All 2 entries tagged Curriculum
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June 13, 2022
Including Esports in the curriculum to prepare for the Metaverse(s)
By Dr Isabel Fischer, Reader of Information Systems, WBS
Following the launch of our Warwick Esports centre, in collaboration with the Esports team Jack Fenton and Elenore Jiawen Li, we included Esports in four WBS modules (Digital Transformation, Design Thinking for Digital Innovation, Digital Marketing Technology and Management, and Developing Consulting Expertise). This allowed management students to experiment with and to reflect on digital innovations and to find solutions to problems. Specifically, we wanted to encourage students to develop tangible ideas for the future metaverse ecosystem.
While learning about technologies and business models related to Esports and the Metaverse, the topic also allowed students to reflect on the convergence of technology, ethics, science, psychology and digital wellbeing, as well as on the impact on environmental and social sustainability. Teaching delivery was accompanied by authentic assessments, with students able to choose their topic. These novel assessments (vlogs, blogs, board papers) were introduced in the previous year which allowed for comparisons.
We found on the one hand that the quality of submitted assignments improved, with students seemingly much more creative and also technological ‘savvy’, both for their choice of topics and content as well as for the delivery formats. On the other hand, module evaluation showed that the inclusion of the Metaverse and Esports early on in the module ‘hyped’ students and wet their appetite to ‘fully’ understand the potential applications of the Metaverse despite the Metaverse(s) still being conceptualised. While previous students were happy with carton-based headsets using their own mobile phones, some of this year’s students would have appreciated working with sophisticated VR headsets, possibly because our teaching delivery was further hyped up as it coincided with Microsoft’s $68.7bn acquisition of Activision Blizzard, clearly showing the current potential of the gaming industry.
Finally, here are some testimonials from students new to Esports, provided after the initial seminar on Esports:
- I am doing the Design Thinking module where we had a chance to join the esports world. This enables us to think creatively! I love our Warwick Esports Centre.
- Thank you for letting us use the Esports Centre - it was really fun and easy to learn.
- First time and it was a very enjoyable experience. Very well organized and easy for beginners.
- Really enjoyable experience, great equipment.
- The game is really fun to play. It’s quite unexpecting and fun which the seminar works. I enjoyed it a lot. Thank you for the experience.
- Thank you for giving students such a good opportunity on campus. It really is a good way to bring people from different backgrounds together.
For further information on this initiative you might want to listen to this podcast: https://anchor.fm/ldcuwarwick/episodes/Blogging--AI-Marking--Online-Learning--Communication--Metaverse--Esports-e1d8efu
October 22, 2018
As part of the curriculum development planning for the Warwick PGCE international course we attended an engaging hands-on session led by lead academic technologist, Abigail Ball.
The main premise of this session was to enable us to identify the key principals of course delivery before we drilled down further into module content planning. The session was structured around the Arena Blended Connected (ABC) curriculum development model which we used as prism through which to craft reflections on our own curriculum development.
The ABC model
Created by UCL Digital Education, the ABC model is a collaborative workshop where a visual story board is produced to sequence learning activities, assessment and outcomes. Through this model we looked at the following different learning types:
- Acquisition: listening to a lecture, reading from books and watching demos.
- Collaboration: discussion, practice and production.
- Discussion: articulate ideas and questions.
- Investigation: explore, compare and critique.
- Practice: adapt actions to the task and use feedback for improvement.
- Production: articulating current understanding and how to apply this.
We initially mapped how both the local (primary and secondary) and international PGCE programmes are/would be delivered in terms of the above learning types, marking the frequency we would use each learning principal (see below).
Firstly, we focussed on the current local PGCE course, plotting in red before mapping the proposed PGCE international course in black. We were then able to understand the difference in terms of delivery approach between the two sister courses which going forward would help to inform our planning.
Local vs international
In terms of production and practice curriculum elements, we saw a close synergy between the local and international offerings. Assessed teaching practice benchmarked against the UK Standards, assessment points throughout the course and masters level assignments being compulsory components.
In comparison to the international programme, we believed the local PGCE is perhaps slightly more acquisition focussed, mainly due to the increased face to face university element including access to conferences and workshops across campus.
In relation to the strengths of the proposed PGCE international course, we were looking at deeper expectations around collaboration, discussion and investigation. These elements would be promoted in terms of the face to face induction, online ‘live’ sessions and self-study preparation.
It was clear from the curriculum development session that the key Pedagogical tenets of the PGCE international programme are to be centred on collaboration, discussion and investigation. Ensuring these elements are woven through the module planning will be a key focus.
The session also helped cement thoughts around the unique selling points of the programme. Whilst the main ingredients of the new course will be international in outlook, alignment to our domestic offering will also provide a ‘local’ UK flavour.