About the OERs

About the OERs

At GDC 2017 the IGDA GA-SIG formed a group to start working on open educational resources (OERs), and this collection is the first result.

The GA-SIG has aimed to educate since 2003 with a IGDA white paper, and numerous events and actions since then. While preparing for our panel presentation at GDC 2015 we found that education about game accessibility was asked for, and contacts with the IGDA Game Education SIG was made. During 2015-2016 a curriculum framework for teaching about game accessibility was defined by researchers in the GA-SIG [1, 2].

Below, the structure of this OER collection is related to that framework.

Curriculum framework

In the following table an overview of learning outcomes and different groups of learners is provided. It is based upon the curriculum framework for game accessibility [2] and relate to the three tracks on this website. This table may have several uses:

  1. As a partial roadmap to what is needed to be done. What is missing here is what impairments are covered or not – see each Track page for this.
  2. As a guide for course designers to know what to focus on.
  • Introduced = an overview of the outcome is in focus (examined)
  • Transitional = an overview may be introduced (but not examined)
  • Emphasized = focus on detailed / in-depth knowledge (examined)
 Learning outcomes Designers:
Basic level		 Engineers:
Basic level
1. Understand basic concepts Emphasized in
Start track
 Emphasized in
Start track
2. Know the needs of disabled Emphasized in
Start track		 Emphasized in
Start track
3. Able to apply design methods Emphasized in
Design track		 Transitional in
Engineer track
4. Know the scope of issues Introduced in
Start track		 Introduced in
Start track
5. Experience of disabilities Introduced in
Start track		 Introduced in
Start track
6. Know-how of solutions Transitional in
Design track		 Emphasized in
Engineer track

Advanced level

Advanced level (e.g. master level) is left out in the table, as it is basically to have in-depth (emphasized) level examination of all learning learning outcomes, except Experience of disabilities*. In other words, a student living up to the advanced level would be able to both apply design methods and know how to implement solutions in-depth, as well as in-depth knowledge of scope.

*) Experience of disabilities is not emphasized as in-depth knowledge  would mean identifying as disabled, which is not applicable to students in general. To introduce students to the experience of playing with a disability, simulation can be used for ideation.

Contribute to Open Educational Resources

  • If you find that some resource is missing or needs improvement, please contact the OER author.
  • You may also fix the problem yourself. Share the updated file with the OER site manager who can then upload an improved version here.

Accessible Powerpoints

References

[1] Westin, T. & Dupire, J. Design of a curriculum framework for raising awareness of game accessibility. In: Miesenberger, K., Bühler, C. & Penaz, P., eds. ICCHP 2016, 2016 Linz, Austria. Springer.

[2] Westin, T. & Dupire, J. Evaluation and redesign of a curriculum framework for education about game accessibility. In: Wallner, G., Kriglstein, S., Hlavacs, H., Malaka, R., Lugmayr, A. & Yang, H.-S., eds. ICEC 2016, 2016 Vienna, Austria. Springer.

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