framework for adoption of gbl in hed

DEVELOPING A FRAMEWORK FOR SUCCESSFUL ADOPTION OF GAME-‐BASED LEARNING IN POSTSECONDARY EDUCATION

Fall 2011 by Anne Derryberry Analyst, Sage Road SoluIons Producer/Designer, I’m Serious

Table of Contents

SecIon 1: Gamed-‐based Learning (GBL) in HED: OpportuniIes and Challenges SecIon 2: Variables AffecIng GBL AdopIon and Success in HED SecIon 3: Next Steps

Fall 2011 Anne Derryberry, Sage Road SoluIons, LLC 2

GAMED-‐BASED LEARNING (GBL) IN HED: OPPORTUNITIES AND CHALLENGES SECTION 1


A “Green Field” Opportunity •  Growing consumer fascinaIon with games is driving accelerated interest in using games in and for learning. •  AdopIon of games for learning is in its early stages. • While universiIes and colleges are adding courses, curricula and programs to teach game design and development, very few are using game principles to improve teaching and learning experiences. •  Pockets of innovaIon are beginning to emerge related to technology tools, pla_orms and Itles. As yet, there are virtually no examples of systemic insItuIonal adopIon. •  There is a wide-‐open opportunity to “flip” the conversaIon from a focus on producing digital assets to leveraging the moIvaIonal and engagement elements of games and gamificaIon to promote student retenIon, progress and compleIon.


Many ConsideraIons for InsItuIons Considering Broad Scale AdopIon of GBL, Including…

•  Learning content takes many forms, e.g.: •  Scavenger hunts •  Drill-‐and-‐pracIce games •  e-‐Learning w/ game dynamics as part of design

•  Immersive simulaIons •  Alternate reality •  Augmented reality/locaIon-‐based services

• Mobile access •  Technical support

•  Feedback system (aka “GamificaIon” or “Behavior MoIvaIon System”) •  Profiles •  Badges •  Awards/incenIves •  Leaderboards

•  Social media pla_orm •  CommunicaIons •  CollaboraIons

•  LMS integraIon


“Leveling Up” Game-‐based Learning in HED

Successful adopIon of game-‐based learning requires: • A solid understanding of the GBL ecosystem • A deep knowledge of game-‐based learning on both a micro-‐ and a macro-‐level • A detailed framework for adopIon addressing market realiIes, insItuIonal requirements, partner idenIficaIon, technology integraIon, and organizaIonal readiness.

Spring 2012 Anne Derryberry, Sage Road SoluIons, LLC 6

Game-‐based Learning Ecosystem for HED

Learning Community Students Faculty

InsItuIon

Technology Infrastructure

•  Games •  Badge system •  Repository •  CreaIon tools

•  Legislatures •  FoundaIons •  Industry associaIons

•  Learning standards •  IntegraIon guidelines •  ADA

• Access �DistribuIon pla_orm �Social Media �Badge system �LMS �AnalyIcs

•  Developers •  Publishers •  Internal/External consultants

Anne Derryberry, Sage Road SoluIons LLC

2011, rev. 2012

7

VARIABLES AFFECTING GBL ADOPTION AND SUCCESS IN HED SECTION 2


Challenges to AdopIon of GBL in Postsecondary EducaIon • On-‐going percepIon that games aren’t suitable for serious learning •  Limited content available for postsecondary audiences •  “Pilot project” funding, lifle planning for sustainability • Mostly “home grown” – specific to an instructor and a course • Many exisIng Itles are developed in Flash, so not iOS-‐compaIble • Not correlated to learning standards • Not integrated with LMSs


Factors Most Likely to Affect Successful AdopIon of Game-‐based Learning in HED •  InsItuIonal Commitment and Support • Academic Excellence • Assessment, Tracking and Analysis • Technology Infrastructure and Equipment • Content Management and Maintenance • HosIng, Licensing and Fees • Faculty Readiness & Support •  Impact on Students


InsItuIonal Commitment and Support •  Independent, “pilot project” efforts are popping up with increasing frequency. • Lack of insItuIonal recogniIon makes it difficult for other faculty to learn of and from those pilot projects. • Without insItuIonal support, there will be no cohesion or quality assurance.


Making Commitment Explicit InsItuIons can best communicate their posiIon on GBL via: •  Statement of support from highest academic officers and IT leaders •  Clearly defined and arIculated strategy for new direcIon •  Center of Excellence to coordinate, promote, support, enable GBL •  Commitment to balancing academic excellence, program integrity, academic freedom, student achievement • Grants, awards for academic innovaIon • OpportuniIes for faculty engagement, input and innovaIon • OpportuniIes for student involvement, contribuIon, innovaIon


Academic Excellence •  If GBL is to be adopted across the insItuIon, what educaIonal criteria and quality metrics will guide that planning and implementaIon? • Criteria for evaluaIon may include: •  “Approved” usages, applicaIons •  “Approved” games/assets •  “Approved” vendors

•  Is there a system of review/approval before a course incorporaIng GBL is launched? • How can instructors produce and/or customize games/assets?


Assessment and Tracking

A move from discrete learning games to game-‐based learning requires a shik from game-‐as-‐closed-‐system to game-‐as-‐data-‐rich-‐learning-‐arIfact. • Will the insItuIon accept/adopt games as a way to assess learning? Will badges for learning have a role to play? •  Can student-‐developed games be exemplars of student achievement? • How will student acIvity within games be transferred to LMS?


Data Analysis

GBL can generate new categories of student data, including how student performance inside a game can predict future behaviors in the game, in future learning acIviIes, even in future workplace performance. • Will insItuIon take advantage of these data? • Which and how? • Where will data live?


Readiness for Technology Advancements Mobile, social and locaIon-‐based services are the focus of technology advancements over next several years: • Mobile •  Smartphones and tablets •  4G transmission

•  Social media •  LocaIon based services

These trends will be reflected in educaIon – especially game-‐based learning – just as with every other industry.


Technology Infrastructure and Equipment • What demands will GBL put on IT? Will exisIng infrastructure accommodate the load from networked mulI-‐player games and social media? • As more content moves to mobile, will students access that content via the insItuIon’s gateway/paywall, or receive pointers/referrals to third-‐party sources? •  Is it preferable to standardize on a single mobile operaIng system? Device category? Vendor? Carrier? • How will equity of access be assured for students of all economic status levels?


Content Management and Maintenance

• GBL assets must be kept fresh, just as textbooks and other teaching aids must be curated and refreshed. • As technology trends emerge (e.g., new access devices, operaIng system upgrades, transport protocols), assets must be updated to remain compaIble. •  Internal faculty-‐produced assets are the greatest point of vulnerability vis-‐à-‐vis asset currency.


HosIng, Licensing and Fees

Third-‐party providers may help accelerate Ime to adopIon. Agreements with providers/publishers must contemplate many issues. • Hosted access? Version access? Upgrades for life? •  Licensing as sokware? Or licensing as learning resources/textbooks? • Open? Commercial? •  InsItuIonal tech? Or personal tech running university resources? • How are fee schedules constructed? By seat? By download? By course?


Faculty Readiness and Support

• Faculty need to know how to incorporate GBL resources into their syllabi and into their teaching. How can instructors learn about GBL? Get ideas for their own teaching? • Faculty who are interested in developing their own GBL resource(s) need pedagogical and technical skills and support. Will insItuIon provide this support? If so, how?


Impact on Students • What kinds of communicaIons/messaging will be necessary for the insItuIon’s consItuents (i.e., students, parents, employers) to embrace GBL? • Will students need to purchase new technology? Will insItuIon offset cost? Can technology and content be rented? What are limitaIons to renIng? • For mobile technology, any offset for wireless carrier fees? • Will access to GBL assets fall into the same category as textbooks, i.e., student responsibility? Available in library or lab?


NEXT STEPS SECTION 3


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framework for adoption of gbl in hed

Education