Designing and implementing learning experiences for youth has been one of the most rewarding activities I have been able to do during my time as a researcher for the Connected Learning Research Network. Working with some members of my research team and in collaboration with school teachers, students, and game designers, we have made two successful summer camps or workshops this summer. The first was implemented in June, as an action-research intervention, at the public high school where we have been immersed in fieldwork during the past academic year and involved the creation of a digital media and social design studio. The second took place some weeks ago in July, and it was game design summer camp for middle school students from the Austin metropolitan area. It is precisely about the latter that I will talk in this entry.
Collaborating with three members White Whale, a local indie games studio, three members of our research team planned and ran a two week summer camp where we targeted particularly low-income Latino/Hispanic students. Our goals were to support the acquisition of 21st century literacies; fostering the development of game design skills; introduce basic STEM (science, technology, engineering and math) concepts and low entry programming software (Scratch, Game Salad); and apply some of the principles of connected learning. We hosted the summer camp at one of the media production studios of the UT Radio-Television-Film department, and provided access to desktop computers, internet connectivity, multimedia software, mobile devices (iPods and iPads), a Minecraft game server, board games, and analogue tools for paper prototyping and playing physical games.
The group of ten middle school students who participated in the camp had the opportunity to engage in learning activities that focused on the development of game design skills and on the acquisition of critical literacies. On the one hand, participants had the opportunity to play games on mobile devices, desktop computers, game consoles, and card boards; to make their own mobile games using the Sketch Nation app and the iPods/iPads; to create and test physical games using the space of the studio and several analogue props; to prototype in paper new worlds, characters, stories, and mechanics for original games; and to deliver public presentations pitching their designs to an audience. On the other, participants had also to complete several challenges that included the critical analysis and remix of board games rules; on-campus field trips for identifying sugary foods; and discussions about media messages, childhood obesity, and eating healthy.
All the activities encouraged students to think creatively and to incorporate what they were learning and experiencing in the challenges into their game designs. The outcomes of the camp were a collection of 10 new SketchNation games, 5 original design books for original games, and a public open house party for showcasing the creative works produced by Sugar-Rush studio (as the cam was named by the middle schoolers) and delivering short public presentations. Major takeaways from the game camp included that prototyping games both on paper and in physical space is a useful approach for translating stories into games; and that the application of connected learning principles supports deeper forms of learning engagement through inquiry, play, and real-world explorations.
