EPIC Teaching Academy

Most of my past projects have focused on leveraging games and gamification in the K-12 classroom with students, however, a project specifically for teachers is long overdue.  EPIC Teaching Academy, turns the attention to educators and their professional development.  Though, I’ve tossed these ideas around for awhile and even built a loose framework, my new district, Surry County Schools, is truly the right-place, right-time to launch this project.  There’s been incredible support.

The EPIC Guild BannerSo, what is EPIC?  It’s really the result of some conversations and observations over the past several years in my primary role as a provider of teacher professional development.  The catalyst was a conversation two years ago at EdCamp Raleigh.  There, a group of educators from across the state including Bill Ferriter (@plugusin), Bethany Smith (@bethanyvsmith), and many others talked about what we, as educators dislike about professional development and what we really want in  our PD.  It was an incredible conversation, as most are at EdCamps.

Of course, I have my niche passions within the education arena, so instantly began to see opportunities to leverage a playful, game-like approach as a solution to many of the problems the group had with typical professional development.

EPIC Teaching Academy is program I’m developing, using 3DGameLab as a platform, that will offer players (yes, players) the opportunity to explore professional development topics of their choice to a depth of their choice.  These learning quests will increase in complexity and commitment as players progress through successive quests as they progress toward unlocking an official badge showing their mastery of a particular topic.  These badges can be shared through the educator’s website, social media, and/or badging system like Mozilla’s Backpack.

Of course, my ultimate goal is to move beyond simple gamification toward truly game-like experiences.  Perhaps a hidden Easter Egg (a la Ready Player One)?  Perhaps we’ll divide schools into teams like a local Hogwarts to host some fun, competitive learning experiences?  Likewise, a hope is that our educators, through this experience, will gain a greater understanding of the merits of an approach like this, ultimately paving the way for student badging.  Here, my friend, Dr. Bron Stuckey (@bronst), has offered some great starters and inspiration!

Tomorrow I’ll begin recruiting district teachers to participate in a pilot beginning in February.  Along the way, I hope to collect some data, pre- and post-, of their attitudes toward professional development overall and of the EPIC experience.

Here’s a presentation that I’ll be sharing that explains the program in a bit more detail:

 

 Time for some fun!

-Lucas

Teachers Playing World of Warcraft

There is a certain thrill for me watching adult learners exploring a totally alien environment.  Maybe it’s the mad scientist in me?  I’m having those very sorts of opportunities in August as Peggy Sheehy and I lead teachers from around the world through quest-based learning experiences in 3DGameLab.  Our group’s quests revolve around the concept of using World of Warcraft (or similar MMO’s) in the classroom.  Our first week has simply been a chance to orient folks to World of Warcraft.  Simply put, we just want them to play the game, immersing themselves in the fantasy world of Azeroth.

As we move into week two, we’re asking our participants to look at the game through the lens of education and instructional design.  World of Warcraft is an incredibly complex game.  This first week has reminded me of just how much I take for granted:  the jargon, game culture, and of course the technical side of things.  We have a range of prior knowledge among our participants from those who have multiple level 85 characters, the highest level in the game, to those who have never experienced any virtual world, much less a game-based virtual world.

One of the first quests for our explorer-teachers this week is to examine how the game’s designers essentially are instructional designers.  The game has to teach you how to play the game.  This requires a great deal of thought, planning, and testing on the part of the designers.   Blizzard Entertainment, the makers of World of Warcraft, have become masters of this, as their subscriber numbers (around 12 million) indicate.

We asked our teachers both newcomers and veterans alike to reflect on their first experiences in the game and to consider what lessons we might apply to our classroom instruction.  The first responses coming in are very telling:

After a couple of unhappy days, something happened that turned it around for me. People started helping me – not only that, but on two different days, very advanced players went on quests with me. What a totally different experience it was! I loved playing. It was so much fun, and I was learning a tremendous amount by following their lead and asking questions. It’s lonely to struggle by yourself, and many times I thought that this must be how students feel when they get stuck and are not allowed to work with anyone else.

This response really highlights the value of the social component, something that good games typically foster but too often our classrooms discourage.  Another teacher shared this observation:

Each quest would expand the area you could investigate. Each quest would introduce you to more and more challenging obstacles to overcome. Some quests taught you how to fish, earn money with a trade, and use different talents. You were not tossed in the middle of the pool with all your skills in place, you had to learn them one or two at a time. New skills built upon previous knowledge.

This mastery-based approach is not common in our schools, primarily because time for learning is a set constant.  The mentality is, “if you don’t get it, sorry, we have to move on.”  Keeping your experiences within your “regime of competence” is a concept also reflected by this educator:

WoW is good at starting you off small – just a few spells, easily defeated baddies, and quests that let you go practice your skills without aggroing mobs. The game is also good at keeping you within your skill realm. You won’t find any level 30 foes in the level 1 areas so you’re usually pretty safe from biting off more than you can chew.

On the concept of feedback to the player (what we might call assessment), one of our educators shared this observation:

I could see that I was making progress, and that was motivating. Also the frequent advancing in levels at the beginning stages. I was so happy when my level went up! I’ve rarely seen this technique done in education, but it could certainly be borrowed.

I was so impressed by the thoughtfulness and reflection of these educators I had to go ahead and share it.  There are many more educators who’ll be sharing their reflections on exploring World of Warcraft this week.

Are you a gaming educator?  What parallels can you make between game design and good instructional design?

Teachers In World of Warcraft – Games in Education 09

Teacher Gnomes in Ironforge Today I was privileged to work with Peggy Sheehy and Marianne Malmstrom in a three-hour, hands-on workshop for educators at the Games in Education Symposium, and what an awesome group they were!  The workshop began with Peggy giving most of them their first-ever experiences in Second Life followed by Marianne’s great lessons on using the screen capture program, Jing, to capture scenes for creating machinima.  Then I led the group into World of Warcraft.  We explored character creation, basic movements, questing and leveling.  The real challenge, though, was could this group survive the journey from the starting area to Ironforge?  The group assembled and we began our exodus.  It was a journey not without peril.  Ravenous wolves, angry troggs, and the ever-present lag monster (latency) plagued our every step.  Fortunately, members of the Harbingers of Light guild (my students!) came in to escort the throng to the steps of Ironforge.  We assembled on the steps and congratulated ourselves on accomplishing our goal!

These guys were fantastic and so patient!  We had some great laughs and hopefully, everyone got just a taste of a well-designed game and a better undestanding of why it’s so engaging to our students.

-Lucas