Amory's GOM as Lesson Plan: Fantasy Football

Since my write-up on Amory's Game Object Model (GOM) this weekend, I've churned over the idea of using the GOM as a framework for lesson plans. Structuring a lesson plan around the GOM model still allows for the inclusion of traditional content like objective and sequence, but it stress the outer shell of the GOM - Game Space. Framing a traditional information literacy session within the GOM should force the analysis and implantation of play elements and video game strategies... Or at least that is the theory I'm working from.

Below is the previously posted Fantasy Football lesson laid out using the GOM. I plan on running other lessons through the GOM as well and would appreciate any feedback or questions.

Fantasy Football GOM

• 1) Game Space
• Play: Fantasy football content and play is a recreation choice of about 18 million Americans (source: Fantasy Sports Trade Association, 2007)
  
• Exploration: Freedom of resource path and choice, not 1 right path source
• Challenge: Not clear answer for #3, no consensus of opinion
• Engagement: topic of invest, student directed outcome, inclusion of student voting
• Visualization Space
• Critical Thinking: ACRL outcomes
• Discovery: searching and collection of data
• Goal Formation: research question, #3 draft pick
• Goal Completion: voting on draft choice, reaching decision
• Competition: OT activity is organized, 2 min drill is informal, “who’s source is best?”
• Practice: 2 min drill is in class practice, discussion allows reflection on that practice
• Storyline: context of students making a draft choice in their own league
• Elements Space
• Fun: hopefully the content of entertainment is interesting and even fun
• Graphics: limited visual component, graphs through voting
• Sounds: no sounds incorporated, could use Fox Sports NFL and ESPN theme songs/intro music
• Technology: limited use, mainly computers and internet access to perform research
• Actors Space
• Drama: librarian created dram of “who to pick” limited role
• Interaction: student/librarian engagement, students interact with each other debating who is the best pick
• Gestures: librarian movement throughout classroom to assist in engagement and student classroom management
• Problem Space
• Communication
• Reading: content analysis of research/fantasy football findings
• Writing: recording of website, date, author, and player ranking
• Speaking: classroom discussion on findings, peer communication on ranking
• Literacy
• Visual: ability to read and understand charts and tables included in rankings
• Logical: ACRL outcomes
• Mathematical: season stat analysis to predict and judge performance
• Computational: averaging draft ranking to determine new value, weighted average of ranking based on source quality
• Memory
• Short-term: website evaluation
• Long-term: application of criteria and process to academic work
• Motor
• Manipulation: physical navigation of websites
• Reflex: no direct application

Source: Amory, A. (2007). Game object model version II: A theoretical framework for educational game development. Educational Technology Research and Development, 55(1):51-77.