literacy levels were particularly low
       • Schools keen to implement new innovative
         approaches to literacy
               – to assist with traditional literacy
               – to develop new literacies
       • Influenced by research around an expanded
         notion of literacy
               – Literacy for the 21st century
       • Where young people could “read” and “write”
         digital

Copyright @ 2011 Michael Hallissy
Notion of Digital Literacy


       “Digital literacy is the awareness, attitude and ability of
       individuals to appropriately use digital tools and facilities to
       identify, access, manage, integrate, evaluate, analyse and
       synthesize digital resources, construct new knowledge,
       create media expressions, and communicate with others, in
       the context of specific life situations, in order to enable
       constructive social action; and to reflect upon the process.”


                                                 (Martin, 2006: p. 19)


Copyright @ 2011 Michael Hallissy
21st Century Learners


            They have grown up digital:

            “They want a choice in their education, in terms of
              what they learn, when they learn it, where and
              how. They want their education to be relevant to
              the real world, the one they live in. They want it
              to be interesting, even fun”
                                            (Tapscott, 2008: p.126)



       • Digital technologies have the potential to
         redefine how we learn

Copyright @ 2011 Michael Hallissy
Opportunities for change




            • Young people can create and publish at the click of a
              button
            • Exciting time for learning (Heppell)
            • New technologies are opening up new opportunities
              for learners
            • “Computers as finger paint” (Mitch Resnick in 2001)

Copyright @ 2011 Michael Hallissy
Computer Games in Education


  • Important element of popular culture
  • Very much associated with play

                     “Something one chooses to do as a source of pleasure,
                      which is intensely and utterly absorbing and promotes the
                      formation of social groupings”

                                                            (Prensky, 2001; p. 112)

  • Evidence that games motivate reluctant learners
          – (Ellis et al., 2006 & Mitchell and Savill-Smith, 2006, Williamson, 2009)




Copyright @ 2011 Michael Hallissy
Computer Games in Education


       • But also evidence that games can play a role in “development
         of critical-thinking, in problem-solving and in developing
         decision-making skills”
               – Tiong and Yong (2008) believe that it is their potential to engage
                 and develop these 21st century skills that has attracted much
                 attention in recent times.
       • Much of the literature has focused on playing games where our
         interest was in game-making
       • Ben Williamson reported in 2009 that:
               – “there are emerging practices around young people as creative
                 producers of games” particularly when they develop their
                 production skills.




Copyright @ 2011 Michael Hallissy
Some literature on game-making


  •     Williamson found that game-making in UK schools was not wide-spread
          – Not surprising as Futurelab found that 72% of teachers were not playing games
            for leisure (Sandford et al., 2006)
  •     Tiong and Yong (2008) found there has been an upsurge in game-making
        in recent years
          – Associate this with advancements in game-authoring tools
          – Yet they have raised questions over the quality of games created
          – Raised questions about the suitability of the tutors
          – They quoted Zimmerman and Fortugno (2005) that “making games is hard”
          – They questioned the naivety of “education professionals and scholars of learning”
            in relation to game design and development
          – Contended that tutors should have at least have:
                  • Experience in playing games
                  • A deep knowledge of game design theory
                  • “Some substantial experience in game-making”




Copyright @ 2011 Michael Hallissy
Some literature on game-making


       • Despite these findings other research suggested:
               – that teachers/tutors had a key role in mediating computer
                 game activities in schools
               – This was particularly true in simulation games (Mitchell and
                 Savill-Smith, 2004)
       • But this is game playing activities!
       • Raised the question
               – How should teachers mediate game-making workshops and what is
                 their role?




Copyright @ 2011 Michael Hallissy
Studies on game-making




Copyright @ 2011 Michael Hallissy
Some Game-Making Tools




                                    Inventagiochi (Koala Games)




                   MissionMaker
                                        GameMaker
Copyright @ 2011 Michael Hallissy
Review of the Studies

                 Element of the Study                  Finding
   Learning Environment                 Social Constructivist approach
   Learning/Teaching Strategies         • Little direct teaching with Scratch
                                        • Direct teaching in school settings
                                        • Social Constructivist approaches
                                          common
   Tutor Role                           • Organiser
                                        • Scaffolding the learning process
                                        • Mentor
   Artefact Production                  • All wanted participants to create a
                                          game that others could play
   Environments                         • Game-making can take place
                                          successfully in both locations
   Support and Training                 • Howells and Robertson (2008)
                                          found that teachers did require
                                          extra support and training

Copyright @ 2011 Michael Hallissy
MissionMaker Workshops




Copyright @ 2011 Michael Hallissy
Our Interest in Games


       • Reluctant learners – how do we engage them?
       • Aware that young people love to play games
         their ability to engage young people
       • Some had even suggested that games can be
         viewed as digital texts
               – Locating game-making in this discourse
               – Linking the activity to digital literacy
               – Young people writing games
       • Let‟s do it
               – Summer project to enable young people
                 create their own games
               – Selected a tool and off we went
Copyright @ 2011 Michael Hallissy
What did we do?


   • Need for an authoring tool
           – Suitable for teenagers with little or
             no programming experience
           – Allow them to create
             a game
           – Develop 21st century skills
   • Target audience was
     teenagers
           – 12 to 16
   • Selected our tutors and off we went
           – Designed our programme (roughly)
           – Recruited young people and began

Copyright @ 2011 Michael Hallissy
MissionMaker – The Tool


       • All our energies focused on finding a tool
       • Selected MissionMaker
                 • Developed by London Knowledge Lab and Immersive Education
                 • Used in UK schools as part of their media education programme
                 • New on the market
         – It came with
               – Training manuals
               – Training programme
       • We decided to run a
               – 3-4 day programme
                       • 12 to 16 hours total
               – New setting for Immersive


Copyright @ 2011 Michael Hallissy
Our Tutors


• Two experienced tutors
        –    Creative
        –    Experienced in using digital media
        –    Experienced in working with young people
        –    However, they were not gamers

• Support they received
        – They attended a one-day workshop
        – They taught themselves how to
          use the software
        – MissionMaker is not an easy tool to use
Copyright @ 2011 Michael Hallissy
Tutor Training

 “From the beginning of the training I had a
 difficulty understanding and I think my
 difficulty was more to do with my lack of
 experience [in] the context of understanding
                                                       “Suddenly I
 a game”
                                                        realised that
                                                        actually making
                                                        a game became
                                                        really good fun”
                     “I learnt by taking time to sit
                      down and do it myself”




Copyright @ 2011 Michael Hallissy
Lessons Learnt




                     Lesson 1
                        • Tutor preparation is vital – need to consider what
                          competences they have and how we prepare them?
                        • How do you deliver this training or support?
                        • Not just teaching them the software functions




Copyright @ 2011 Michael Hallissy
Instructional Strategies

       • Structure of MissionMaker

           “A set timetable where I            “MissionMaker is very
            have to introduce                   „formulaic‟ in that it is very
            something, explain it,              concentrated on the step-
            and then let them test it”          by-step”

       • Predominant Pedagogy
               – Direct teaching or „modeling‟ (Mellar, 2007)
               – Walk through the product on the big screen and participants
                 mimic your actions
       • Impact on participants
               – “They never really look up”
               – Some participants found this approach tedious
               – Designed to “fast-track” learning of software features
Copyright @ 2011 Michael Hallissy
Instructional Strategies


       • Tutors believed that
               – “it was the best way … they were still into it”
               – “need to know what the tools will do”
       • Consequences of this approach
               – Quietness in the room
               – No discussion/No peer conversations
               – Just young people working on computers
       • Combination strategy emerged
               – Directed teaching to introduce
                 software features
               – More collaborative/facilitative
                 strategies later


Copyright @ 2011 Michael Hallissy
Lessons Learnt




                 Lesson 2
                    •    What teaching strategies will tutors use?
                    •    How will you equip them with these strategies?
                    •    How will this impact on the learning activities?
                    •    What activities will you include in the workshop?




Copyright @ 2011 Michael Hallissy
Collaboration and Teamwork


     “This was one of the quietest              “The quietness was a big
      workshops I ever gave”                     concern … though the
                                                 engagement is hugely
                                                 positive it could promote
    “Game creation and game play                 isolation”
     are solitary activities”


       • Tutors viewed game-making as “head-centred” and
         “kind of myopic”
       • Lack of physical activity and contact
       • Tutors actively built in teamwork activities
               – Ice-breaker activities where they solved puzzles
               – “mental challenges worked well” as opposed
                 to physical games
Copyright @ 2011 Michael Hallissy
Teamwork

       • MissionMaker did not allow participants to build game
         sections
       • Each game was a stand-alone artefact
       • So what could we do?
               – Tutors developed a strategy around linked games
               – Team of 3 had to link their games

                         “Think it worked out nicely … found out about
                          each other’s games and really modeled the
                          whole relay thing”




Copyright @ 2011 Michael Hallissy
Lessons Learnt




                   Lesson 3
                      • Be aware that game-making can be an isolated
                        activity?
                      • This is in contrast to the real-world
                      • Collaboration needs to be organised and facilitated.
                      • It will not happen of itself.




Copyright @ 2011 Michael Hallissy
What games will they make?


       • The authoring tool is key to answering this question
       • MissionMaker came preloaded with scenes and
         characters
              “MissionMaker lets students rapidly create visually exciting, rich
              3D worlds for first-person 'Missions' - complete with sets,
              animated characters, dialogue and music.”
                                                                (MissionMaker blurb)


       • Our tutors were keen to create:
               – Use participant generated media
               – Issue-based games (Hunger, Violence etc.)
       • Bridge too far in the time allowed

Copyright @ 2011 Michael Hallissy
What about game literacy?


    • Consider the scope of the workshop:
            – Will they address game analysis?
                    • Will participants play other games?
                    • Will they critique and analyse games?
            – Will they address game play?
            – Will they create storyboards?
            – Will they work in teams?
            – Will they receive a brief in
              relation to their game?
            – ?????



Copyright @ 2011 Michael Hallissy
Lessons Learnt




                      Lesson 4
                         • Be clear what you want participants to achieve in the
                           time allowed.
                         • Structure the programme to meet these outcomes.
                         • Don‟t be over ambitious – be realistic!
                         • If needed organise follow-on workshops.




Copyright @ 2011 Michael Hallissy
Time

       • How long should it take?
       • We initially worked over 4 days and then moved back to 3 days
               – We found that 4 is a minimum for game-making
       • We did not give adequate time to participants
                    “We didn’t really get a whole heap             “In terms of making a good game,
                     of time to see the games that                   an extra day would have made it
                     kids made as it was so rushed”                  a lot better”


               Tutor                                     Participant


               – Lack of time creates pressure
               – Provide participants with a clear overview at the outset
                       “And if you want a complex game you are going to be [stretched],
                        your time is going to be a problem and putting in one or two props,
                        trust me at the end, you will be glad”

Copyright @ 2011 Michael Hallissy
Lessons Learnt




                     Lesson 5
                     •Time management is key
                     •Ensure you provide sufficient time – don‟t try to do
                     everything
                     •Provide a high-level overview of the programme at the
                     outset




Copyright @ 2011 Michael Hallissy
Working with participants


       • Tutors noted that:
               – “this is the only thing I have done where the kids sit with you at
                 lunch time”
               – Sense of community and common purpose
       • Tutors felt they did not need to know all the answers
               – “you can work here and be fallible”
               – “because I knew I didn’t know everything”
       • Challenge to scaffold participant learning
               – “I always have to make myself shut up and stand back and let
                 them at it”
               – “I am quite aware that they have all the answers … and I am just
                 the facilitator trying to help them implement their games”




Copyright @ 2011 Michael Hallissy
Lessons Learnt




                     Lesson 6
                         • Equip tutors/facilitators with the skills to scaffold learning
                           and to learn from others
                         • They are allowed to make mistakes and say “I don‟t know”
                         • Everyone is a learner in such settings




Copyright @ 2011 Michael Hallissy
Some final observations


       • Tutor Skill-sets
               – Tiong and Yong (2008)
                       • Both game players & game makers
                       • Yet they need to be able to teach and work with young people
                       • Trade-off

       • Tutor Training
               – 1 day tutor training insufficient
               – Needs a wider focus than just the software
               – Should equip tutors with a range of strategies
                       • Develop their teaching/facilitation strategies
                       • Discussion and listening strategies for example

       • Assistance on
               – Creating and managing constructivist learning environments?
               – Ensure they are competent and confident to lead the workshop
Copyright @ 2011 Michael Hallissy
Further Observations


    • Selecting the appropriate authoring tool
            – Is it fit for purpose?
            – There is a need to evaluate the tool using a recognised rubric
              (OECD/TEEM etc.)
                    •   Is it stable?
                    •   Is it suitable for your target age group?
                    •   Can the participants use it to successfully build their game?
                    •   What support materials come with the software?
                    •   Is there a community of practice where tutors share ideas?
                    •   Do students have to purchase the software?
                    •   Can they work on their game outside of the workshop?

    • Be clear as to the goal of the workshop
            – What are your learning outcomes?
            – Be brave yet realistic


Copyright @ 2011 Michael Hallissy
Summary


       • Game-making is hard and complex
       • Evaluate the software in context – reviews are not
         enough
       • We need to take a holistic view of the process and
         move beyond just focusing on the authoring software
               – Ensure there are support materials?
               – Develop a curriculum or programme of activities
               – Provide Ongoing Tutor Training
       • We need to support our tutors/facilitators
               – What professional development/training do they require?
               – How can they best mediate the software tool?
       • Develop a range of programmes
               – Beginner to Advanced with accreditation if appropriate
Copyright @ 2011 Michael Hallissy
Participants want more


                         “Yeah I would be interested in a longer course...
                          maybe make two games or something and get to
                          play around with other peoples' games a bit to get
                          more time would definitely be more interesting, even
                          if it was just a few more days”

                                      Participant

         • Need for more variety in terms of the workshops we
           provide
         • Can we bring these activities into schools
                 – Media Literacy
                 – Digital Studies ???
         • Does it have a place in a national literacy strategy?
         • What implications does this have for our system?
Copyright @ 2011 Michael Hallissy
Selected References

       Mitchell, A. and C. Savill-Smith (2004). The use of computer and video games for learning: A
       review of the literature. London, Learning and Skills Development Agency.

       Tapscott, D. (2008). Grown up digital. How the net generation is changing your world. New
       York, McGraw Hill.

       Tiong, K. M. and S.-T. Yong (2008). Learning through Computer Game Design: Possible
       Success (or Failure) Factors. Proceedings of the 16th International Conference on Computers in
       Education, Taipei, Taiwan.

       Sandford, R., M. Ulicsak, et al. (2006). Teaching with games: Using commercial off-the-shelf
       computer games in formal education. Bristol, Futurelab.

       Williamson, B. (2009). Computer games, schools, and young people - A report for educators on
       using games for learning. Bristol, Futurelab.




Copyright @ 2011 Michael Hallissy
Thank You


       Michael Hallissy
       Director of Learning
       The Digital Hub Development Agency
       Crane St.,
       Dublin 8


       www.thedigitalhub.com
       mhallissy@thedigitalhub.com


Copyright @ 2011 Michael Hallissy

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Designing Engaging Game Making Workshops

  • 1. Designing engaging game-making workshops – the full picture Michael Hallissy Director of Learning Digital Hub Development Agency Copyright @ 2011 Michael Hallissy
  • 2. Presentation Overview • Introduction • The Digital Hub Learning Programme • 21st Century Learning – some challenges • Use of computer games in The Hub • Our experiences with MissionMaker • 5 Lessons we learnt • Questions Copyright @ 2011 Michael Hallissy
  • 3. Introduction Copyright @ 2011 Michael Hallissy
  • 4. Introduction • Former primary teacher • Partner in H2 Learning • Teachers and Learners • Better teaching and learning Copyright @ 2011 Michael Hallissy
  • 5. The Digital Hub Copyright @ 2011 Michael Hallissy
  • 6. The Learning Programme DHDA were tasked with implementing “a strategy for educational provision, particularly for digital arts and technology, including linkages with first and second level schools, with further education and third level institutions engaged in digital content production” (FGS, 2007: p.9) - Support from Diageo - The NCTE/DES Copyright @ 2011 Michael Hallissy
  • 7. Focus on Literacy • Literacy levels were particularly low • Schools keen to implement new innovative approaches to literacy – to assist with traditional literacy – to develop new literacies • Influenced by research around an expanded notion of literacy – Literacy for the 21st century • Where young people could “read” and “write” digital Copyright @ 2011 Michael Hallissy
  • 8. Notion of Digital Literacy “Digital literacy is the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect upon the process.” (Martin, 2006: p. 19) Copyright @ 2011 Michael Hallissy
  • 9. 21st Century Learners They have grown up digital: “They want a choice in their education, in terms of what they learn, when they learn it, where and how. They want their education to be relevant to the real world, the one they live in. They want it to be interesting, even fun” (Tapscott, 2008: p.126) • Digital technologies have the potential to redefine how we learn Copyright @ 2011 Michael Hallissy
  • 10. Opportunities for change • Young people can create and publish at the click of a button • Exciting time for learning (Heppell) • New technologies are opening up new opportunities for learners • “Computers as finger paint” (Mitch Resnick in 2001) Copyright @ 2011 Michael Hallissy
  • 11. Computer Games in Education • Important element of popular culture • Very much associated with play “Something one chooses to do as a source of pleasure, which is intensely and utterly absorbing and promotes the formation of social groupings” (Prensky, 2001; p. 112) • Evidence that games motivate reluctant learners – (Ellis et al., 2006 & Mitchell and Savill-Smith, 2006, Williamson, 2009) Copyright @ 2011 Michael Hallissy
  • 12. Computer Games in Education • But also evidence that games can play a role in “development of critical-thinking, in problem-solving and in developing decision-making skills” – Tiong and Yong (2008) believe that it is their potential to engage and develop these 21st century skills that has attracted much attention in recent times. • Much of the literature has focused on playing games where our interest was in game-making • Ben Williamson reported in 2009 that: – “there are emerging practices around young people as creative producers of games” particularly when they develop their production skills. Copyright @ 2011 Michael Hallissy
  • 13. Some literature on game-making • Williamson found that game-making in UK schools was not wide-spread – Not surprising as Futurelab found that 72% of teachers were not playing games for leisure (Sandford et al., 2006) • Tiong and Yong (2008) found there has been an upsurge in game-making in recent years – Associate this with advancements in game-authoring tools – Yet they have raised questions over the quality of games created – Raised questions about the suitability of the tutors – They quoted Zimmerman and Fortugno (2005) that “making games is hard” – They questioned the naivety of “education professionals and scholars of learning” in relation to game design and development – Contended that tutors should have at least have: • Experience in playing games • A deep knowledge of game design theory • “Some substantial experience in game-making” Copyright @ 2011 Michael Hallissy
  • 14. Some literature on game-making • Despite these findings other research suggested: – that teachers/tutors had a key role in mediating computer game activities in schools – This was particularly true in simulation games (Mitchell and Savill-Smith, 2004) • But this is game playing activities! • Raised the question – How should teachers mediate game-making workshops and what is their role? Copyright @ 2011 Michael Hallissy
  • 15. Studies on game-making Copyright @ 2011 Michael Hallissy
  • 16. Some Game-Making Tools Inventagiochi (Koala Games) MissionMaker GameMaker Copyright @ 2011 Michael Hallissy
  • 17. Review of the Studies Element of the Study Finding Learning Environment Social Constructivist approach Learning/Teaching Strategies • Little direct teaching with Scratch • Direct teaching in school settings • Social Constructivist approaches common Tutor Role • Organiser • Scaffolding the learning process • Mentor Artefact Production • All wanted participants to create a game that others could play Environments • Game-making can take place successfully in both locations Support and Training • Howells and Robertson (2008) found that teachers did require extra support and training Copyright @ 2011 Michael Hallissy
  • 18. MissionMaker Workshops Copyright @ 2011 Michael Hallissy
  • 19. Our Interest in Games • Reluctant learners – how do we engage them? • Aware that young people love to play games their ability to engage young people • Some had even suggested that games can be viewed as digital texts – Locating game-making in this discourse – Linking the activity to digital literacy – Young people writing games • Let‟s do it – Summer project to enable young people create their own games – Selected a tool and off we went Copyright @ 2011 Michael Hallissy
  • 20. What did we do? • Need for an authoring tool – Suitable for teenagers with little or no programming experience – Allow them to create a game – Develop 21st century skills • Target audience was teenagers – 12 to 16 • Selected our tutors and off we went – Designed our programme (roughly) – Recruited young people and began Copyright @ 2011 Michael Hallissy
  • 21. MissionMaker – The Tool • All our energies focused on finding a tool • Selected MissionMaker • Developed by London Knowledge Lab and Immersive Education • Used in UK schools as part of their media education programme • New on the market – It came with – Training manuals – Training programme • We decided to run a – 3-4 day programme • 12 to 16 hours total – New setting for Immersive Copyright @ 2011 Michael Hallissy
  • 22. Our Tutors • Two experienced tutors – Creative – Experienced in using digital media – Experienced in working with young people – However, they were not gamers • Support they received – They attended a one-day workshop – They taught themselves how to use the software – MissionMaker is not an easy tool to use Copyright @ 2011 Michael Hallissy
  • 23. Tutor Training “From the beginning of the training I had a difficulty understanding and I think my difficulty was more to do with my lack of experience [in] the context of understanding “Suddenly I a game” realised that actually making a game became really good fun” “I learnt by taking time to sit down and do it myself” Copyright @ 2011 Michael Hallissy
  • 24. Lessons Learnt Lesson 1 • Tutor preparation is vital – need to consider what competences they have and how we prepare them? • How do you deliver this training or support? • Not just teaching them the software functions Copyright @ 2011 Michael Hallissy
  • 25. Instructional Strategies • Structure of MissionMaker “A set timetable where I “MissionMaker is very have to introduce „formulaic‟ in that it is very something, explain it, concentrated on the step- and then let them test it” by-step” • Predominant Pedagogy – Direct teaching or „modeling‟ (Mellar, 2007) – Walk through the product on the big screen and participants mimic your actions • Impact on participants – “They never really look up” – Some participants found this approach tedious – Designed to “fast-track” learning of software features Copyright @ 2011 Michael Hallissy
  • 26. Instructional Strategies • Tutors believed that – “it was the best way … they were still into it” – “need to know what the tools will do” • Consequences of this approach – Quietness in the room – No discussion/No peer conversations – Just young people working on computers • Combination strategy emerged – Directed teaching to introduce software features – More collaborative/facilitative strategies later Copyright @ 2011 Michael Hallissy
  • 27. Lessons Learnt Lesson 2 • What teaching strategies will tutors use? • How will you equip them with these strategies? • How will this impact on the learning activities? • What activities will you include in the workshop? Copyright @ 2011 Michael Hallissy
  • 28. Collaboration and Teamwork “This was one of the quietest “The quietness was a big workshops I ever gave” concern … though the engagement is hugely positive it could promote “Game creation and game play isolation” are solitary activities” • Tutors viewed game-making as “head-centred” and “kind of myopic” • Lack of physical activity and contact • Tutors actively built in teamwork activities – Ice-breaker activities where they solved puzzles – “mental challenges worked well” as opposed to physical games Copyright @ 2011 Michael Hallissy
  • 29. Teamwork • MissionMaker did not allow participants to build game sections • Each game was a stand-alone artefact • So what could we do? – Tutors developed a strategy around linked games – Team of 3 had to link their games “Think it worked out nicely … found out about each other’s games and really modeled the whole relay thing” Copyright @ 2011 Michael Hallissy
  • 30. Lessons Learnt Lesson 3 • Be aware that game-making can be an isolated activity? • This is in contrast to the real-world • Collaboration needs to be organised and facilitated. • It will not happen of itself. Copyright @ 2011 Michael Hallissy
  • 31. What games will they make? • The authoring tool is key to answering this question • MissionMaker came preloaded with scenes and characters “MissionMaker lets students rapidly create visually exciting, rich 3D worlds for first-person 'Missions' - complete with sets, animated characters, dialogue and music.” (MissionMaker blurb) • Our tutors were keen to create: – Use participant generated media – Issue-based games (Hunger, Violence etc.) • Bridge too far in the time allowed Copyright @ 2011 Michael Hallissy
  • 32. What about game literacy? • Consider the scope of the workshop: – Will they address game analysis? • Will participants play other games? • Will they critique and analyse games? – Will they address game play? – Will they create storyboards? – Will they work in teams? – Will they receive a brief in relation to their game? – ????? Copyright @ 2011 Michael Hallissy
  • 33. Lessons Learnt Lesson 4 • Be clear what you want participants to achieve in the time allowed. • Structure the programme to meet these outcomes. • Don‟t be over ambitious – be realistic! • If needed organise follow-on workshops. Copyright @ 2011 Michael Hallissy
  • 34. Time • How long should it take? • We initially worked over 4 days and then moved back to 3 days – We found that 4 is a minimum for game-making • We did not give adequate time to participants “We didn’t really get a whole heap “In terms of making a good game, of time to see the games that an extra day would have made it kids made as it was so rushed” a lot better” Tutor Participant – Lack of time creates pressure – Provide participants with a clear overview at the outset “And if you want a complex game you are going to be [stretched], your time is going to be a problem and putting in one or two props, trust me at the end, you will be glad” Copyright @ 2011 Michael Hallissy
  • 35. Lessons Learnt Lesson 5 •Time management is key •Ensure you provide sufficient time – don‟t try to do everything •Provide a high-level overview of the programme at the outset Copyright @ 2011 Michael Hallissy
  • 36. Working with participants • Tutors noted that: – “this is the only thing I have done where the kids sit with you at lunch time” – Sense of community and common purpose • Tutors felt they did not need to know all the answers – “you can work here and be fallible” – “because I knew I didn’t know everything” • Challenge to scaffold participant learning – “I always have to make myself shut up and stand back and let them at it” – “I am quite aware that they have all the answers … and I am just the facilitator trying to help them implement their games” Copyright @ 2011 Michael Hallissy
  • 37. Lessons Learnt Lesson 6 • Equip tutors/facilitators with the skills to scaffold learning and to learn from others • They are allowed to make mistakes and say “I don‟t know” • Everyone is a learner in such settings Copyright @ 2011 Michael Hallissy
  • 38. Some final observations • Tutor Skill-sets – Tiong and Yong (2008) • Both game players & game makers • Yet they need to be able to teach and work with young people • Trade-off • Tutor Training – 1 day tutor training insufficient – Needs a wider focus than just the software – Should equip tutors with a range of strategies • Develop their teaching/facilitation strategies • Discussion and listening strategies for example • Assistance on – Creating and managing constructivist learning environments? – Ensure they are competent and confident to lead the workshop Copyright @ 2011 Michael Hallissy
  • 39. Further Observations • Selecting the appropriate authoring tool – Is it fit for purpose? – There is a need to evaluate the tool using a recognised rubric (OECD/TEEM etc.) • Is it stable? • Is it suitable for your target age group? • Can the participants use it to successfully build their game? • What support materials come with the software? • Is there a community of practice where tutors share ideas? • Do students have to purchase the software? • Can they work on their game outside of the workshop? • Be clear as to the goal of the workshop – What are your learning outcomes? – Be brave yet realistic Copyright @ 2011 Michael Hallissy
  • 40. Summary • Game-making is hard and complex • Evaluate the software in context – reviews are not enough • We need to take a holistic view of the process and move beyond just focusing on the authoring software – Ensure there are support materials? – Develop a curriculum or programme of activities – Provide Ongoing Tutor Training • We need to support our tutors/facilitators – What professional development/training do they require? – How can they best mediate the software tool? • Develop a range of programmes – Beginner to Advanced with accreditation if appropriate Copyright @ 2011 Michael Hallissy
  • 41. Participants want more “Yeah I would be interested in a longer course... maybe make two games or something and get to play around with other peoples' games a bit to get more time would definitely be more interesting, even if it was just a few more days” Participant • Need for more variety in terms of the workshops we provide • Can we bring these activities into schools – Media Literacy – Digital Studies ??? • Does it have a place in a national literacy strategy? • What implications does this have for our system? Copyright @ 2011 Michael Hallissy
  • 42. Selected References Mitchell, A. and C. Savill-Smith (2004). The use of computer and video games for learning: A review of the literature. London, Learning and Skills Development Agency. Tapscott, D. (2008). Grown up digital. How the net generation is changing your world. New York, McGraw Hill. Tiong, K. M. and S.-T. Yong (2008). Learning through Computer Game Design: Possible Success (or Failure) Factors. Proceedings of the 16th International Conference on Computers in Education, Taipei, Taiwan. Sandford, R., M. Ulicsak, et al. (2006). Teaching with games: Using commercial off-the-shelf computer games in formal education. Bristol, Futurelab. Williamson, B. (2009). Computer games, schools, and young people - A report for educators on using games for learning. Bristol, Futurelab. Copyright @ 2011 Michael Hallissy
  • 43. Thank You Michael Hallissy Director of Learning The Digital Hub Development Agency Crane St., Dublin 8 www.thedigitalhub.com mhallissy@thedigitalhub.com Copyright @ 2011 Michael Hallissy