David Shaffer (UW-Madison)

(One of the people working with the MacArthur foundation…)

Starts off with a demo of Google Earth, talking about showing his kid where he would be in Washington DC.

He goes on to talk about how geography classes aren’t focusing on the right kind of maps and about Friedman’s ‘The World is Flat’

Currently, our education system is failing.

He talks about Zoo Tycoon, you get to build your own zoo, where you put fences, food for the animals, etc.

In a game, you need to take on an identity tied to skills, knowledge and values, essentially an epistemic frame. It colors the way you see the world, which marks you that way. All kinds of things that we do in the world that matter have their own epistemic frames. Experts have reflection-in-action, particular ways of knowing linked to particular ways of doing.

Games can simulate this cycle of reflection-in-action, which David calls epistemic games.

“How Computer Games Help Children Learn” check out http://epistemicgames.org

Doug Nelson: Kinection
Nelson Layag, CompassPoint

Topics: Presentations, House Meetings, Street talking, personal visits and doorknocking.

Decided to narrow things down to just doorknocking.

Goal, to make it safer, more comfortable for volunteers to learn skills.

Exercise: Get in touch with the most uncomfortable experience you’ve had in the past 3 to 5 years.

Almost no one volunteers their thoughts. This mirrors what people go through when asked to door knock.

A few different components: Web site for download, in class training workbook, and the game simulation. The goal was not to have this done solely as an online game, however, you can get this game at http://organizinggame.org

All the materials are available as open source.

Define your outcomes and tailor your game to the outcomes.

The folks at CTWO were very helpful in the development of the game.

Question: How is this better than just plain old role plays? Response: Sometime role plays are better. However, the game does feel really safe. Also, you can get it spread more widely.

Shaffer uses the methodology, design research. It isn’t a question of how realistic it is, it is of how effectively it teaches the material.

Remember the importance of getting it out in the field, and not waiting until you have everything just right. Part of the question is, what you can leave out, instead of what you need to leave in. This can be a productive way of thinking about development.