The Academic Year – PGCAP Prototype Board Game

1. The Academic Year – PGCAP Prototype Board Game • Aim • To create a prototype PGCAP board game that visually evidences ‘A Undergraduate Experience of an Academic Year (Level 4) ’ . This game is developed in collaboration with Sam Ingleson, ChrissiNerantzi and Cohort 3 PGCAP students • By developing and adding content to a board game structure PGCAP students will have an opportunity to apply theory and embed knowledge gained during the course. • The game is planned to be generic enough to work across subject disciplines • The intention is that PGCAP Students cantake this game back to their own programme teams and use it as a tool to generate discussion amongst staff • The game can also be played with students and staff to enable them to explore and reflect on their experience of learning and teaching. • To work with content produced and test the game methodology with a distinct community of learners

2. Prompts for Content Generation within each zone Induction Delivery Assessment Feedback You have been given a blank ‘Zone’ to develop into areas, you need to identify these areas and create cards to use in this zone What happens in this Zone - start by discussing what occurs in this zone. Consider the activity in terms of where this sits within the academic year. Identify as many activities as possible as these will be needed to divide your zone in to individual areas. Then split the zone into these areas of activity (minimum of 4 areas) For example in Induction Zone Areas of Activity - 1.meet the staff team 2. explore the campus 3. Go out on a site visit, How do these areas look within your zone? Start to map them out- how can they be referenced visually Activity Cards Create at least 4 positive and 4 negative scenarios scenario cards in relation to each area of activity you have identified. For Example in the activity area – Meet the Staff Team – a number of scenarios could be imagined “ Meet the staff scheduled at 10 am in large lecture theatre, Students kept waiting outside for 10 mins whilst a key is found and some members of staff only staff for 5 minutes.” “Students and Staff are introduced to each other via a facilitated day long workshop where students get a flavour of what the course will hold whilst having chance for informal chat with staff.” How are tutor and student relationships developed and strengthened or weakened through this process?

3. Other Cards In the Game • Learning and Teaching Discussion Cards create 8 cards • Create content that highlights learning and teaching strategy, this could be done via - Questions for discussion, Quotes from literature that identify good practice, Implementation of new alternate delivery methods • Support Cardscreate 8 cards • Generate cards that identify additional support for staff/students. Think about all the support services and staff resources the University offers – for example Student Life, Library, ADU. • Create 4 cards that outline a scenario that may have a positive affect on students … Library now open 24 hrs a day • Create 4 cards that outline a scenario that may have a negative affect on students or staff-Due to lack of notice and an excessive workload library staff are unable to digitalize a key text for this module, students struggle to access article • Agenda Cards create 8 cards • Generate cards that reflect wider University initiatives or external Quality Assurance Procedures for a Programme or Department. This could be a getting a Programme through Academic Portfolio Review, or responding to External Examiners Reports or HEFCE funding implications • Counters • How can you introduce counters to gain ‘points’ as you move through the Academic Year – You may want to reference ‘points’ to reward positive experience cards for example and so include instructions on how many points you earn within those cards.

4. Induction Zone Strategy – how do you move from zone to zone? Delivery Zone Support cards Discussion cards Agenda cards Assessment Zone Feedback Zone

5. Workshop Structure The PGCAP cohort to split into 4 groups Each Group discusses what teaching and learning interventions and good practice should occur within their zone Each group will create context for a Zone using the Prompts provided All four zones get placed on to the larger group board and the cohort discuss how the Players would navigate the board and decide on strategy and criteria for winning If there is time a trial version of the game is carried out Sam Ingleson will then take the prototype and refine the content and synchronize the look of the game. We are looking for a smaller focus group who would be interested in testing out the Revised version (version 1). The game (version 2)will then be made available for PGCAP Students to test out with Students or programme teams. The game will thereafter be refined further and played with the next PGCAP cohort but also trialed with a Programme Team.

6. Dashboard Can a dashboard be used to measure student experience when playing the game Student Experience Struggling Immersion Withdrawn (Empty) Progression (Full) Think about the dashboard as a measure of student experience, can you work out a series of measures between having to withdraw from a course to progression to level 5. This dashboard can be used to reflect what happens as the student travels round the board – collecting positive or negative experiences