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
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
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
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
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.
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.
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.
Just basic objectives, if I did a Learning Task Map, I would break them down into much smaller objectives.
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.
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.
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.
