Digital Challenge Game

Introduction

The Digital Challenge is a UK government-funded programme within which local partnerships compete to develop plans for technology programmes that will improve delivery of public services, and also ensure the benefits of the online world are widely available. We are working with the Challenge team to create a game that will help partnerships develop their plans, involve local people, and later share their experience with others.

Below is the invitation that we extended to partnerships to join in development, originally posted in our project space on the Digital Challenge website. We'll provide updates on game development both there and here.

You will find on this site:

Invitation to partnerships to develop the game

The ten partnerships in the final round of the Digital Challenge are invited to collaborate in development of a workshop game that will help to "reality test" their proposals, and also start the process of sharing experience gained during the Challenge process. Others in the network are also invited to join in.

The Digital Challenge Engagement Game, currently under development, will help people explore the benefits that new technologies and social media can bring to their lives - at home, work, leisure and learning.

It will do this by enabling people to "play through" the type of projects and programmes being developed by the finalists in the Digital Challenge programme, matching personal and group needs against the services, communication and other facilities offered by the technology.

The challenges in the game will include: showing how technology can be relevant to social inclusion; making sure that technologies are tailored to people's individual preferences; dealing with programme crises like loss of funding. It will be deliberately low-tech, and run face-to-face in a workshop setting rather than online.

Development of the game is being funded by the Digital Challenge team at the Department for Communities and Local Government, and builds on earlier work with the Department for Constitutional Affairs. Game developers Drew Mackie and David Wilcox have developed a range of workshop games and simulations over the past ten years.

When complete, the game will be freely available as a download, and designed so that it can be run by anyone interested in digital inclusion - whether professionally, personally or in a local or interest group.
We have an outline of the game, and are looking for people interested in helping with further development and testing. This will involve some or all of:

Participants in the Challenge are committed to sharing ideas and experience as well as competing, and we hope that the game will contribute to this. The game can be one of the ways in which the group can spread their ideas and experience more widely by embedding that in the game compontents.

The game kit will include the following components:

* potential challenges to programme development

Bridging the people-technology divide ... with a few bits of paper

Bristolworkshop-1Last night I witnessed an impressive example of the power of collective intelligence at work on how social media and other technologies can change people's lives and benefit local communities.
The setting was not a high-tech lab or forum of Web 2.0 developers ... it was a community centre in Bristol, and the experts combining their wisdom were local residents.
We got together to help the city council develop its bid to win the Digital Challenge, a competition among ten finalists to show the UK Government how well they are improving online services and ensuring all citizens benefit from the Net.
As part of the bid - due in January - the finalists have to include storyboards showing how the wireless networks, access centres, e-learning, e-democracy, e-commerce ... e-whatever projects will be used by different people in their area.
CardexamplesThe difficulty in doing this exercise is combining two areas of expertise, and two groups ... those who understand the technology, and those who understand people and their everyday lives. There isn't always enough overlap.
Last night we started from the people side, and offered the local experts of Lawrence Hill, meeting at Community at Heart , some props to help them get to grips with the technical. We didn't say so at the beginning, but it was the first time that Drew Mackie and I had tried out the workshop game we've developed for the Digital Challenge project team. Here's how it worked.
Before the event, we assembled a set of over 30 cards which represented the range of projects that any Digital Challenger might consider in their bid. You can download the cards as a pdf here.
Kevin O'Malley and Steve Parry, who are working on Bristol's bid, pulled out ones that most matched their ideas. They included community access, wireless networks, mapping linked to social media, storytelling and a content aggregator.
Then after an introduction to the Digital Challenge and the purpose of the game, the locals split into two groups to work with Steve and Kevin.
We gave each group a set of cards split into the pre-determined "must haves", plus optional extras. We also provided a cast of fictional characters - download here.
The first task was to review the characters - who should benefit from the Challenge programme - and make sure there was a possible match between their needs and the ideas on the cards. Additional ideas could be added.
jennysheehanThen came the creative part. In smaller groups of three or four, our local experts developed storyboards showing how the character they had chosen - or invented - could use the technology. Just to liven things up - and add to the rising tide of giggles and laughter - Drew threw in a few personal crises or opportunities that might crop up for the characters ....serious illness ... offer of a college place ...
It worked really well. Not only did everyone manage to understand enough of the technical options to contribute, they were able to turn these into life-enhancing stories any of their neighbours could understand too.
The secret, of course, was conversation. People could fill in gaps of understanding for each other, and spark ideas.
We only had two hours for the whole exercise, so the stories were outlines. Given more time, perhaps on another day after time for reflection, I'm sure we could have filled them out substantially ... and the local Connecting Bristol team will continue the discussion. I asked two people how they thought the event had gone.
kevinomalleyLocal artist Jenny Sheehan (left) said she felt that the exercise helped to make a connection between technologies and people, and trigger thinking about how it could really help transform people's lives. A collaborative, community approach meant there was scope to bring costs down, to create a resource bank, and encourage skill sharing.
Kevin O'Malley (right) is one of those responsible for developing the Bristol bid, and he said that so far a lot of the bid development had, inevitably, been technical. The evening's exercise provided a way of bring this work into the realm of real people, with real issues, in a real community. Drew and I felt some satisfaction that a low-tech set of props (bits of paper) had help bridge the people-technology divide.
We'll revise the game in the light of helpful suggestions from the players - who said they didn't mind being first testers - and post it here with results from Bristol and revised instructions. In January we are running a session in Manchester.

Comments on the Bristol session on my other blog.

Digital Challenge Game Overview

Here's an overview of how we see the game operating. We'll be developing more detailed instructions

INTRODUCTION
The purpose of the Digital Challenge Game is to help teams who are developing bids to involve other interests, and also test their proposals against possible problems. It should help in the development of storyboards for the final submission.
The game components include cards for personas, projects, and problems, and a story-boarding sheet. The game takes about two hours, and works for any number of people working in teams of 5-6.

GAME SEQUENCE

Planning Phase
The game begins with a Planning Phase, in which teams build a programme out of a number of pre-designed cards which illustrate:

  • The target audiences for the programme. These are represented on "persona" cards giving personalised characters with histories and needs. Player must decide which audiences are targeted by their programme and prioritise cards accordingly.
  • Another set of cards indicates the technology projects and other activities that might be part of the programme. Some may involve substantial investment, other little or none. Cards have budget points. Players will build their programme (or model their existing programme) from this set of projects and activities assessing:
    • How the selected project or activity fits the needs of the target audiences
    • What are the likely cost and resource implications of adopting this project
    • How the projects fit together to form a coherent programme.
  • At the end of this Phase players present their programme to the other groups

Development Phase
Players now "run" their programme through several years. This is done by telling the story of the programme as it progresses from bid to set up to implementation. Players are encouraged to think through the pitfalls and opportunities that might occur. As this story is being recorded on a "timeline" sheet, the game facilitators will feed in "crisis and opportunity" cards representing external factors that may affect the programme. These are designed to trigger group debate. Players develop storyboards for the personas.


Scoring Phase
Each group will now be asked to score the project history they have created according to a number of factors including:

  • How well it has served the target audiences
  • How robust it has been in the face of external shocks
  • Its potential for the future
  • What real effects has it had on the Environmental, Community and Economic performance of the area it serves

 

See also:

 

Digital Challenge Game Personas

ROLE OF PERSONAS
As the game overview sheet explains, one of the first tasks for players is to develop or choose some profiles of people who will benefit from the programme under development. The personas will feature in the development phase of the game, and storyboards are developed showing how people use different technologies.

CREATING PERSONAS
You can create your own personas, or select some as starting points. If you are developing your own, write a couple of paragraphs covering these points:

  • What is their age, gender, ethnicity, life circumstances?
  • What are the challenges that they face?
  • What skills and interests do they have?
  • What level of experience and confidence do they have with technology?
  • What are their preferences for communicating - e.g. face-to-face, phone, text, e-mail and web, audio/video

You can use the personas below as they are presented, or as a starting point. When we develop the full game instructions were will put these on cards.

  • Yvette is 14, and spends a lot of time online in mySpace. Her mother is worried that she may be at risk from pedophiles in chat rooms.
  • Tracy is 18, and lives at home with her parents and young baby. She's worried about losing touch with friends, and also wants to get a job and a place of her own. She uses her mobile phone to keep in touch.
  • Beryl has just retired from factory work, and lives alone. She has some mobility problems, misses her work friends and has difficult with shopping. She has never used the Internet.
  • Aziz runs a neighbourhood convenience store, working long hours with help from his wife and older daughter. He is well-liked in the community, but worried that Tesco are going to open a small store nearby and he will lose customers.
  • Jenny has been heavily involved in local community groups for many years, and now finds that as a representative on partnership bodies she is expected to use email and the web. She believes she has a right to paper communications, and is resisting using any technology.
  • James is a neighbourhood renewal worker, keen to ensure that different interests in the community find their voice and gain recognition for the contribution they can make. However, he can't get people to turn up to meetings.
  • Jackson, unemployed, is a member of a band who are now getting some local gigs. He is keen to make more of this opportunity, but doesn't feel he has the necessary business skills.
  • Sonya is deaf and wants to gain some qualifications and then a job using the Internet - but doesn't know where to start.
  • Jack is a single dad with twin daughters. He is unemployed with a respiratory disability. School teachers say the twins, Paula and Louise, are bright but not interested in learning. The household doesn't have a computer.

 

See also:

Digital Challenge Game Project Cards

Project cards

As the Game Overview describes, during the planning phase of the game participants first develop Game personas to represent people who should benefit from the programme, and then choose a set of project cards. These represent technology projects and other activities.

Each card shows

  • A cartoon to make it easily distinguishable from others
  • A project title
  • A brief description of the project
  • The type of resources that will be needed to complete the project
  • A budget of 1,2, or 3 points

Participants are given a budget - say, 15 points - and asked to choose project cards appropriate to the personas.

Blank cards enable participants to suggest additional projects.

CARD CONTENT

Below is the content of cards developed so far. Please suggest changes, or leave more ideas, as comments. These won't appear immediately because they require approval to avoid spam.

THIN CLIENT SOLUTIONS
Computers are able to run centralised "thin client" services to reduce equipment costs
Needs : technical development
Budget 1

SERVICES ONLINE
Public bodies coordinate delivery of services over a range of media channels.
Needs: leadership, technical and editorial resources
Budget 3

KIOSKS
Kiosks and other systems provide public access to information
Needs: online services
Budget 2

CAPACITY BUILDING
Local individuals and groups are offered training and support to help them engage more fully in local projects.
Needs : staff, programme
Budget 2

ASSISTIVE TECHNOLOGIES
Technology is designed to ensure usability
Needs: development work.
Budget 1

E-PARTICIPATION
E-participation is used to deliver wider social and economic change
Needs: systems, support
Budget 2

MULTIMEDIA PROJECTS
People have access to multi-media facilities to develop their own projects.
Needs: facilities, expertise
Budget 2

SELF-PUBLISHING SUPPORT
Individuals and groups are offered help in developing weblogs and other forms of self- publishing.
Needs: volunteer or staff expertise.
Budget 1

NETWORKED ACTIVISTS
Support for activists with a range of communication tools - email, forums, web - and print
Needs : Co-ordinator, ICT support/training
Budget 2

FACE TO FACE NETWORKING
Regular events are organised to help people make new contacts
Needs: organiser
Budget 1

COMMUNITY STORYTELLING
People can use audio, video and web pages to raise issues of personal and community interest in their own words.
Needs: mentors, equipment.
Budget 1

CONTENT AGGREGATOR
A specialist search engine and aggregator provides a dynamic shop window for local content - and highlights self-publishing efforts
Needs: major development initiative and maintenance.
Budget 2

TELEPHONE SERVICES
Telephone information services complement online systems
Needs : staff
Budget 2

"E-RIDERS"
Technical support staff are available to visit groups, organisations and businesses in need of help
Needs: skilled staff and subsidies
Budget 3

NON PROFIT SUPPORT
Nonprofit organisations are given help to improve their administration and effectiveness by using technology.
Needs: support programme
Budget 2

SHOWCASE AREAS
Resources are concentrated in several neighbourhoods, which then become demonstrators
Needs : community engagement and local management
Budget 3

COMMUNITY ACCESS
The project co-ordinates and increase public and community Internet access in a wide range of locations
Needs : staffing, equipment.
Budget 2

DIGITAL TELEVISION
Interactive digital television provides information and also community broadcast opportunities for local groups
Needs: Cable or other access, set top boxes, programmes
Budget 3

SMALL BUSINESS ONLINE
Support provided for small businesses in using the Internet.
Needs : advisers/partners
Budget 2

MEDIA CENTRE
Local centre provides training and support in web design, digital arts, images, video production, community radio etc
Needs : equipment and staff
Budget 2

SELL ONLINE SERVICES
Project sells online services to local groups and businesses, including web hosting
Needs : expertise, facilities
Budget 2

GROUPS ONLINE
Funding, services and support provided to help community groups and voluntary organisations get online
Needs: online services, support programme
Budget 2

WIRELESS BROADBAND
The project manages and develops a wireless broadband system.
Needs : equipment, technical and business skills
Budget 2

MOBILES
Mobile phones and PDAs are a major channel for community information and conversation
Needs : Messaging system, co-ordinator.
Budget 1

VOLUNTEERS/ MENTORS
Volunteers and mentors help users with technical and other problems.
Needs: organising and support
Budget 2

AFTER SCHOOL CLUBS
After-school recreation programmes are developed as part of a package of measures to reduce juvenile crime
Needs : partners, volunteers, ICT room
Budget 2

EQUIPMENT HIRE
Hire out laptops, projectors, cameras to paying customers
Needs : marketing, insurance
Budget 2

LEADERSHIP TRAINING
Community leadership training linked to programmes in community mapping, advocacy and lobbying skills
Needs : Partners to provide training. ICT room/support
Budget 2

ONLINE CENTRES
Online centres for access and learning are at the heart of a digital inclusion programme
Needs: equipment, staff, premises
Budget 3

E-LEARNING
Course material and informal learning systems are developed with colleges.
Needs: staff, equipment
Budget 3

COMMUNITY RESEARCH
Training courses to help local people use computers and the Net to research local issues for
themselves and prepare action plans.
Needs: research trainers, partner input, ICT room , interested activists
Budget 2

JOB SEARCH ONLINE
Setup a job club using the Internet and CV advice/design.
Needs: Trainer/support worker. Links with partners.
Budget 2

NETWORK CHAMPIONS
The project recruits, trains and supports a network of people who will champion the use of the Internet.
Needs: Training and support programme, equipment.
Budget 2

ONLINE MAPS 
Online maps are created with layers for different issues - e.g. safety, environment, cohesion
Needs: research, technical development, access
Budget 3 

See also:

 

Digital Challenge Game Storyline

Once game participants have created personas and chosen project cards - as described in the overview - their main task is to play through what is likely to happen within the programme, and what benefits it will offer to the people described in the personas.

This is done by telling the story of the programme as it progresses from bid to set up to implementation. Players are encouraged to think through the pitfalls and opportunities that might .

As this story is being recorded on a "timeline" sheet, the game facilitators will feed in "crisis and opportunity" cards representing external factors that may affect the programme. These are designed to trigger group debate. Players develop storyboards for the personas.

Project cards

See also:

 

Digitial Challenge Game Crisis Cards

While game participants are developing their story of what's happening to the programme - and to the people profiled in the personas - they will be encouraged by the game facilitators to think about various opportunities and crises that may occur. The facilitators may feed in some cards outlining possibilities.

Crisis cards

So far we have the following cards:

  • Partnership disagrees on roles/responsibilities
  • Problem with private sector contributions
  • Project required to justify environmental impact
  • Problems with procurement processes
  • Hitch with legal/state aid issues
  • Evaluation calls for non-technological intervention
  • Technology becomes irrelevant/obsolete
  • Service users not interested in the project
  • Unfavourable Press coverage

If you have other ideas, please add a comment below.

 

See also: