Finalpresentation
- 1. Robin Armstead 532 Final Presentation Sociology 2.0
- 2. Introduction Sociology 2.0 Exploring Modern Society Using World Of Warcraft
- 3. • Gamify A Common College Course • Complexity of World of Warcraft Perfect Match for Sociology • Special Topics in Sociology • Sociology 2.0 • Uses Game Play Explore Concepts in Sociology Sociology 2.0
- 4. Inspiration Instructional Design • Interests • Game Based Learning • MMORP and Virtual Worlds • Ethnicity and Culture in Gaming Environments • Games Imitating Life or Life Imitating Games? • Research
- 5. Systematic, Skeptical and Critical Study Human Construction of Social Worlds Big and Small Issues World We All Live and Participate What is Sociology
- 6. » Massively Multiplayer Online Role Playing Game by Blizzard Entertainment » Players choose an avatar among several different races » Two sides the Alliance and the Horde that are at War. » During the game » Complete quests » Interact with NPC and other Live characters » Gain skills, trades, and » Acquire objects. » It is a very rich and diverse virtual world What is World of Warcraft
- 7. Special Topics: Exploring Modern Society Using World Of Warcraft Sociology 2.0
- 8. Gamifying Sociology Let the Games Begin
- 9. General Information Purpose • Actively Engage Online Students by Providing Content in a Way that Allows Freedom, Flexibility, and Fun. • Gamify Traditional Class to Encourage Higher Levels of Excitement and Engagement • Match the Needs and Expectations of Students with Todays Trends and Technology Goal Statement • At the End of the Course, Students Will Be Able to Explain Common Ideas, Concepts, and Definitions used in Sociology that include Race, Gender, Class, Social Structure and Interaction, and Inequality.
- 10. Instructional Objectives Explain Sociology Concepts Using Their Own Experience and Formulating Fictitious Scenarios Using Correct Terminology Illustrate the Effect of Society as a Whole on Individuals and Groups Identify Structural Institutions That Perpetuate Inequality Apply Critical Thinking to Analyze Social Structures Describe the Three Primary Sociology Perspectives (Functional, Conflict, Symbolic Interaction) Relate the Primary Three Sociology Perspectives to Race Ethnicity, Gender, Class, Social Structure and Interaction, and Inequality. Identify Controversies within the Field of Sociology Explain How Socialization Occurs at Different Levels of Society Recognize Systems of Social Control Evaluate how popular culture and society portrays groups according to race, class, and gender
- 11. »Use 3D Game Lab for LMS »Play Characters in WoW »Meet Once A Week 2 Hours »Instructor Offers In World and Off World Office Hours »Peer Mentors Are Chosen To Assist Learners »Weekly Class are Mandatory »A Specific Quest is Required Each Week for Purposes of Live Class »Students have Multiple Ways to Respond »Students have Multiple Quests and Quest Chains to Choose »3000 Points Wins The Class Basic Class Mechanisms
- 12. Quest Division Mandatory Quests (Yes The M-Word) Reward System Ranks Basic Class Mechanisms (Cont)
- 13. Instructional Context Organizational Infrastructure 3D Game Lab Creative Common Share Alike License Allocation of Resources Instructional Designer-Robin Armstead Subject Matter Experts-Sociology and World of Warcraft Instructor-Knowledgeable in Sociology, MMORPG, WoW Learner Location and Technology Distance Learners Computer with Internet Access Required
- 14. Learner Analysis General Characteristics • Male & Female 18-60, Computer Proficiency, Some College Courses, Motivation • General Interest in Sociology, Virtual Worlds, Alternative Learning, Voluntary Prior Knowledge • Familiarity with MMORPG Helpful but Not Necessary Communication Skills • College Level Reading & Writing Skills Technical Skills • Basic Computer Skills & Accessing the Internet Other • Critical Thinking Skills
- 15. Orientation to Learning Provide an Overview • Course Description, Syllabus, and Introductory Video and Quest State The Objectives • Syllabus, Introductory Video Explain the Relevance of the Instruction • Invite Learners to A Live Presentation and Q & A Assist Learner Recall of Prior Skills and Experiences • Participants Experiences & Ideas about Society and WoW or MMORP Provide Directions for how the learner is to start, navigate, and proceed through the lesson • Tutorial provided with Walkthroughs • Written Instructions • Instructor & Peer Assistance
- 16. Instruction on Content Present Content Information • Each quest includes text instructions, links, graphics, completion, and submission instructions, what to expect during the quest, and relevant objective. Provide Learning Cues • Graphics, Emphasize Text, Highlight Key Information Present Opportunities for Practice • Quests, Exercises, Discussion Groups, Projects Provide Feedback on Practice Performance • Discussions, Peer Review, Instructor Comments Provide Review of Units • Summarize Information at the End of Quests Chains • Use Text, Video, and Discussion for Wrap Ups Instructional Strategies
- 17. Measurement of Learning Assess Performance or Progress Toward Goal • Quest Completion • Quizzes (Can Retake Multiple Times) • Threaded Discussion • Class Meetings • Reflections • 3D Game Lab Tools Advise Learner of Scores or Progress • Instructor Feedback • 3D Game Lab Tools • Class Meetings Instructional Strategies
- 18. Overview Of Motivational Strategies Instruction on the Content • Allow learners to Have Freedom in Choosing Quests • Content of Quests Relevant to Individual’s Interests • Participation with Peers and Instructors through Live Class and Discussions • Learners are Encouraged to be Open and Share Ideas and Experiences • Live 2 Hour Classes Once A Week • In-World and Off-World Office Hours • Reward System Measurement Of Learning • Constant Feedback from Instructor • Scoring Using 3D Game Lab Summary and Close • Learners Encouraged To Continue and Build the Learning Community • Certain Projects Will Be Used as Examples in Other Classes
- 19. Factors Affecting Class Design Class Size • Should be Limited to 20 Students • Offer a Second Class if Large Number on Waitlist Navigation and Learner Control • Provide Live Group Sessions for Navigating WoW in First 2 Weeks • Provide One on One Teacher and Peer Meetings for Continued Support Feedback • Provide Comments on Quests, Blogs, Discussions, and Live Classes • 3D Game Lab Provides Point Accumulation and Group Ranking Interactivity • Extensive Participation Using Discussion, Live Class, & Feedback • Sharing Experiences & Ideas • 3D Game Lab Compare Rank with Other Learners
- 20. Evaluation Criteria Effectiveness-Mastery of Goals and Success Determined through Discussion (written & verbal), Written Reflection, Assessments & Quest Completion Efficiency-Timely & Cost Saving Delivery Document Time for Teacher Prep and Quest Completion Use Quality Free or Low Cost Resources for Students Appeal-Gain and Maintain Learner Attention Review Technology for Ease of Use Offer Wide Range and Diverse Quests and Quest Chains Engage Learner through Consistent Contact
- 21. Summary and Close Instructional Strategies Provide Opportunities for Retention • Summarize and Review Main Points of Major Topics and Objectives • Allow Learners to Share What They Have Learned Provide Remediation for Unmet Objectives • Provide Learners with Resource List of Additional Learning Materials • Provide Individual Feedback Based On Learners Work • Encourage Learners to Review Quests and Quest Materials Enhance and Enrich Learning • Provide Learners with Resource List of Additional Learning Materials • Create Continued Opportunities for Sharing Through Social Network and WoW Guilds
- 22. Conclusion Broadcast and compress for seamless delivery
- 23. Quest Example Part 1 Quest Name: Don’t Punk Out Now Topic: Race and Ethnicity Point Value: 100 Learning Objective: Evaluate how popular culture portrays groups according to race, class, and gender Short Description: Racial Representation in the Media
- 24. Quest Example Part 2 Description Read the Video Games and Racial Hegemony section of Race-Based Fantasy Realism: Essentialism in the World of Warcraft by Melissa Monson. This section discusses academic research about race, perception, and modern culture. It explores sensitive topics such as stereotypes media representation in video games. As you read this section, please think about the characters that you have played so far in WoW. Consider how they may be representative of real world races or cultures whether it is based on authentic or false characterization. In order to really explore the this topic, we have to be able to discuss it keeping in mind that offensive and subjective material exists, however suggesting, recognizing, or acknowledging it does not make one neither a racist or hypersensitive. Talking about it with an open mind leads to greater awareness and understanding.
- 25. Quest Example (Part 3) Task 1. Read Video Games and Racial Hegemony 2. There are a lot of opinions about racial stereotypes and the WoW universe. Browse the internet and find an article, wiki, or discussion that explores this topic (compaing WoW races to ones in the real world) 3. Consider you own experiences and perceptions in WoW and real life. Choose 3 WoW races and explain how they are representative realistically or stereotypically of real world ethnicities and cultures. Submission Create an entry in the Discussion Board Titled “Initial Race Explorations in the Media” of at least 600 words with your thoughts and explorations using 3 of your characters as examples. Respond to 2 of you peers. Note This Is A Mandatory Quest
- 26. Awareness Passive and Active Knowledge Interpretation Shaped by Subjective Experiences Constant Reinterpretation Should Be Meaningful Theory of Knowledge Awareness and Consumption Mash-Up Experiential Learning Social Cultural Learning Constructivism
- 27. Future of Learning Game Based Learning Gamification Social Media & Learning Communities Multiple Ways to Engage Online Learners Final Thoughts
- 28. References Plummer, K. (2010). Sociology. London: Routledge. Davidson-Shivers, G.V. and Rasmussen, K. (2006). Web-Based Learning: Design, implementation, and Evaluation. Upper Saddle River, NJ: Pearson Education, Inc. Monson, M. (2012). Race-based fantasy realm: Essentialism in the World of Warcraft. Games and Culture, 7(48). doi 10.1177/1555412012440308
- 29. FIN 532 Final Project Sociology 2.0.
- 30. ? But wait… There’s More! Final Goodbye
Editor's Notes
- #5: I am an instructional designer at heart. I wanted to create a game, but I really really wanted to take things that was already created and work with that. My interests include Game based learning, Virtual Worlds, and Ethnicity. I presented a paper on ethnicity in representation in edutainment games at the AECT conference last year. I also took a class on using WOW in educcation with Peggy Sheeny in the 3D Game Lab which was my first real introduction. I was surprised to find out that there was no way for me to be a darkskinned human, similar to my Second Life Avatar. As an augmentalist, this was a really big deal. So I begin to explore WOW from a different aspect and found a reichenviroment where many elements of real life society could be compared to the game. I also plan on writing some papers about this topic too as far as the eductional implications, so this was a great way to start my research.
- #6: Sociology is the systematic, sceptical and critical study of the social. It investigates the human construction of social worlds. It can study anything from the big issues (like war and poverty) to the smaller things (like tomatoes, toilets and telephones) and can be both critical and celebratory. We are born into a world we never made, but one in which we then act and change.
- #7: Players choose an avatar among several different races that include Orcs, Trolls, Humans, Dwarves, Blood Elves, Night Elves, Taurens, Goblins and so forth. The Races are divided between two sides the Alliance and the Horde that are at War. with complete and ongoing backstories, events, and characters. There are millions of online players every day.
- #11: Just basic objectives, if I did a Learning Task Map, I would break them down into much smaller objectives.
- #12: Players choose an avatar among several different races that include Orcs, Trolls, Humans, Dwarves, Blood Elves, Night Elves, Taurens, Goblins and so forth. The Races are divided between two sides the Alliance and the Horde that are at War. with complete and ongoing backstories, events, and characters. There are millions of online players every day.
- #13: The quests will be divided by category and each will have a learning objective attached to it. Some quests will only appear after a certain level in WoW has been reached or a person has played a certain amount of characters. The mandatory quests are more so the students will be able to keep up with the discussion board, live class meetings, and rich social interaction. It also helps people keep up because the class will keep up with others. Most of the Mandatory quests will not have prerequisites, but will appear in the beginning of class or well in advance of when it would be ideal to do them. Same reward based system in the Game Lab, rewards, achievements, and badges; the ranks to be determined.
- #27: People are born with the awareness that knowledge exists all around them. This serves as the initial knowledge base that every person is born. From that point, people are able to gain knowledge either passively or actively. Passive knowledge comes from observation; for example, learning a new skill or information by watching others, learning without concentration. Activeknowledge is gained from interacting with the environment, for example learning a new skill by purposeful manipulation of the environment or the incorporation of new knowledge into an old schema, learning on purpose. Everything a person learns is within their “zone of proximity” or star potential. People are aware of knowledge but it may not always be obtainable. The knowledge that one has is shaped by their experiences. It is subjective and is subject to constant reinterpretation by the learner. People learn best when they are able to filter passive and aggressively learned knowledge in a meaningful way.People are able to experience concepts in Sociology in a new way while connecting them to their experiences. Everyone is a part of society and has a perception of how it works. Through the class, they are able to work together with others to have new experiences that will shape their knowledge base and interpretations.