1. Shall We Play A Game? Presenters: Francisco Garcia John Granato Ketaki Kekatpure Christine Pacheco Michael Samudio

2.  The Colorado Migrant Education Program – Pueblo Region (MEP-Pueblo) will serve as our case study.  Like any organization, MEP-Pueblo’s tacit knowledge is loosely recorded.  MEP-Pueblo wants to capitalize on technology in order to provide supplementary online training to present and future employees.  The goal: To explore the universal design of a game- based learning & training center for an organization in need of a knowledge-sharing system.

3. Business Process Preliminary DeliveryDetailed Implementation BuildDesign User documents Game testing Prlm-Game software Design document V1 V2  Cognition is currently distributed throughout the client organization.  SharePoint will be used to capture all artifacts.  Allow users to identify most current version, and track historical changes.  All members will be trained (in multiple sessions) on the structure Of the site and contribute artifacts. Distributed Cognition to Facilitate Collaborative Work

4. Detailed Quality Plan Main Steps Sub- Steps Business Process Knowledge Products Business Process Design Preliminary Design Document Create Criteria Review Criteria Approve Quality Plan Build ImplementationDelivery Jeopardy Scavenger Hunt Artifacts

5. Knowledge Products Defining Specific Roles Within A Process

6. Simulation Learning and Training Center Knowledge Products 2 Job Knowledge Performance Objectives Measuring performance for improving processes Process Improvement Process Modify Process Revision Request New Performance Objective Revise Improvements Approve Revisions 1 Skill Building

7. Sharing Tacit Knowledge & Knowledge Enablers Since tacit knowledge is unevenly distributed between coworkers and teams, the game center establishes a system in which communication and knowledge artifacts can be shared between participants. We will do this by: 1.Instilling a vision: a)Commitment to a direction, Generativity, b)Focus on restructuring current knowledge & task systems. 2.Managing conversations through: a)Distributed Vision: 1)Groups, departments & individuals obtain access to knowledge library 2)Having opportunity to produce knowledge artifacts. And then use: b)360 degree Process. 1) Identify and gather participants; organize the process. 2)Build a common understanding of the group’s vision & purpose. 3)Use the game center to produce experimental knowledge artifacts that describe present and future tacit knowledge. 4)Allow ample time to discuss and use supporting technologies to modify the knowledge products. 5)Recognize new knowledge produced by the group and use it to help expand the group’s knowledge vision.

8. Creating a Concept  Making tacit knowledge explicit through games and interaction of the game-based learning community members.  New concepts may lead to new processes, or service development.  Game-based training encourages trainees to contribute and express ideas in a creative & collaborative learning Environment.  Employees will be introduced to practices existing in the MEP-Pueblo and encouraged to contribute in the process.

9. Justifying Concepts 1.Basically, it is a desktop audit of a Concept. 2.Concept is presented to MEP-Pueblo community by concept committee. 3.Concept should be reviewed for its impact on company’s strategies. 4. Use qualitative approach rather than quantitative. 5.Don’t let strategic focus dominate concept justification 6.Concept justification should be expanded to account for individual experiences and expressions.

10. Building a Prototype 1.Portable Utilization: a)Employee Training b)New Learning Games 2.Will save time and money 3.Improvements/upgrades 4.Basis for a starting point: a)Familiarity for learners/moderators

11. Cross Leveling Knowledge 1.Sharing explicit knowledge throughout the MEP-Pueblo. 2.Ongoing conversation must extend beyond immediate groups/regions. a)Focus on knowledge confirmation than creation. 3.Conversations are more inclusive of organization as a whole. a)May be constrained as the prototype is presented throughout the company.

12. Adcock, A. (2008). Technology Connection Making Digital Game-Based Learning Work : Aldrich, C. (2005). Learning by doing. San Francisco, CA: Pfeiffer, p. 79. “ McGonigal, J. (2011). Reality is Broken: Why Games Make Us Better and How They Can Change the World. New York, NY, Penguin Group Inc. Prensky, M. (2003). Digital game-based learning. Computers in Entertainment, 1(1), 21. McGraw-Hill. doi:10.1145/950566.950596. p. 2-6. Salisbury, M. (2009). iLearning - How to Create an Innovative Learning Organization. San Francisco, CA: Pfeiffer. Von Krough, G., Ichijo, K., & Nonaka, I. (2000). Enabling Knowledge Creation: How to Unlock the Mystery of Tacit Knowledge and Release the Power of Innovation. New York: Oxford University Press. Additional References: Ford, J. L. (2010). Getting Started with Game Maker. Boston, MA: Course Technology, 312 pages. Harbour, J. S. (2010). Beginning Game Programming, Third Edition. Boston, MA: Course Technology, 427 pages.