August 12 & 13, 2010
Incorporating Games & Gaming Techniques
into Your e-Learning
301
Facilitating the SMEs Role in
e-Learning Game Development
Charles Jones
U.S. Department of Veterans Affairs
Incorporating Games and Gaming Techniques
into your e-Learning
Aug 12 & 13, 2010
Facilitating the SME’s Role in e‐Learning Game Development
Charles Jones, M.A.Ed.
Instructional Systems Specialist
US Department of Veterans Affairs Memphis VA Medical Center
1
Objectives
In this session, you will learn –
• tips, tricks, and techniques for reducing e‐
Learning game development time by 20‐30%
• how to convert subject‐matter experts into game scenario developers
• how to develop graphic organizers to guide your SMEs through the scenario development process
• how to use a game prototype to help your SMEs
• when to meet with your SMEs during the scenario development process
2
Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 1
Incorporating Games and Gaming Techniques
into your e-Learning
Aug 12 & 13, 2010
Poll 1
3
Poll 2
4
Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 2
Incorporating Games and Gaming Techniques
into your e-Learning
Aug 12 & 13, 2010
Role of the SME
SME’s can help you –
• design effective problems or scenarios for e‐
learning game environments
• help you include the skills or online resources needed to solve problems
• define the desired outcome and criteria for success
• develop data related to the problem which learners can use to help solve a problem
5
Chat 1
• How do you get an SME’s time?
6
Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 3
Incorporating Games and Gaming Techniques
into your e-Learning
Aug 12 & 13, 2010
SME Time
An SME’s time –
• Should be scheduled, not expected.
• Anything you can do to facilitate their involvement will save time and improve your game’s quality.
7
Chat 2
• Why aren’t SMEs good at designing training?
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Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 4
Incorporating Games and Gaming Techniques
into your e-Learning
Aug 12 & 13, 2010
SMEs are NOT Training Developers
• They often include too much detail.
• They leave out basic steps.
• They don’t always remember how they learned what they know.
• The don’t know the process of instructional
design.
• The don’t know the gaming development
process.
9
Chat 3
• What measures have you tried to maximize SME involvement? How well did they work?
10
Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 5
Incorporating Games and Gaming Techniques
into your e-Learning
Aug 12 & 13, 2010
Maximizing SME Involvement
• Developers often have to educate SMEs about processes necessary to develop a course or game.
• Developers must recognize SMEs and the world they deal with.
11
Poll 3
12
Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 6
Incorporating Games and Gaming Techniques
into your e-Learning
Aug 12 & 13, 2010
Poll 4
13
Poll 5
14
Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 7
Incorporating Games and Gaming Techniques
into your e-Learning
Aug 12 & 13, 2010
Graphic Organizers
• Used widely in schools.
• Assist with –
–
–
–
–
–
Problem solving
Decision making
Planning research
Brainstorming
Studying
15
Graphic Organizers
16
Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 8
Incorporating Games and Gaming Techniques
into your e-Learning
Aug 12 & 13, 2010
Prerequisite Steps
1. Meet with SME to
analyze performance
gaps and determine
learning goals.
2. Develop course objectives.
3. Decide on game for learning treatment.
4. Obtain approval from involved parties.
17
Chat 4
• Pause for Questions.
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Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 9
Incorporating Games and Gaming Techniques
into your e-Learning
Aug 12 & 13, 2010
Demonstration
http://www.visn9.va.gov/professionals/training/professionalism/index.asp
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Poll 6
20
Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 10
Incorporating Games and Gaming Techniques
into your e-Learning
Aug 12 & 13, 2010
Chat 5
• How have you involved SMEs in the scenario development process?
21
Demonstration
• Graphic Organizer (blank)
– Refer to handout
• Graphic Organizer (completed sample)
– Refer to handout
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Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 11
Incorporating Games and Gaming Techniques
into your e-Learning
Aug 12 & 13, 2010
Poll 7
23
Development Process
1. Develop storyboard and get SME approval.
2. Use placeholder text or made‐
up scenario.
3. Develop graphic organizer.
4. Meet with SME for training on how to use the graphic organizer.
5. Ask SME to develop one scenario.
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Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 12
Incorporating Games and Gaming Techniques
into your e-Learning
Aug 12 & 13, 2010
Development Process
6. Use this to develop a prototype. Don’t worry about functionality.
7. Meet with SME for prototype demonstration.
8. Post prototype to web for SME reference.
9. Hold regular follow‐up meetings with SME.
25
Chat 6
• Pause for Questions.
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Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 13
Incorporating Games and Gaming Techniques
into your e-Learning
Aug 12 & 13, 2010
Review of Objectives
In this session, you learned –
• tips, tricks, and techniques for reducing e‐
Learning game development time by 20‐30%
• how to convert subject‐matter experts into game scenario developers
• how to develop graphic organizers to guide your SMEs through the scenario development process
• how to use a game prototype to help your SMEs
• when to meet with your SMEs during the scenario development process
27
Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 14
Incorporating Games & Gaming Techniques
into Your e-Learning
August 12 & 13, 2010
Facilitating the SME’s Role in e-Learning Game Development
Charles Jones, M.A.Ed.
Instructional Systems Specialist
US Department of Veterans Affairs
Introduction
Once your development team has agreed on using an e-Learning simulation game as the
most appropriate instructional intervention, the game developer or instructional
designer must lead subject matter experts (SMEs) through the scenario-creation
process. This transition can often be difficult, since SMEs often want to include
extraneous information or leave out basic knowledge. Time which the instructional
designer or game developer must spend leading SMEs through scenario development is
time taken away from developing the game interface.
Objectives
Upon completion of this session, you will be able to:





List tips, tricks, and techniques for reducing e-Learning game development time
by 20-30%
Convert subject-matter experts into game scenario developers
Develop graphic organizers to guide your SMEs through the scenario
development process
Use a game prototype to help your SMEs
State when to meet with your SMEs during the game scenario development
process
Points to Ponder
1. In any type of project, learning or otherwise, how many of today’s participants have
served as a subject-matter expert?


Yes
No
_________%
_________%
2. For e-learning projects, how necessary are SMEs?



Can’t create the project without them.
I can take them or leave them.
I’d be better off doing it alone.
_________%
_________%
_________%
Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 1
Incorporating Games & Gaming Techniques
into Your e-Learning
August 12 & 13, 2010
SME Role




Design effective __________ or __________ for e-learning game environments.
Help you include the __________ or online resources needed to solve problems.
Define the desired outcome and __________ for success.
Develop __________ related to the problem which learners can use to help.
SME Time


Time should be __________, not expected.
Anything you can do to __________ their involvement will save time and improve your
game’s quality.

Insights you gained from the chat session:
_____________________________________________________________
_____________________________________________________________
SMEs are NOT Training Developers





They often include too much __________.
They leave out __________ __________.
They don’t always __________ how they learned what they know.
They don’t know the process of __________ __________.
They don’t know the __________ __________ process.

Insights you gained from the chat session:
_____________________________________________________________
_____________________________________________________________
Maximizing SME Involvement


Developers often have to __________ SMEs about processes necessary to develop a
course or game.
Developers must __________ SMEs and the world they deal with.
Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 2
Incorporating Games & Gaming Techniques
into Your e-Learning
August 12 & 13, 2010
Points to Ponder II
1. How many of today’s participants developed the following?


Interfaces for e-learning games
Scenarios for e-learning games
_________%
_________%
2. How do today’s participants accomplish both?



Develop interface, then scenarios.
Develop scenarios, then interface.
Develop both simultaneously.
_________%
_________%
_________%
Graphic Organizers



Used widely in schools.
Assist with:
o Problem solving
o Decision making
o Planning research
o Brainstorming
o Studying
Examples:
Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 3
Incorporating Games & Gaming Techniques
into Your e-Learning
August 12 & 13, 2010
Prerequisite Steps




Meet with SME to analyze performance gaps and determine learning goals.
Develop course objectives.
Decide on game for learning treatment.
Obtain approval from involved parties.
The graphic organizer is introduced when you and the SME must begin working together to craft
the scenarios for your e-learning game.
DEMONSTRATION – Game
http://www.visn9.va.gov/professionals/training/professionalism/index.asp
Percentage of today’s participants who have developed similar types of simulation games.
__________%
SME Involvement

How have you involved the SMEs in the scenario development process?

Insights you gained from the chat session:
_____________________________________________________________
Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 4
Incorporating Games & Gaming Techniques
into Your e-Learning
August 12 & 13, 2010
_____________________________________________________________
DEMONSTRATION – Graphic Organizer
Percentage of today’s participants who have developed similar types of organizers for SME use.
__________%
Development Process









Develop __________ and get SME approval.
Use __________ text or made-up scenario.
Develop graphic organizer.
Meet with SME for __________ on how to use the graphic organizer. Provide
storyboard or sketches of game interface: Give the SME a clear understanding.
Ask SME to develop __________ scenario.
Use this to develop a __________. Don’t worry about functionality.
Meet with SME for __________ __________.
Post prototype to web or burn to cd – for future SME reference.
Hold __________ follow-up meetings with SME.
Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 5
Incorporating Games & Gaming Techniques
into Your e-Learning
August 12 & 13, 2010
SCENARIO INFO
Learning Objective: ____________________________________________________________
Affected Person:  Patient  Family Member  Staff Member  Other ______________
SCENARIO DESCRIPTION
(Target Range: 80-120 words)
BEST ANSWER CHOICE
(Full Point Value awarded)
Physician Response
to Patient
(max: 60 words).
Patient Facial
Expression/Feeling
shocked amused
scared
blank look
happy
angry
surprised
concerned
sad
other: _________________
Patient Response to
Physician
(max: 25 words).
Why this is the best
response.
(max: 35 words).
Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 1
Incorporating Games & Gaming Techniques
into Your e-Learning
August 12 & 13, 2010
MEDIUM ANSWER CHOICE
(Half Point Value awarded)
Physician Response
to Patient
(max: 60 words).
Patient Facial
Expression/Feeling
shocked amused
scared
blank look
happy
angry
surprised
concerned
sad
other: _________________
Patient Response to
Physician
(max: 25 words).
Why this is not the
best response.
(max: 35 words).
WORST ANSWER CHOICE
(No Point Value awarded)
Physician Response
to Patient
(max: 60 words).
Patient Facial
Expression/Feeling
shocked amused
scared
blank look
happy
angry
surprised
concerned
sad
other: _________________
Patient Response to
Physician
(max: 25 words).
Why this is the
worst response.
(max: 35 words).
Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 2
Incorporating Games & Gaming Techniques
into Your e-Learning
August 12 & 13, 2010
SCENARIO DESCRIPTION
(Target Range: 80-120 words)
Mr. Fred Ramage, 60, is admitted for congestive heart failure. He is responding well to a
combination of furosemide and lisinopril. The preceding evening, Mr. Ramage was inadvertently
given a dose of IV Vancomycin meant for the other patient in the room. You discover the error
while reviewing his chart just prior to entering the room.
BEST ANSWER CHOICE
(Full Point Value awarded)
Physician Response Mr. Ramage, you were given a medication in error last night. I feel that
to Patient
this medicine, Vancomycin, has had no bad effects on you. The most
(max: 60 words).
common side effect is redness and flushing when it is being given. I am
sorry this happened and I will work to make sure it does not happen again.
Patient Facial
Expression/Feeling
Patient Response to
Physician
(max: 25 words).
shocked amused
scared
blank look
Happy
angry
surprised
concerned
sad
other: _________________
Thanks Doc. And you're sure I won't have any problems?
Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 1
Incorporating Games & Gaming Techniques
into Your e-Learning
August 12 & 13, 2010
MEDIUM ANSWER CHOICE
(Half Point Value awarded)
Physician Response
to Patient
Mr. Ramage, you seem to be doing well today. Your heart failure is
(max: 60 words).
better. Have you, by chance, noticed any itching or redness last night or
this morning?
Patient Facial
Expression/Feeling
Patient Response to
Physician
(max: 25 words).
Why this is not the
best response.
(max: 35 words).
shocked amused
scared
blank look
Happy
angry
surprised
concerned
sad
other: _________________
Why do you ask, Doctor? Is there something you're not telling me.
By not being honest and forthright with the patient, the physician is
displaying unprofessional behavior. Admitting errors is the responsibility
of every physician.
WORST ANSWER CHOICE
(No Point Value awarded)
Physician Response Mr. Ramage, you were given an IV antibiotic last night in error. I don't
to Patient
think it had any bad effects on you as far as I can tell. The night nurse was
(max: 60 words).
responsible, and I have reported her to the charge nurse and recommended
that she be severely reprimanded.
Patient Facial
Expression/Feeling
shocked amused
scared
blank look
Happy
angry
surprised
concerned
sad
other: _________________
Patient Response to
Physician
(max: 25 words).
I agree with you, Doctor. They ought to fire some of these nurses. In the
future, I'm going to a private hospital.
Why this is the
worst response.
(max: 35 words).
Medical errors should always be approached from a systems, not a
personal standpoint. Blaming an individual causes a patient to lose
confidence in his caregivers.
Session 301 – Facilitating the SMEs Role in e-Learning Game Development –
Charles Jones, U.S. Department of Veterans Affairs
Page 2