Tag Archives: skill transfer.
At the 2019 Game Developers Conference I gave a talk at the Education Summit called “Are games art school.
How to teach game development when there are no jobs”.
The video of the talk is but unfortunately you need a subscription to access it.
So instead, here is a write-up of what I talked about.
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There’s been a lot of discussion this past week about how universities should approach teaching videogame development and even just what the basic responsibility of game schools even is.
This started with.
Robert Yang wrote in response about some of the challenges of teaching game development
Innes McKendrick wrote in a thread.
I wrote about how lacking a broad knowledge of game development disciplines is a problem in countries without large studios.
Anna Anthropy wrote about balancing soft/hard skills in games education
The point across these responses: teaching game development is hard and educators and institutions alike are still trying to figure out how the heck you even do this while, at the same time, the global game industry is dramatically restructuring itself.
There’s one side of the discussion I haven’t really seen come up yet that I encountered first hand in the classroom: the fact that the overwhelming number of students who enter game development programs have no idea what the everyday work of game development actually entails.
Worse, many of them have wrong ideas about what one does day-to-day to make games.
I want to talk a bit about how this happens, how the marketing for game dev programs often exploit this ignorance, and how the responsibility typically falls on teachers to ensure these students know what they are actually getting in for. , , , , , , , ,.
I mentioned previously in about the new project I’ve started.
I’ve received funding through the Australia Research Council to undertake a three-year research project titled “Informal, Formal, Embedded: Australia Skill Developers and Skills Transfer“.
The idea is to paint a more nuanced picture of what videogame development is, who does it, why they do it, .
And how it is contextualised within the broader Australian culture and economy
The focus on ‘skills’ is in part to get away from a focus on ‘jobs’.
There are more people using ‘videogame development skillsets’ than there are people employed in ‘the videogame industry’.
So focusing on skills and experiences is a way to draw that out.
I’m now about four months into the project.
So far it has been a lot of project design, planning, and general administrative processes like sorting out ethics approval and budgeting.
Most of that is pretty boring.
Here’s some of the more interesting methodological/theoretical stuff that I’ve been working through: , , , ,.
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