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Spreading Spreading Serious Game Serious Game Design Design Global Kids' Playing For Keeps Global Kids' Playing For Keeps Capacity Building Program Capacity Building Program May 24, 2010 he Power of Design: outh Making Social Issue Games Day

Spreading Serious Game Design

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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.

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Page 1: Spreading Serious Game Design

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

Page 2: Spreading Serious Game Design

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.

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PanelistsPanelistsPanelistsPanelists

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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

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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.

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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:

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Tempest in Crescent CityTempest in Crescent CityTempest in Crescent CityTempest in Crescent City

www.TempestinCrescentCity.orgwww.TempestinCrescentCity.org

PLAY!

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Taking P4K to Scale: SpreadTaking P4K to Scale: SpreadTaking P4K to Scale: SpreadTaking P4K to Scale: Spread

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Taking P4K to Scale: SpreadTaking P4K to Scale: SpreadTaking P4K to Scale: SpreadTaking P4K to Scale: Spread

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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

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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

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New York Public LibraryNew York Public LibraryNew York Public LibraryNew York Public Library

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New York Public LibraryNew York Public LibraryNew York Public LibraryNew York Public Library

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Neighborhood NetworksNeighborhood NetworksNeighborhood NetworksNeighborhood Networks

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Neighborhood NetworksNeighborhood NetworksNeighborhood NetworksNeighborhood Networks

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Neighborhood NetworksNeighborhood NetworksNeighborhood NetworksNeighborhood Networks

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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. 

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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

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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

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“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

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Playing For Keeps Playing For Keeps EvaluationEvaluation

Playing For Keeps Playing For Keeps EvaluationEvaluation

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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

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“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

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"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

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“…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

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• 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

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•adapting content to a minimally guided environment

•the difference with geeks

•situating the narrative

•system constraints

Marc, don’t forget these

points!

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National Writing ProjectNational Writing ProjectNational Writing ProjectNational Writing Project

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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?

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Further Spread?Further Spread?Further Spread?Further Spread?

LEVEL UP! http://LevelUpBootCamp.org

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Q & AQ & A