I provide content for clients in the public, private and academic sectors. These include:
* Education and educational technology research and information dissemination organisations.
* Government departments concerned with education.
* Entertainment or learning game development or production companies.
* Other private companies, institutions and individuals.
Here’s a list of some former clients.
The content I provide usually concerns the use of games (digital, video, analog, board or other) in education, learning and teaching. However, there are several other subject domains and topics for which I can provide contemporary content.
Content is always compiled anew i.e. I do not recycle old or previously compiled content, nor use existing content from elsewhere. This ensures that content the client receives is unique, contemporary and does not cause copyright or IPR problems.
The content usually fits into one or more of four categories:
1. Introductory texts: non-technical texts which detail the contemporary definitions, concepts, theories, practices and practicalities of game-based learning, possibly including a representative collection of examples and references.
2. Examples: a compilation of descriptions of contemporary games in learning. These can contain either games designed specifically for use in education (for soft or casual learning, or for curriculum-oriented goals), or games designed for fun or entertainment that are used in classrooms (historically known as COTS – Commercial Off The Shelf – titles).
3. Literature reviews: a sweep and summary of recent and contemporary academic and non-academic (but still quality) writing and research on games in learning. This is a very large, diverse and rapidly growing body of literature so there usually needs to be a careful scoping/boundary agreement of what the client wants included and excluded.
4. Evidence reviews: a summary of contemporary evidence, and research findings, on games in learning. The source materials are typically more formal and scientific in nature than literature reviews, and contain elements such as systematic reviews and meta-analysis reports. However, evidence reviews can be compiled and produced in a manner accessible to a non-technical audience.
Various attributes of the content, such as the style, tone, degree of formality, level of detail and technical depth, will depend on the target audience.
Content is usually all textual, or text-oriented. I can include screenshots and some other media as appropriate. Citations and references are consistently provided to a recognised bibliographic format.
I can provide content suitable for inclusion in:
– A single web page.
– A set of web pages, such as an online resource or guide.
– Print-based publication.
– Guides to games in learning.
– Briefing papers.
– Evidence or literature reviews.
– Technical reports.