Upload
global-kids
View
806
Download
2
Tags:
Embed Size (px)
DESCRIPTION
This is the powerpoint from the 2010 Games For Change Festival. The Power of Design: Youth Making Social Issue Games DayMonday, May 24th, 9:00 a.m. - 5:00pm, followed by a reception, Theresa Lang Student Center, 2nd Floor, 55 West 13th St.Spreading Serious Game Design: Global Kids' Playing For Keeps Capacity Building Program2:45 - 3:45This panel will explore how Global Kids' successful serious game design program, originally created for an afterschool context, was redesigned to scale and spread to libraries, public housing computer labs, in-school tech clubs, and public school classrooms. Representatives from each site will report on their experiences and details will be shared about the professional development program developed to support their implementations. Results from an independent evaluation will be shared and the final work produced by participating youth will be shown.
Citation preview
SpreadingSpreadingSerious Game Serious Game
DesignDesign
SpreadingSpreadingSerious Game Serious Game
DesignDesign
Global Kids' Playing For KeepsGlobal Kids' Playing For KeepsCapacity Building ProgramCapacity Building Program
Global Kids' Playing For KeepsGlobal Kids' Playing For KeepsCapacity Building ProgramCapacity Building Program
May 24, 2010
The Power of Design: Youth Making Social Issue Games Day
Once upon a time...Once upon a time...Once upon a time...Once upon a time...
If it doesn’t bend, it breaks.If it doesn’t spread, it’s dead.
PanelistsPanelistsPanelistsPanelists
2007/2008
High School students
Twice a Week
Canarsie High School
Make a digital game
To affect players
To make a difference in the world.
2007/2008
High School students
Twice a Week
Canarsie High School
Make a digital game
To affect players
To make a difference in the world.
Playing For KeepsPlaying For KeepsPlaying For KeepsPlaying For Keeps
Playing For KeepsPlaying For KeepsPlaying For KeepsPlaying For Keeps
thanks to AMD for the video
QuickTime™ and aDV/DVCPRO - NTSC decompressor
are needed to see this picture.
Two years later...Two years later...Two years later...Two years later...
The world of gaming & what goes into creating a game
Communicate
Valuing other’s opinions
Research skills
World issues
Making a difference
The world of gaming & what goes into creating a game
Communicate
Valuing other’s opinions
Research skills
World issues
Making a difference
What I learned:
Tempest in Crescent CityTempest in Crescent CityTempest in Crescent CityTempest in Crescent City
www.TempestinCrescentCity.orgwww.TempestinCrescentCity.org
PLAY!
Taking P4K to Scale: SpreadTaking P4K to Scale: SpreadTaking P4K to Scale: SpreadTaking P4K to Scale: Spread
Taking P4K to Scale: SpreadTaking P4K to Scale: SpreadTaking P4K to Scale: SpreadTaking P4K to Scale: Spread
New York Public LibraryNew York Public LibraryNew York Public LibraryNew York Public Library
“I know that they never wanted to feel like being at school in this program. When they got a little restless we gave them free time to play with the laptops, to play games. They liked playing games online when it worked.”
Ms. Lopez, Grand Concourse NYPL Branch
New York Public LibraryNew York Public LibraryNew York Public LibraryNew York Public Library
“The teens went beyond my expectations during this project. I thought that they would forget their lines, but they actually brought extra things to make their project better such as make-up, fake money etc.”
Ms. Burns, Port Richmond Branch, New York
New York Public LibraryNew York Public LibraryNew York Public LibraryNew York Public Library
New York Public LibraryNew York Public LibraryNew York Public LibraryNew York Public Library
Neighborhood NetworksNeighborhood NetworksNeighborhood NetworksNeighborhood Networks
Neighborhood NetworksNeighborhood NetworksNeighborhood NetworksNeighborhood Networks
Neighborhood NetworksNeighborhood NetworksNeighborhood NetworksNeighborhood Networks
Neighborhood NetworksNeighborhood NetworksNeighborhood NetworksNeighborhood Networks
• Technology differed site by site and instructors had differing skill sets. • Sites are spread out from each other, and remote from GK in NYC. • Used to intensive programs for youth like this, rather than drop in programs, so we had to manage P4K within the schedule of other technology offerings, for people of all ages and not always for education. • The toughest part was the train the trainer, for the older instructors, who were required to move forward before they were ready, when this type of work was outside their job description.
Playing For Keeps Playing For Keeps EvaluationEvaluation
Playing For Keeps Playing For Keeps EvaluationEvaluation
Six sites (3 NYPL, 3 Boston Neighborhood Community Centers)
Semi-structured weekly interviews (n=45)
Online survey after the staff training
Program website
Six sites (3 NYPL, 3 Boston Neighborhood Community Centers)
Semi-structured weekly interviews (n=45)
Online survey after the staff training
Program website
Differences in program participants
Age
Prior knowledge in serious issues &games
Motivation
Differences in program participants
Age
Prior knowledge in serious issues &games
Motivation
Playing For Keeps Playing For Keeps EvaluationEvaluation
Playing For Keeps Playing For Keeps EvaluationEvaluation
“Overall I think that the program is great. Kids can benefit from it a lot. Just, I think that we should modify it to fit our group of kids because all kids are different. They learn differently and they all have different interest ranges.”
Ms. Boone, Four Corner Community Center, Boston
“Overall I think that the program is great. Kids can benefit from it a lot. Just, I think that we should modify it to fit our group of kids because all kids are different. They learn differently and they all have different interest ranges.”
Ms. Boone, Four Corner Community Center, Boston
Playing For Keeps Playing For Keeps EvaluationEvaluation
Playing For Keeps Playing For Keeps EvaluationEvaluation
Playing For Keeps Playing For Keeps EvaluationEvaluation
Playing For Keeps Playing For Keeps EvaluationEvaluation
Playing For Keeps Playing For Keeps EvaluationEvaluation
Playing For Keeps Playing For Keeps EvaluationEvaluation
GrandConcourse
(NYC)
14-15
Port Richmond
(NYC)
12-14
Teen Central
(NYC)
16-17
BradleyProperties(Boston)
10-16 + few adults
Four CornerCommunity Center
(Boston)
6-13
PelhamApartments
6-13
Ice-Breakers Ice-breakers Ice-breakers Ice-breakers Ice-breakers Ice-breakers Ice-breakers
Game DesignDiscussions&Game DesignProcess
Game DesignDiscussions+
Game DesignProcess
Game DesignDiscussions+
Game DesignProcess
Game DesignDiscussions+
Game DesignProcess
Game DesignDiscussions
Game DesignDiscussions
Game DesignDiscussions
Serious IssueDiscussions
Serious IssueDiscussions
Serious IssueDiscussions
Serious IssueDiscussions
Serious IssueDiscussions
Serious IssueDiscussions
Serious IssueDiscussions
PlayingGames
Playing Games Playing Games Playing Games Playing Games Playing Games Playing Games
Blogging&
Presentations
Blogging&Presentations
Blogging&Presentations
Blogging&Presentations
Blogging&Presentations
Blogging&Presentations
Blogging&Presentations
Most favorite Liked it/Teens enjoyed it/Needed
Neutral Did not like/was notmotivated/difficult forkids/not needed
Did not have time to doit/technical problems
Tailoring the Curriculum
“It is a great opportunity to get young people interested about and thinking about serious issues that are already affecting them but also giving them the language and knowledge to look at these issues in a different way. I think that goal of mine was accomplished even though we have not completed the game yet.”
Ms. Morris, Bradley Properties, Boston
“It is a great opportunity to get young people interested about and thinking about serious issues that are already affecting them but also giving them the language and knowledge to look at these issues in a different way. I think that goal of mine was accomplished even though we have not completed the game yet.”
Ms. Morris, Bradley Properties, Boston
Playing For Keeps Playing For Keeps EvaluationEvaluation
Playing For Keeps Playing For Keeps EvaluationEvaluation
"In general the workshops went well. We used them as a guideline to what needed to be covered, since we could not strictly follow them. Some days we were able to combine a few workshops together and other times it took the whole time allotted plus half of another session to cover a workshop. I think what worked for us is that we allowed them extra time to play the games, and after a discussion we would break into an ice-breaker…"
Ms. Burns, Port Richmond Libraries, New York
"In general the workshops went well. We used them as a guideline to what needed to be covered, since we could not strictly follow them. Some days we were able to combine a few workshops together and other times it took the whole time allotted plus half of another session to cover a workshop. I think what worked for us is that we allowed them extra time to play the games, and after a discussion we would break into an ice-breaker…"
Ms. Burns, Port Richmond Libraries, New York
Playing For Keeps Playing For Keeps EvaluationEvaluation
Playing For Keeps Playing For Keeps EvaluationEvaluation
“…This curriculum and the things it has, games and issues, brought a broader view of what kinds of things we could use in our community center. It encouraged me and also pushed me to be a lot more creative, showed me that I can be creative in what kinds of things I can use. I like the Free Rice game. You both play a game and do a service. It gave me a way to rethink how to do things with kids, to keep them engaged, while at the same time being innovative and creative. I never thought about doing history kinds of things with kids or even human rights….”
Ms. Boone, Four Corners Community Center, Boston
“…This curriculum and the things it has, games and issues, brought a broader view of what kinds of things we could use in our community center. It encouraged me and also pushed me to be a lot more creative, showed me that I can be creative in what kinds of things I can use. I like the Free Rice game. You both play a game and do a service. It gave me a way to rethink how to do things with kids, to keep them engaged, while at the same time being innovative and creative. I never thought about doing history kinds of things with kids or even human rights….”
Ms. Boone, Four Corners Community Center, Boston
Playing For Keeps Playing For Keeps EvaluationEvaluation
Playing For Keeps Playing For Keeps EvaluationEvaluation
• Specialist Certification
• Mentoring & Modeling
• Leadership Skills
• Specialist Events
• Design Activities
• “Unplugged”
• Advanced Specialization
• Mentoring & Modeling
• Leadership Skills
• Job Shadowships
• Social Change “Legacy” Project
• Paid Summer Internships
• College Prep
• Help Desk Certification
• “On-the-job” experience
• Teamwork & Teambuilding
• Troubleshooting
MOUSE Squad
MOUSE Corps
•adapting content to a minimally guided environment
•the difference with geeks
•situating the narrative
•system constraints
Marc, don’t forget these
points!
National Writing ProjectNational Writing ProjectNational Writing ProjectNational Writing Project
National Writing ProjectNational Writing ProjectNational Writing ProjectNational Writing Project
1) Sayeed (2015) on Ayiti: Cost of Life - Issue-Based Games
2) Finding Haiti in Wonderland - Allesia - Issue-Based Games and Favorite Video and Board Games
3) Susan Ettenheim, Eleanor Roosevelt High School, and Shantanu Saha, Baccalaureate School for Global Education: Modifying Games - Board Games• Risk-Iraq Edition• The Legacy of Globalization (Monopoly)• Global Snakes and Alternative Ladders
•Game Project• Save the World• Reduce, Reuse, Recycle
4) Evoke - Hannah (2010) Inspires a Community/School Garden - Alternate Reality Games (A) (B)•The East-West Corner Garden•What are the connections between gardening and gaming?
Further Spread?Further Spread?Further Spread?Further Spread?
LEVEL UP! http://LevelUpBootCamp.org
Q & AQ & A