Immersive and Game‐based Learning Faculty Challenge

1. Immersive and Game‐based Learning Faculty Challenge Dr. Geri Anderson Vice President & Provost

2. Identify, Improve, and Scale Sustainable, Collaborative Solutions that Improve Student Success • Motivational and Engagement Aspects of Games/Immersive Learning For Improving Students’ Persistence, Retention and Completion • Address Growing Educational Interest in Game‐Based and Immersive Learning • Solutions will be available to faculty and students throughout the CCCS

3. Ideas Presented To Faculty: – Alternate reality – Augmented reality/location‐based services – Drill‐and‐practice games – e‐Learning w/ game dynamics as part of design – Immersive simulations – Integration of “off‐the‐shelf” games into courses – Puzzles – Scavenger hunts – Virtual worlds A game‐based learning project will use game principles to improve teaching and learning experiences, with technology playing a facilitative role. Game principles include the following: – End‐state goal = winning (competition) – Conflict(s) or challenge(s) – Rules – Player(s) – Motivation – Feedback – Practice – Intensity – Choice/involvement

4. RFP Priorities: 1. Projects must be collaborative in nature. For example, interdepartmental or intercampus initiatives incorporating elements of game‐based or immersive learning. 2. Proposals should incorporate student ideas and feedback. 3. Must incorporate behavior motivation considerations (for example, points, badges, Leader boards, among others). 4. Proposals should address instructional design needs/resources. 5. Must track student learning outcomes and include evidence‐based evaluation strategy. 6. Proposals should address how will other faculty in the CCCS will learn about and incorporate your solution. 7. Demonstrate a shift in pedagogy – using games/immersive technology in support of learning. 8. Identify the technology‐based resources needed as part of immersive strategy: 9. Priority will be given to projects that move from 100% classroom based to “hybrid” or “blended” learning. For example: “flipping” the classroom – doing things outside of class that used to be done in class (such as lectures), and using class time for collaborative activities. Blended learning provides students with both the flexibility of online learning (time and place) and the structure and engagement of the in‐person classroom experience. CCCS is interested in exploring a variety of blended learning models, including various time‐share models (e.g., 50:50, 60:40, or 30:70 face‐to‐face versus online). CCCS will not consider proposals for “web‐enhanced” courses that do not fundamentally change the instructional model.

5. Intellectual Property and Terms of Use: So that the knowledge gained during the challenge is promptly and broadly disseminated, all products, documents, written materials, and other content submitted to CCCS during the period of an applicant’s grant will be made available under a Creative Commons attribution license. We recommend that applicants review the terms of this license, which is described at http://creativecommons.org/licenses/by/3.0/us/. By providing any submission materials, the sender represents to CCCS that it has the right to provide the information submitted.

6. The Best Projects

7. The Apprentice: • Immersive Learning Competition • Teams across 4 departments-Film, Art & Design, Business and CIS • Collaborate on real-life Case Studies for Community Organizations • Launch New Business Product-(includes product prototype, marketing, financial plan, media plan) • Judged by CEO’s

8. CSI: Aurora • Simulation Game • Teaches the Reality of Forensic Work through immersive learning exercise from mock crime scene to mock trial • Archaeology, forensic anthropology, criminal justice, paralegal and science departments • Five Different Scenarios Developed

9. Linear Equations Battleship • Animation/Distribution • Was taught using a paper board game in an in-class setting. • Developed Digital animated game format which can be played beyond the classroom

10. GAME Based Learning MOOC • Accepted and are now listed in the US Department of Education’s Connected Educators Project’s Community Directory • http://connectededucators.org/community/games-based-learning-mooc/ • Over30 videos of live educational presentations of the first Games MOOC. • Collectively had 4,003 views. • Over 300 people who have subscribed to the YouTube channel. Everything is Creative Commons with attribution listed. • http://www.youtube.com/user/gamesmooc • Asynchronous LMS –like site http://gamesmooc.shivtr.com/ • This is actually a gaming community site that we adapted for the course. • livestream Google Hangout on Air Monday morning. • tweetchat each Wednesday • livestream a discussion or panel of guests Thursday

11. Project Outbreak • Augmented Reality Simulation • Uses Interactive Narrative with Student Teams Working as Microbiology Interns for CDE Investigator • Students are using mobile devices to  investigate “incident areas” that could have possible global implications • Used in Microbiology Courses

12. The Psychology Gaming Lab – PSY 101 • Eight Different Activities • Memory Games • Virtual Brain Dissection • Virtual Rate Training • Students receive “elevated status” from distanced sports fan to owner of the team. • Classes (sections) compete with other classes throughout system for a spot in the “super bowl”.

13. M-Apps 4 Math • Mobile Applications • Remedial Mathematics Course • CIS Interns developing pre-algebra game-based learning tools

14. More Projects… • Colorado Virtual Studio System • Business Simulation Game for Intro Classes • Sim Spray Paint Gun • Gaming Literacy: A Developmental English Video Game • World of Warcraft Business Game • Robot Technologies and Competition Program • Solar Technologies Collaborative Project • Simulation Center Design

15. Lessons Learned

16. Geri Anderson geri.anderson@cccs.edu