Design Challenge
The challenge
Nine teams, five people in each - three
The outcomes of Design Challenge 2004 are manifold: an outstanding learning experience for its participants; nine new ideas for using technology in education; confirmation that cross-disciplinary teams breed innovative ideas; and a buzz in the educational software industry that will make the 2005 event even better. Teamwork - from the organisers to the participants to the sponsors - lies at the heart of the event, and the outcomes go far beyond what was produced in the three intensive days of the hothouse.
The build up
Perhaps the most important aspect of the challenge, the process of team-building, started with a weekend event in November 2003, when the brief was issued. Despite pouring rain, or perhaps because of it, the
The hothouse
Such was the tension and excitement during the three-day hothouse that the original hours limit (9am to 11pm) soon became a 24-hour marathon with teams working round the clock on their prototypes. Despite the best efforts of the organisers to avoid a competitive event, a desire to beat more than just the challenge appeared to motivate all the teams and certainly added to the excitement.
The judging process
A panel of experts drawn from the fields of education, technology and media considered the project outcomes following the hothouse. In assessing the projects and feeding back advice to the teams, the judges used the following broad criteria: educational design; interactive design; future potential; innovation and originality; team working and rigour. Judges were impressed with elements from every project and had real difficulty selecting one to stand out above the others. Having considered a wide range of criteria, What it Says on the Tin were deemed as best meeting the demands of the challenge.
The outcomes
All the teams put enormous effort into creating their prototypes, and each came out with exceptional and unique pieces of software. All the projects successfully combine educational and gaming elements, and have a clearly interactive focus.
On the Tin: That's Life - Playing Shop
Exploring the appeal of 'gaming for girls', On the Tin's prototype presents challenges to players in realistic situations - in this case, the setting up of a high street business (a nail bar). Each player selects a character to represent them and is issued with a task, which could be to organise resources, to design advertising, to write a motto or to train staff. The judges felt that the team showed a clear insight not only into the process of learning, but also into how that might be blended into classroom and school activity.
The Cranium Collective: Sangar
Sangar aims to raise pupils' awareness of environmental issues, specifically ecosystems and animal welfare. Sangar is a monkey who has to save his rainforest home from destruction at the hands of humans, along the way rescuing fellow monkeys from various locations where they are being held in captivity (a circus, an experimental laboratory, a zoo). The more monkeys the player rescues, the better chance they stand of saving the rainforest. The player receives facts and figures as well as web links to related sites where they can learn even more. Designed for 11 to 14 year-old students of geography and
CreatEd: Gym
CreatEd's game focuses on physical education, aiming to teach the player about the importance of diet and exercise. The user must first build and name their own athlete, then choose a sporting event in which to compete. The training process involves a series of health-related tasks, and the student builds a relationship with their athlete throughout the game before competing in a final tournament. The judges saw the project as an example of tremendous teamwork, and felt that there was a definite gap in the market for PE-related educational software.
Masakutju: World Fusion
World Fusion puts the player in the role of a special agent faced with the challenge of restoring music to the world. The Music Man has been kidnapped: in order to save him and bring back music, the player must travel to the seven continents and complete music-related tasks. Judges felt that World Fusion, with its focus on music for Key Stage 1, addressed a genuine gap in the educational software market.
The Other Team: Go-Wildcats' Science
When the player's spaceship crash-lands on another planet, they are transported into a parallel world. Arriving at the 'Blob Lab', the player can choose to visit one of three different lands: Land of Luminance, Optic Meadows or the Kingdom of Noise. Each land requires the player to learn different scientific facts, and apply their knowledge to complete a series of tasks. Aimed at Key Stage 3 science students, the judges felt that the team achieved an excellent balance between fun and learning.
Drowned Rats: On the Edge
Designed as 'the maths package that will help you learn about shape and space', Drowned Rats' idea uses an animated pet as a tool for discovering information about angles and shapes to navigate a 3D game. By answering questions relating to angles and shapes, the player helps their pet to earn food to eat, giving him the energy to progress through the different levels of the game. The judges' verdict was very positive: 'quite an exceptional piece of work'.
Team Stellar: World Power
Set in a 3D world in which there are limited supplies of fossil fuels, the object of the game is to supply a community with power by using various types of power generation. Game-play simulates 100 years and as the player progresses through the century of play, it becomes increasingly impossible to rely on fossil fuels. The player is forced to learn more about renewable sources of energy and invest in the building of sustainable power production. Aimed at Key Stages 3 and 4 science and geography, the judges deemed World Power 'exciting stuff'.
The Oatcakes: Exploring Your Body
Looking at the function and purpose of the main body organs, with emphasis on the heart and circulation, the Oatcakes' prototype encourages independence in the user thanks to its emphasis on simple navigation and access. The use of web cams, sound, and vibrant colours helps to make learning fun and easy. The player can access support from a guide at any time by simply clapping their hands. Offering a unique and dynamic interactive experience to support classroom learning, the product is aimed at Key Stage 2 pupils of biology.
Daddy: Keyjam
Left shipwrecked on an island, with part of a map showing the way home, the player's challenge is to find the missing part. Several areas of the island can be visited (hills, trees, caves) and tests related to science and maths give the player the information necessary to complete tasks issued by witches and wizards encountered along the way. Aiming to support Years 4 and 5 in maths and science, Keyjam is an interactive game which takes the player on a journey of discovery, reinforcing concepts learnt in the classroom. The judges picked up on the team's clear attempts to make learning fun.
The response
Participants in the challenge have expressed their enthusiasm for the event and their hopes to see it become a regular occurrence. Sam Temple, a teacher in Bournemouth LEA, sums up the thoughts of many:
'I'm amazed at how much hard work and commitment team members put into designing and making all the games, with many actually staying up all night. The event was a true example of teamwork and making the most of a team's range of skills.'
A measure of the importance of the underlying principles of Design Challenge was the interest shown by policy makers, industry professionals and teaching practitioners at the reception event at BETT 2004, attended by over 150 people from these sectors.
The next steps
The outcomes of Design Challenge 2004, the excitement it has caused, the enthusiasm of the teams and the drive of the organisers and sponsors all point to Design Challenge 2005 being a certain success. Ambitions for the second Design Challenge include widening the participation of the event and extending it to include regional pre-events with more preparation and team-building time built in. Bringing together team members with diverse backgrounds - educational and technological - will continue to underpin the challenge as will the emphasis on originality, innovation and excellence. This year's outcomes prove that it can be done - the challenge will be to do even better for 2005.
