ph.d grants in learning games and game design

[kaotmus]

I'm not sure this is the right forum, or if anybody will get upset with me for even posting this, but I thought somebody out there might be interested.

I work at the Centre for Learning Games at Learning Lab Denmark and we've just announced a couple of ph.d grants. Feel free to ask.

The rest is snipped from http://www.lld.dk/consortia/learninggames/news/forskningsstipendier/en?set_language=en&cl=en

Learning Lab Denmark and The Danish University of Education offer a number of Ph.D.-grants.

Learning Lab Denmark (LLD) and the Danish University of Education (DPU) are announcing a number of Ph.D.- or research scholarships in connection to the establishement of a new Centre for Learning Games. The focus of the two positions is research into science games and game design. The grants are co-funded by the Danish National Graduate School of Science and Mathematics Education, NADIFO, by means of funds provided by the Danish Research Agency.

Background

The use of games for educational- and learning objectives has been significantly increased through the emergence and dissemination of digital technology in recent years. ICT-supported learning games are generally considered a promising new medium for learning due to an increased capacity for complex representations, data management and interactivity.

In addition, both LLD and DPU have in later years seen an increased demand for knowledge about the educational aspects of games, e.g. in the shape of an increased number of inquiries from both private companies and public institutions concerning participation in collaboration on development of games. Therefore LLD and DPU have jointly started to collaborate with a number of external partners and established a new Centre for Learning Games (CLG) which will try to combine theoretical analysis of educational games with concept development and actual game productions.

Fields of research

The research questions, which the centre will try to answer, revolve around how new ICT and cross-media designs can be transformed into a meaningful learning situation. For this effort, games constitute an effective ground for experimenting with novel ICT-designs that can enhance the learning experience and potentially change the future of learning. The centre wishes to contribute with learning games and concepts to be explored not solely by the educational sector but by the private and parts of the public sector as well.

A central issue for our activities is to examine what is a relevant use of ICT in a learning situation. We still have a very deficient understanding of what sort of knowledge ICT really contains and offers. Thus, we have difficulties in transforming the content of knowledge based on ICT into a useful didactic situation. In addition, although opportunities for using IT for learning are very promising, it is unlikely that traditional approaches and forms of teaching and learning will be significantly improved by the introduction of ICT. To the contrary, there is much to indicate that ICT only comes into its full right through newly developed didactics and new educational designs.

Applicants should relate their project descriptions to one of the following areas of research:

_1. Games to support competencies in natural science.
The focus of this Ph.D.-grant is an examination of how games can support the development of competencies in the natural sciences. So far, the majority of the edutainment games aimed at teaching natural science have been designed to teach the player simple skills, which makes the majority of these games inadequate in relation to contemporary learning theories, designed to facilitate learning of general natural science, communities of practice, managing empirical data, modelling competencies, and the ability to place natural science in a historical, personal or societal context.

The theoretical basis is games theory, natural science didactics and modern learning theory, which are to form the basis of an examination of the ways in which games and learning can be merged, and where acquisition of competencies in the natural sciences support the game and vice versa. It is considered important that the Ph.D. forms a part of one or more specific development projects, and that the dissertation's theoretical findings are directly applied to the development of game-based educational material such as class-room games or games for mobile phones with a content based on the natural sciences.  Findings from observations and design experiments must be applicable to the future conceptualisation and theoretical development of the field.

_2. Design-based research and learning games
Our ambition is to come to an understanding of how we can facilitate a fertile interplay between games design and game dynamics in the construction of a game (that preferably content-wise is focused on learning about the natural sciences and technology). The question remains how various media can be successfully integrated into the games design and what dynamics ICT and games will introduce to an innovative didactics. One pertinent task for this Ph.D.-project might be an examination of the limits and potentials for the use of cognitive incitements such as competition, frustration, identification, autenticity, and simulation as well as narrative and social elements in the development of learning games. Another possibility is an analysis of the use of diagrams and tables in learning games, which is to say how abstract subject matter can be scrutinised – and be manipulated – through diagrams, tables, graphs, simulations or the like.

The theoretical basis may lie in information science, interaction design, literary and games theory, psychology, perception- and cognitive research, and must serve as the basis for the development of domain-specific theories that outline how learning support games and vice versa. It is considered important that the Ph.D. forms a part of one or more specific development projects, and that the dissertation's theoretical findings are directly applied to the development of game-based educational material such as class-room games or games for mobile phones. Findings from observations and design experiments must be applicable to the future conceptualisation and theoretical development of the field.

Independent of these two research agendas, it will also be possible to apply for research projects in adjacent areas of interest to the applicant.
Information about salary and tuition

The usual expenses relating to a Ph.D.-programme consist partly of a salary paid to the Ph.D.-student, and partly of a tuition fee covering expenses relating to the research project and postgraduate courses. The annual salary paid to Ph.D.-students in 2003 was about DKK 270,000, while the annual tuition fee for project expenses and study courses was about DKK 80,000. Besides covering the student's expenses relating to the research project and postgraduate courses, the tuition fee also defrays travel and accommodation costs in connection with periods of foreign residence, as well as travel and accommodation costs in connection with external courses of study and the publication of the dissertation.

Requirements and deadlines
Ph.D.-applicants have to fulfil the requirements for matriculation at a Danish educational institution. You will be matriculated at the Danish University of Education - Danmarks Pædagogiske Universitet, DPU – of where Learning Lab Denmark is a part. The Ph.D.-programme normally has a duration of three years. It is required that the successful applicant at least part of the time is placed at the Centre for Learning Games at Learning Lab Denmark and The Danish University of Education and is willing to contribute actively to the development of the centre.

Applications should include a project proposal, a preliminary working plan and proposals for possible tutors, institutional affiliations and international contacts. The proposal should document the ability to formulate a relevant project and to be able to go through with a Ph.D.-scholarship. Applicants will be evaluated by a committee appointed and nominated by LLD and DPU. All interested are encouraged to apply regardless of age, sex, religion, or ethnic background. Deadline for applications is February 1st 2005.

Applications in English should be sent in seven copies to:

Løn og Personale
Danmarks Pædagogiske Universitet
Emdrupvej 101,
DK - 2400 Copenhagen NV
Denmark
Label: "PhD-grant, Centre for Learning Games"

For further information about Ph.D.-grants and other projects at Centre for Learning Games we refer to consortium director Robin Engelhardt (robin@lld.dk, tel: +45 3955 9954). For general information about Centre for Learning Games, Learning Lab Denmark and The Danish University of Education we refer to the websites www.lld.dk/clg/en, www.lld.dk and www.dpu.dk, respectively.


About Learning Lab Denmark

Established by the Danish Government in 2001, Learning Lab Denmark is a laboratory for research on learning - a part of the Danish University of Education. We aim to solve current societal problems related to learning through practice-oriented research and development activities. We do this together with dedicated partners from different sectors of society, and we place communication at the centre of everything we do. Read more about Learning Lab Denmark at www.lld.dk

[Mike Holmes]

Hmm. That's about $50,000 plus $13,000 for expenses, and they pay travel and accomodations. To design games...

And me without my undergraduate degree.

Mike

[xenopulse]

The theoretical basis may lie in information science, interaction design, literary and games theory, psychology, perception- and cognitive research, and must serve as the basis for the development of domain-specific theories that outline how learning support games and vice versa.

Hmm... I taught Game Theory during my time as a Poli Sci graduate assistant.  Does that count? :)

This does sound very cool. Too bad I'm tied down.

[clehrich]

I never thought I'd say this, but my problem is that I already have a PhD and thus can't apply.  Bugger.  I quite like Denmark, too.  Oh well.

Here's hoping that others will apply for this.  If people mostly used to the American system want to ask questions about how this differs, please feel free to PM me about it, as I do know something about the differences.