Related to my recent post on replacing traditional textbooks with digital content:
For the last two years, I have used the Stop Disasters! game in my course on humanitarian emergencies, which is online. A significant number of the students are outside the USA when they take it. Stop Disasters! runs on Flash. Flash is an application that has been incompatible with Apple devices for years and its owner, Adobe, will cease supporting it entirely in 2020. Web browsers now require installation of special plugins and whatnot to run it. This means that my students may not be able to play this game without jumping through a bunch of technological hoops, a burden that I can’t justify imposing on them.
Unfortunately a lot of online pedagogical games and simulations are Flash-based; a few that have been discussed on this blog include Ayiti: The Game of Life, 3rd World Farmer, and Inside Disaster. Clicking on the link for the simulation at the Inside Disaster website produces a black screen, so it is no longer accessible whether one has Flash running or not.
These online tools have an irritating tendency to have short lifespans, which to me greatly lessons their convenience. Board games don’t end up in the technological dustbin of history at anywhere near the same speed. Maybe it’s time to switch back to exercises based on tangible objects rather than software applications. But how does one do that in the online environment?
Today we have a guest post from Josiah Marineau, an assistant professor of political science at Campbellsville University. He can be contacted at josiah [dot] marineau [at] gmail [dot] com.
For my Introduction to American Government course, I designed a simulation of the legislative process in which students are tasked with debating different policy options for the U.S. healthcare system. The simulation is intended to familiarize students to a key policy debate in contemporary U.S. politics.
The simulation will last two weeks. The first week will be preparation: explaining the politics of the U.S. health care system, the main options for policymakers, and how the simulation will work. Students will be introduced to the rules used in Model United Nations to govern debate and voting on bills. Students will use materials I provide to write policy position papers that advocate for a given policy solution to the challenges facing the U.S. health care system.
The simulation itself will run in the second week, over two class periods. Students will use their policy papers as the basis for debate and will give speeches in class in favor of or in opposition to proposed legislation. I expect them to form coalitions with other, like-minded students, and draft a bill that is amenable to a majority of the class.
As part of the debriefing, students will write a two-page memo reflecting on what they learned, what surprised them, what worked and what did not, and why. This memo will be due in the week after the simulation concludes.
I will grade the simulation as follows:
Quality of the policy position papers — 40%
Level of engagement in the simulation — 30%
Two-page reflection memo — 30%.
I will share the results of the simulation in a future post.
Today we have a guest post by Dr. Andrew Biro, Head of the Department of Politics, Acadia University, Nova Scotia, Canada. He can be reached at andrew [dot] biro [at] acadiau [dot] ca.
Chad Raymond recently wrote a couple of posts (here, here, and here) about having students create board games based on course content. I did something similar in my Politics of Water class last fall, as a capstone exercise in the last couple of weeks of the course.It was a fun way to end the course, and by inviting high school students to play the games, it gave my students the sense that they really could use gamesto engage in a teaching exercise.
Students worked in groups of 4-6 to design a board game that incorporated some “lesson” from the course. The course is rather eclectic. Topics include geopolitical conflicts over water, municipal water privatization, engineering mega-projects (big dams), and gendered access to water in the household. This gave students lots of choices, and they produced eight fairly diverse games.Continue reading →
As promised, here is information about the final exam I have created for my first-year seminar. As I mentioned in my previous two posts in this series, my goal is to make students more aware of what is now often referred to as “design thinking”: in this course, they are not just learning how to build games, but to solve problems.
Instructions for the exam:
Write an essay that compares one of the games that you helped design and one of the games that you played in this course. Identify which game was better by analyzing how well the games:
Incorporated the principles of the “golden rule” and “magic circle” in relation to events in the real world.
Utilized elements of conflict and cooperation.
Had clear written and unwritten rules.
Facilitated meaningful decision making.
Use information from assigned course readings to support your argument. Be sure to include references to your sources in your essay to avoid plagiarism – this applies whether you are using direct quotations or just the ideas of another author. Use parenthetical in-text citations as with reading responses to save space. An essay with few or no relevant references to the course readings will suffer a reduction in grade.
The essay should be double-spaced, in 11 or 12 point font, and the equivalent of 3-4 pages long.
There is no need for a separate bibliography or title page; please do not include them.
Work independently; do not discuss your essay with other students.
A screenshot of the rubric I’ll be using to grade the exams is below. As I mentioned about the game design beta test rubric, I am not really concerned with the exam scores generated by the rubric — my primary goal is getting students to become more aware of how their experiences translate into learning.
This is the second post on my process for game design by students. The first post, where I mention changing the beta test rubrics with which teams of students evaluate each other’s games, is here. The rubric originally looked like this:
What is most important here is not the rubric’s criteria or point values, but the fact that it will be used by students rather than the instructor. The purpose of the rubric is to get students to benchmark the quality of their effort against that of their peers, and possibly make them into more autonomous learners in the process.
Last month The New York Times published an updated version of its confirmation bias game that might be useful for teaching research methods or political psychology. The newer version includes an explanation of how confirmation bias affects government policy.
Also of note is another game on President Trump’s plan for changing U.S. immigration criteria. I failed to qualify under these new proposed rules. Probably all of my students will fail also.
In my 2016 first-year seminar, I had teams of students build games, something that originated with a vaguely-defined classroom exercise that I had created on the spur of the moment in class the year before. I’m going to include game design in the course again this fall, but with a few tweaks. Here is an overview of what’s going to happen:
Teams of students will go through three iterations of game design. An individually-written policy memo serves as a preparatory assignment for each round. The respective contexts of the games are the flight of a refugee from a location in South Sudan, the construction and operation of an NGO-managed camp for Rohingya refugees who have fled to Thailand, and the resettlement of a group of Afghan refugees in a relatively small community in the USA. Complete instructions for all of these game design exercises are at TeachersPayTeachers. Teams design their games in class over a few days and then they beta test each other’s games, evaluating them against a rubric. Points from the rubric get added to each student’s grade. Continue reading →