Presenters: Mike Posey, Brenda Jones, Dan Bell, and MarKel Snyder Gourmet Gamification Part II: Creating Meaningful Classroom Simulations as a Student Project Presenters: Mike Posey, Brenda Jones, Dan Bell, and MarKel Snyder (Scheduled for Friday, June 10 at 9:45 am – 11:05 am in FR 311)

Session Agenda Welcome & Introductions PBL in the IMD Program Client SM Interactive Media Project Try the student-created game! Lessons learned & future projects Wrap-up and Q&A

Welcome & Introductions Who we are Why we’re here Why a simulated problem scenario with gamification? This presentation focuses on problem-based learning – authentic tasks, creating products for a real client. Our project also contributes to a growing literature on how simulations and games can be used to increase student engagement and provide meaningful learning experiences that connect to professional contexts.

Problem-based learning in the Interactive Media Design Program What is PBL? How we apply it in IMD Student Self-efficacy Student transfer of job knowledge & skills

Teaching the IMD Capstone & Student Feedback Structure vs. Flexibility & Instructional Strategies Client Interaction & Project Requirements Student Feedback on Project-Based-Learning

Client Social Media Interactive Media Project LO: Create a Social Media Plan Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Environmental Scan/Forecast Gala/Special Event Social Media Crisis Communication Strategic Communication Plan Revised Strategic Plan

Client Perspective Cont. Brenda – we wanted hands-on practice for our students as much as is feasible for working adults.

Got game? Brenda: How many of you have a game on your phone? On a tablet? Own a gaming system? Think about how games draw us in and how elements of games may make learning more appealing.

Client Perspective: Why “gamification”? Brain Science Support Learning (scaffolding) Student Rationales/ Instructor Feedback Rationale for “gamification” (Mike) Basic Brain Science: In game-play we experience anticipation (of rewards), competition, a sense of achievement, and our reward centers of the brain are stimulated – a real “high” with dopamine! Learning Scaffolding/ Self-paced Reflecting on choices/ rationales for choosing social channel and management tool/ instructor feedback.

Try A student-created game! 1. Social Media Showdown 2. Choose Your Path (Dan and Mike – direct attendees to the games)

Rate it for “helpfulness” Question: If you had to write a social media plan, would this game experience be helpful? Rate on 1-3 scale: 1 not at all helpful 2 somewhat helpful 3 very helpful

Lessons learned & future projects What media projects/games are you considering developing? What are your concerns as a potential client? How might interactive media enable you to better support learners? Integration with Blue-Quill Dan and MarKel Lessons Learned What kinds of projects/games are you using or considering developing? What are your concerns as a potential client? How might technology solutions/interactive media enable you to better support learners? How such solutions might be integrated with Blue-Quill (MarKel)

Wrap-up Opportunity & Implementing Meet learning outcomes, engage students, increase their self- efficacy, improve transfer of learning to professional contexts Encourage a spirit of play Great opportunity to collaborate and interact with IMD students. Implementing now summer term, adding to other courses fall. How similar products can meet learning outcomes and engage students in ways that increase their self-efficacy and the improve transfer of learning to professional contexts. The closer the experience is to real practice, the more we can help students develop a sense of self-efficacy. Encourage a spirit of play and projects based on professional tasks. (Brenda)

Q & A