1. Small Colleges and Digital Gaming: Collaboration and the State of Play Coalition for Networked Information, fall 2009 Bryan Alexander, NITLE

2. Plan of the session For the next hour, we control the horizontal and the vertical: 1.Gaming, teaching, liberal education: a 2009 snapshot 2.A taxonomy of practices, with selected examples 3.The role of NITLE 4.Futures, next steps, discussion, and futures: into 2010

3. Making the audience work already Quick note-taking: what are the two most salient uses of computer gaming in your institution?

4. I. Gaming and cultures, late 2009 Three key takeaways, for today: 1.Gaming as art and industry continues to develop and grow 2.Pedagogical uses unfolding 3.Liberal arts campus cases are now available, and practitioners are networking

5. Gaming’s pedagogical functions James Paul Gee Claims games offer pedagogical experiences (2003ff) Other experts follow suit: Marc Presnsky Henry Jenkins John Seely Brown Mia Consalvo Constance Steinkuehler Kurt Squire Hippasus Sample pedagogical principles: Semiotic domains; transference Embodied action and feedback Projective identity Edging the regime of competence (Vygotsky) Probe-reprobe cycle Social learning (roles; consumption-production) “Fish tank” tutorial Strategic self-assessment

6. Another summary Jason Mittell, Middlebury College: games are platforms for learning… Skills Simulations Media studies (psych, cultural studies, media) –NITLE brownbag, January 2008

7. How is gaming used now? Classroom and courses Curriculum content Delivery mechanism Creating games Peacemaker, Impact Games Revolution (via Jason Mittell)

8. Oiligarchy, Molle Industries DimensionM, Tabula Digita Jetset, Persuasive Games The Great Shakeout, California

9. Gaming as part of mainstream culture Median age of gamers shoots past 30 Industry size comparable to music Impacts on hardware, software, interfaces, other industries Large and growing diversity of platforms, topics, genres, niches, players

10. Gaming as part of mainstream culture Anecdata: Number of Facebook FarmVille players: 27,539,610 (http://statistics.allfacebook.com/appli cations/leaderboard/, as of December 2009)http://statistics.allfacebook.com/appli cations/leaderboard/ (Casual games are more mainstream than most heavy-duty games)

11. Diversity of game genres American teenagers, Pew Internet, 2008

12. Joost Raessens and Jeffrey Goldstein, eds, Handbook of Computer Game Studies (MIT, 2005) Frans Mayra, An Introduction to Game Studies (Sage, 2008) Pat Harrigan and Noah Wardrip-Fruin, eds. Third Person: Authoring and Exploring Vast Narratives (MIT, 2009) Game studies as academic field

13. How is gaming used now? Libraries Collections Game night Creating games Defense of Hidgeon, Games Archive: University of Michigan

14. Maturing professional venues

15. Making the audience work some more Return to your earlier note-taking, and compare notes with people near you: where on campus are you seeing this? And where might you see more in ‘10?

16. Gaming and liberal education What are the intersections? Shared: classic academic concerns Pedagogical uses Support Tenure/promotion Fears Image: Bryn Mawr College, Michael Toler

17. Gaming and liberal education And what is liberal education, again? Learning for learning's sake Pedagogy (active learning, faculty/student collab. etc) Democratic, engaged citizenship/leadership Specific institutional type -Jo Ellen Parker, 2008 Scripps College library

18. II. A taxonomy of practices Liberal arts uses Gettysburg, Hope, Depauw

19. II. A taxonomy of current practices 1.Faculty research 2.Faculty/staff game creation 3.Classes and learning A.Professional games delivering learning content B.“ “ “ objects of study C.Students creating game content D.“ “ games

20. 1. Faculty research Harry Brown, Depauw University (M.E. Sharpe, 2008) Part I: Poetics –Chapter 1: Videogames and Storytelling –Chapter 2: Videogame Aesthetics –Chapter 3: Videogames and Film Part II: Rhetoric –Chapter 4: Politics, Persuasion, and Propaganda in Videogames –Chapter 5: The Ethics of Videogames –Chapter 6: Religion and Myth in Videogames Part III: Pedagogy –Chapter 7: Videogames, History, and Education –Chapter 8: Identity and Community in Virtual Worlds –Chapter 9: Modding, Education, and Art

21. 2. Faculty/staff game creation Valley Sim, Christian Spielvogel (Hope College): MMOG American Civil War simulation based on primary documents already in digital archive (Valley of the Shadow) MMOG: Players experience and debate the war’s epochal events as avatars based on the lives of residents from two wartime communities

22. 2. Faculty/staff game creation Trinity University library: ARG

23. 2. Faculty/staff game creation Dickinson College, class on empires: game modding

24. 3A: Games as learning content Shalom Staub, Assistant Provost for Academic Affairs, Dickinson College: Conflict Resolution course Peacemaker: “integrate and apply the concepts and strategies that you will encounter elsewhere in the course.”

25. 3A: Games as learning content Todd Bryant, Dickinson College: teaching German with World of Warcraft http://www.academiccommons.org/commons/essay/bryant-MMORPGs-for-SLA “If the game provides authentic language content and requires communication in order to progress through the game—and our students are willing to spend hours of their time immersed in this environment— we can greatly increase not only their overall exposure to the language but their motivation to learn as well.”

26. 3B: Games as objects of study Aaron Delwiche, Trinity University: COMM 3344, interactive multimedia (Spring 2006)

27. 3C: Students creating game content Chris Fee, Gettysburg: Interactive Fiction (2007-) http://let.blog.nitle.org/2008/05/09/teaching_with_games_medieval_culture_and/

28. 3D: Students creating games Venatio Creo, Ursinus College

29. III. The role of NITLE Nonprofit, working to advance technology in liberal education

30. NITLE programs Professional development (workshops, videoconferencing) NITLE Network Several venues (NITLE-IT, Summit) Research Exploration of field Publications Blogging Network facilitation Game co-creation –ARG (ELI 2009) –Web game (futures market)

31. The gaming initiative Web 2.0 networking Conference (Dickinson, 2007) Workshop (Bryn Mawr, 2008)

32. The gaming initiative And: MIV sessions (starting 2008) Presentations (CNI, Educause, NITLE Summit, NMC 2008-9) Publications ( Alvarado, Alexander, Bryant) “Overcoming the Fear of Gaming: A Strategy for Incorporating Games into Teaching and Learning.” EDUCAUSE Quarterly Magazine, Volume 31, Number 3. 2008.

33. The gaming network Faculty involved from: Albion College Austin College Depauw University Dickinson College Gettysburg College Hope College Middlebury College Swarthmore College Trinity University (Texas) Ursinus College Vassar College

34. The gaming network Disciplines include: Anthropology Communication English History International relations Languages Media studies NB: strong emphasis on humanities and non-quantitative social sciences, so far

35. We launch one game NITLE prediction markets (http://markets.nitle.org/)http://markets.nitle.org/

36. More social media strategies Diigo group (http://group s.diigo.com/g roup/gaming -and-the- liberal-arts)http://group s.diigo.com/g roup/gaming -and-the- liberal-arts

37. More social media strategies NITLE blogging, http://blogs.nitle.org/let/http://blogs.nitle.org/let/

38. Lessons learned? What supports intercampus collaboration for educational gaming? Strength in diversity (disciplines, regions, projects, sectors) Supernodes make the network workshop (the Dickinson movement) Low barriers to entry are crucial Educational examples are essential

39. IV. What next? What else is possible for teaching and learning with games, based on practice outside of the classroom? “Computer games as liberal arts? Educators who teach kids to make their own video games are on education's cutting edge.” (CNN, 2008) http://money.cnn.com/2008/06/06/technology/games_change.fortune/?p ostversion=2008060606

40. More current options Already in use in other.edu sectors: Machinima for video production Information/media fluency curricula More modding (ex: Civ IV mod)

41. Exploring no- and low-cost games further “Nanw’s Adventure”, National Library of Wales ( http://dysgle.llgc.org.uk/gemnanw/ ) http://dysgle.llgc.org.uk/gemnanw/

42. What next in liberal arts gaming? Looking into 2010: Diigo group continues (68 items so far) Ruthless blogging NITLE prediction market trades, grows Reaching out to more schools and organizations

43. What next in liberal arts gaming? Looking into 2010: Iterations and new projects for spring classes Reacting to the Past interest (Pearson) Mobile gaming pilots (Vassar) Repurposing gaming tools for visualization (machinima), computing power, presentation (Wii remote) Involvement from sciences

44. Liberal Education Tomorrow blog http://blogs.nitle.org/let Prediction Markets game http://markets.nitle.org/ Diigo group http://groups.diigo.com/groups/gaming- and-the-liberal-arts http://groups.diigo.com/groups/gaming- and-the-liberal-arts NITLE http://nitle.org