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Transcript of Teaching Portfolio
Phillipe Fourier, Dean Raoul Mortley, Penny de Byl
ALTC Citation & Awards Ceremony,
Sydney Opera House, 2011
Bond University Games & Multimedia Team
(from left) Jeff Brand, James Birt, Penny de Byl, James Hooper, Jan Jervis, Scott Knight
Bond Games Degree Graduates 2013
(from left) Jessica Hardcastle, James Hooper, Jackson Hall, Saxon Cameron, Jesse Fellows, Luke Agnew
Penny de Byl & James Hooper
Blackboard Teaching & Learning Conference 2012
Were all instructors to realize that the quality of mental process, not the production of correct answers, is the measure of educative growth something hardly less than a revolution in teaching would be worked.
John Dewey (1916)
Advanced Learning & Immersive
The ALIVE Project ran 2005 - 2008 at the University of Southern Queensland. Its purpose was to investigate the affordances of multiuser 3D virtual worlds and associated technology in education. Over its lifetime the project attracted over $500K in internal and external grant funding.
Since beginning my academic and research career at Bond University in 2011, Penny has been an exceptional mentor and has become a very close friend. There has never been a time where my questions, thoughts, or ideas regarding optimal teaching approaches, tackling challenging research questions, or life in general went unanswered. Penny has always made an incredible effort to extend her hand to assisting one to grow both as an individual and an academic throughout a multitude of avenues. Having also had the opportunity to study under Penny whilst completing my undergraduate degrees, I could think of no better choice when selecting a supervisor for continuing my studies by research. It is both an honour and a privilege to work with Penny; completing projects off and on campus, and in the classroom.
Tutor & PhD Student 2011-ongoing
Penny has been one of the most influential people in my life during my time at Bond University; time and again she has proved passion and dedication towards her subject matter, never hesitating to go above and beyond to help you in any way she can. Over the two years I got to know Penny, she has earned a deep respect from me and offered an invaluable mentorship to myself not only as a lecturer and research professor, but also as a knowledgeable game designer and friend. I could not recommend Penny more highly for her numerous academic and practical skills, including her incredible patience and enthusiasm in her approach. I hope we can work together sometime in the future, and I wish her all the best.(Unsolicited Post on Linked In)
(Affection Collection Creator,
Bond Student 2011-2012)
Overall, Penny's performance as a teacher was outstanding. She is always willing to help and was always there to ask frantic, last- minute programming questions leading up to a deadline. If she didn't know the answer to something, she went out of her way to find out. Even now I have graduated I am still in contact with Penny and she is still wiling to help when I come across programming problems!
(Technical Artist, Vancouver
Bond Student 2010-2012)
Learning & Teaching Portfolio
of Dr Penny de Byl
Leading and Promoting Learning & Teaching
Student Focused Learning & Teaching
Leadership in Curriculum Design
Scholarship of Teaching
Research Enhanced Learning & Teaching
Breda University of Applied Science, The Netherlands
Gold Coast, Australia
2002 PhD, University of Southern Queensland, 2002, The Synthesis of Emotions in Artificial Intelligences: An Affective Agent Architecture for Intuitive Reasoning in Artificial Intelligences [for computer game characters]
1994 Honours in Computer Science, University of New England
1991 Bachelor of Information Technology, University of Southern Queensland
Learning & Teaching Grants
1998 UNE Teaching Application Program
2005 USQ VC Grant ALIVE
2006 USQ Internal Grant for continuation of ALIVE
2007 Mimeo Learning and Teaching Grant (U.S Educational Technology)
2007 Apple University Consortium Grant: Serious Games
2008 USQ Teaching Fellowship: The Virtual Body
2008 Qld State Government Smart State Fellowship: ICT Knowledge Bar
2010 Bond QLT Teaching and Learning Grant
2011 Bond HSS Grant for GLIDE and Gamification of Education
2012 Bond VC Grant: GLIDE
Learning & Teaching Awards
2011 Citation for Outstanding Contribution to Learning and Teaching, Australian Teaching and Learning Council ($10,000)
2010 Unity & Google Mobile Game Curriculum Design Award ($75,000)
2008 University of Southern Queensland Teaching Excellence Award
2008 Faculty of Science, USQ Teaching Excellence Award
2007 Queensland Smart State Women in IT Award
2005 Dept of Mathematics and Computing Teaching Excellence Award
2004 Depart of Mathematics and Computing Teaching Excellence Award
2008 Biography in “Who’s Who of Queenslanders 2008”, Crown Publishers 2008 Biography in “Who’s Who of Australia Women 2008”, Crown Publishers
2010 de Byl, P & Brand, J, Designing Games to Motivate Student Cohorts through Targeted Game Genre Selection, Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches, IGI.
2009 Clark, D & de Byl, P, Enhancing the IMS QTI to Better Support Computer Assisted Marking, in Methods and Applications for Advancing Distance Education Technologies: International Issues and Solutions, Chapter 14, Information Sciences Reference, Mankato
2008 de Byl P, Hybrid 2D/3D Web-Embedded Interactive Simulations, in Designing Games-Based Embedded Authentic Learning Experiences, in Digital Simulations for Improving Education: Learning Through Artificial Teaching Environments , IGI Press 2008.
2008 de Byl P, Designing Games-Based Embedded Authentic Learning Experiences, in Handbook of Research on Effective Electronic Gaming in Education, IGI Press 2008.
2012 de Byl, P., The Factors at Play in a Gamified Tertiary Curriculum, International Journal of Games-Based Learning, IGI-Press.2012 de Byl, P., The Learning Styles of Computer Game Development Students and implications for Teaching Style, Game Education Review, vol 1. Computer Games Education Review, (2).
2009 de Byl, P., Making Web3D Less Scary: Towards Easy-to-Use Web3D e-Learning Content Development Tools for Educators, Innovate, Vol 5. No. 5. Available: http://www.innovateonline.info/index.php?view=article&id=554&action=synopsis
2007 de Byl P., & Taylor, J., A Web 2.0/Web3D Hybrid Platform for Engaging Students in e-Learning Environments, Turkish Journal of Distance Education, vol. 8. no. 3. article 7.
2012 de Byl, P., Can Tertiary Students Level-Up in a Gamified Curriculum, ASCILITE 2012, Wellington.2012 de Byl, P. & Hooper, J. Discouraging Digital Doodling with Play in Large Lecture Spaces, OzCHI, Melbourne.
2012 de Byl, P. & Birt, J. The teaching of computer programming to art and design students: an in-depth interview study, CODE, Melbourne2012 de Byl, P., Birt, J., & Khan, M. Towards an Intelligent Kinesthetic Learning Space for Teaching Dance, GAME-ON, Arabia
2012 Khan, M & de Byl, P., Creating Tangible Cultural Learning Opportunities for Indigenous Dance with Motion Detecting Technologies, International Conference on Innovative Use of Games Technology, New York2011 Khan, M. & de Byl, P., Preserving the Past with Toys of the Future, ASCILITE
2011, Hobart.2011 Khan, M & de Byl, P., Technology Intervention for the Preservation of Intangible Cul- tural Heritage (ICH) Learning and Technology 9th Conference, Dec, Jeddah, Kingdom of Saudi Arabia
.2009 de Byl, P, Is there an Augmented Reality Future for eLearning, IADIS International Multiconference on eLearning, Portugal.2008 de Byl, P, Developing 3D E-Learning Applications: Lessons Learned for Novice Educators as Content Designers, IADIS International Conference on e-Learning, Amsterdam.
2008 de Byl, P, Design for Engaging Experience and Social Interaction, IADIS International Conference on Gaming, Amsterdam.
2003 Baillie-de Byl, P., Distributed Web-Based Critiquing of Electronically Submitted Assessment, International Conference on Web-based Learning, 2003, Springer, pp. 450-461.
Australian Learning & Teaching Council
Citation for Outstanding Contribution to
"Learner-centred teaching is focused on what the student is learning, how the student is learning, the conditions in which the student is learning, how the student applies their learning and how the student is positioned for lifelong learning. To deliver this experience for my computer games development students I employ an agile pedagogy, based on industry practices that encourage project management processes. This approach provides students with access to recurrent assessment and revision, a philosophy emphasising teamwork, self-organisation and accountability, practices allowing for rapid development of premium assessment and a business approach that integrates students’ learning objectives into the curriculum."
- Extract from nomination, Penny de Byl, 2011
The compulsion to include games and game related mechanism in education is great among educators who want to engage and motivate today's students and the latest buzzword in this domain is gamification. However, without a thorough understanding of a gamified curriculum, what it looks like, how it can best be applied and why it might engross students, it cannot be effectively applied. This presentation examined a gamified course curriculum structure and discussed its evaluation in two subjects at Bond University.
Gamification Everywhere: What does it look like?
A presentation at the 2012 Blackboard Teaching & Learning Conference
My Teaching Philosophy
In order to continue to thrive today, industry needs innovative and creative thinkers. In all professions. From health to IT to the environment. New solutions to the problems the world will face moving into the future require unique individuals who can adapt and deal with change. Embrace change, not see it as something that needs to be overcome. The future is in creative and scientific discovery. And the essence of this behaviour, in the individual, begins with play. Penny de Byl (2013)
My teaching philosophy is influenced by Dewey’s (1938) research-based, Weimer’s (2002) learner-centred and Prensky’s (2001) games-based learning pedagogies. Learning is a discovery guided by the teacher as mentor rather than the transmission of information. As an educator I facilitate inquiry as the students’ companion and guide endeavouring to provide an integrated educational experience that is more comprehensive than that measured by grades alone. I believe students engage best with the technology of the day when it is applied to classroom experiences in a playful way. This provides authentic realworld context customising individual learning experiences and taking the student from where they are to where they want and need to be.
I have conducted and published numerous peer-reviewed empirical research papers on learning and teaching in the areas of serious games, curriculum development and educational technology.
I introduced the Bachelor of Multimedia and Bachelor of Computer Games at the University of Southern Queensland in 2004 and 2006 respectively. I developed the Serious Games and Research Methodology courses at Breda University in 2010. I initiated, named and led the revitalization of Bond’s Bachelor of Multimedia and Bachelor of Computer games amalgamating them into the Bachelor of Interactive Media and Design.
My curriculum design for Mobile Game Design was internationally recognised by industry experts in 2011.
[Penny’s] research into immersive 3D online environments in e-Learning is significant as internationally there are no frameworks or strategies in place to seamlessly integrate such technologies with e-Learning environments. Her project showcases these innovations as an Australian higher-education initiative world-wide. Emeritus Professor Lynne Hunt (2007)
Just wanted to say how impressed we are with the work that ALIVE is doing. Jay Weber, CTO, Media Machines, California, 2006 (unsolicited email).
For humanities scholars, artists and designers, programming can seem a limited and unnecessary skill, one that has no relevance with respect to theoretical and aesthetic concerns of new media. Contrary to this view, procedural literacy, of which computer programming is a part, is essential for new media scholars, designers and practitioners. While recent research recognizes the need to teach such technical skills to art, design and emerging media students, such theory does not attempt to bridge the gap between the seemingly disparate domains of programming and art.
The significance of this research is that it bridges the gap of procedural and design literacy for both media and information technology theorists and practitioners. It identifies and provides evidence of computer games as the ideal vehicle around which to build procedural literacy to span the two-culture divide between Arts and IT. Its value is attested by its publishing by Focal Press (Elsevier) after peer review by five internationally acclaimed scholars and practitioners in the computer game domain.
This book, Holistic Game Development by Penny de Byl, addresses this issue by engaging procedural representations and aesthetics, to understand the interplay between art, design and science, through the multi-disciplinary domain of computer game design and development. In doing so it presents an innovative understanding of the procedural nature of art and design and offers the craft skill of programming as a fundamental component in procedural literacy.
Your book (Holistic Game Development with Unity) is BY FAR the most approachable I've read yet. You teach the way I learn. THANK YOU. Bill Lungdren, (unsolicited email) 2012.
I have a long and sustained record of leading and promoting excellence in learning and teaching (L&T) through the innovative use of contemporary L&T technologies I developed at my previous places of academic employment and have continued at Bond. My work is disseminated to the wider community through conference talks, peer leadership activities, mentoring and research publications. These efforts have been recognised with numerous international, state and university level awards.
Bringing Learning ALIVE
Gamification of Education
Seminar at Bond University, 2011
My research into multimedia, games and new technology and their affordances with respect to pedagogy inform my teaching. The integration of science and art in this procedural, interactive and highly visual domain is where my teaching and research intersect.
At all times I endeavour to provide an effective and empathetic approach to guiding and advising students through well-presented course materials with clear learning objectives, an open-door policy, out-of-hours tutorials, new learning spaces, flexibility in content delivery and innovative, inclusive assessment. I have found that students in the digital age tend to make office visits less and less and therefore to ensure I am available, students have my mobile phone number and contact details on Facebook.
Dewey, J. (1938). Experience & education. New York, NY: Kappa Delta Pi.
Prensky, M. (2001) Digital game-based learning. New York: McGraw-Hill.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass.
Thomas, D., & Brown, J. S. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. Learning (Vol. 72, p. 140). CreateSpace.
I want students to produce work that motivates and inspires them. I want them to produce work that will launch their careers.
The Cat App
Affection Collection hit #1 in the Apple App Store on its first weekend.
Professor of Games and Multimedia &
Director of the Centre for Applied Research into Learning, Engagement, Andragogy and Pedagogy
Anoka Technical College
Ansbach University of Applied Sciences
California State University, Monterey Bay
California Lutheran University
Centennial High School in Corona, CA
Culver City High school, Culver City, California
Cyprus University of Technology
James Cook University
Kunsten University of Applied Sciences, Utrecht
Lake Highland Preparatory School, Orlando, Florida
Lehigh Carbon Community College
Manchester Metropolitan University, United Kingdom
National University of Sciences and Technology, Islamabad
Northeastern University, Boston
Pennsylvania College of Technology
South West College, Cookstown, United Kingdom
University of North Carolina
University of Wisconsin•University of Wisconsin-Stout
Western Piedmont Community College, Morganton, North Carolina
Westwood College, Denver, Colorado
Yarrabah State High School, Cairns
Institutions Using Book as a Text
Hi, I just wanted to say thank you for your tutorials they have REALLY helped me! Being an indie developer its hard for me to do all the coding and planning but after going through your tutorials I felt much better! They were really helpful and really well written! Thank you for also providing the source code it helped me to analyse the code further. So thank you for making such a difference to my coding :) David Scot (unsolicited email) 2013
Design & Development of Learning & Teaching Resources
I am very passionate about empowering
students with a deep understanding
of the science behind art and challenge them to approach their learning through scientific enquiry.
This is the approach taken
in my latest book that has been highly successful
NQUIO is a student response system that leverages the power of student mobile phones in the classroom. Instead of a traditional clicker system and accompanying hardware, NQUIO is entirely web-based and runs on any smartphone.
NQUIO is in pilot phase and was designed and developed by Penny de Byl and James Hooper.
Student View on Phone
Presentation View Controlled by Lecturer
and shown on big screen.
Live quiz results ticker.
URL for students to find
the quiz via their phones.
Embedded Lecture Content
(in this case a Prezi)
In my classes students receive experience points (XP) instead of weighted marks. Each XP is worth 1 hours work.
Students can get XP for completing compulsory and non-compulsory tasks.
Students see their XP increase on a custom leaderboard I developed that plugs into Blackboard. students can also see their progress with respect to the class minimum, maximum and average.
One non-compulsory activity students can participate in is a game of Jeopardy, using software I wrote, before each Lecture. Questions in the game revise the last week's content and may appear on the final exam.
Leaderboard embedded in Blackboard
My First Textbook
Runner-Up in the 2004 USA Games Industry Awards
I developed Classmate beginning in 1999. It was an
online assignment submission and marking system. It existed before Universities had learning management systems.
Classmate became the model for the University of Southern Queensland's assignment submission system deployed in 2008.
After [Penny’s] demonstration, it was agreed by the project team to apply for funding to develop a USQ system based on the functionality displayed within Penny’s system. Debbie Rhodes, Project Manager, Electronic Assignment Submission System Project, USQ, 2006.
I have seen several quiz-type games on the web, and this is by far the best one I have found to date. Dr Lyn Creedy, Teaching and Learning Centre, UNE, 1999
I created the first version of Jeopardy in 1998
at the University of New England. They continued using the system after I left.
I have over 100 game development and educational technology video tutorials on my YouTube channel. Some of the highest views to date include:
2008 Getting Started with the Cube 2 Game Engine (10 videos) 123,935 views
2009 Computer Game Technology and Future of Serious Games 18,421 views
2009 Writing a Research Paper (2 videos) 21,661 views
2010 Unity 3D: How to Make Snow (4 videos) 14,832 views
Learning should be viewed in terms of an environment - combined with the rich resources provided by the digital information network - where the context in in which learning happens, the boundaries that define it, and the students, teachers, and information within it all coexist and shape each other in a mutually reinforcing way. Thomas & Seely Brown (2012)
In 2011 I invited the RSPCA to act as a client for my mobile design and development class.
The result was a highly successful iPad App which raised awareness for the RSPCA and gave the students the ideal portfolio piece.
Penny de Byl, Saxon Cameron (student), James Birt (lecturer) and Jan Jervis (lecturer) at the launch of Bravebeat.
Bravehearts was the first
charity I engaged with to act as a client for my games students. In 2010 my students released the game Bravebeat in the Apple App Store.
From our initial meeting with her students Penny was able to motivate and inspire her students to such a standard that choosing just one group to produce our app was impossible, so we engaged three teams to produce apps for various project. Penny’s approach to fostering the student’s independent learning and her support for the students to achieve goals not just as a collective team but also individually was a testament to her talents for engaging with her class. Peter Duffy Bravehearts Commercial Manager, 2012.
Penny’s rapport with her students is evident in their conversations and mannerisms. By taking an informal ‘one of the team’ approach, I found that students were 100% receptive to her advice and opinions. Amanda Appel, RSPCA, Public Relations Officer, 2012.
I have always found Penny to be sensitive to my needs always providing timely responses to my questions, and following through on anything that is promised. As a student, this afforded me more time to focus on the tasks at hand in achieving my goals. Furthermore, despite Penny’s leave of absence for ADL and motherhood, she demonstrated duty of care and true professionalism in continued support of my activities when not obligated to do so.
(Master's Student USQ,
Penny was always prepared to assist me, face to face or via online means, even outside of practical sessions if necessary. I attribute a large part of my own success in the practical assignments of that unit to Penny's excellent instruction and assistance.Aside from these positive experiences I have enjoyed, I must also add that Penny remained available for guidance and advice throughout the remainder of my studies at USQ. I have observed that fellow students have not hesitated in approaching Penny for guidance when experiencing problems or issues in their studies, and I would say that this is in no small part due to Penny’s friendly and open nature, and her enthusiasm for the subject matter.
I consider myself very lucky to have Penny as mentor, as she was always willing to take the time to guide me and to point out my mistakes. Penny was always available to share my ideas and listen to my concerns. Penny and I worked closely when discussing about the theories in my Honours thesis, and she helped me in gaining confidence when presenting the seminar for my thesis. She would always encourage me to look at the big picture and to continue for further studies by taking a Ph.D. and that is why I prefer Penny to be my supervisor for my Ph.D. dissertation.
External Student, USQ, 2002-2005
In 2012, students teamed
up with Queensland Guide Dogs to create a mobile
game to promote the charity.
I made this stop motion
animation in 2013 to demonstrate
to students the process for
their own work.
An example Augmented Reality program
I created to explain the concept in class.
Student Animation Assignment by
Jeremy Orr, 2011
Student 2D Animation Assignment,
by James Hooper, 2010
Website I've created to accompany my book
with extra tutorials and teaching resources such as Prezi and Powerpoint and lesson plans.
My textbook's Facebook group.
Book signing 2006
The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered. Jean Piaget (1947)
An academic discipline, or any other semiotic domain, for that matter, is not primarily content, in the sense of facts and principles. It is rather primarily a lived and historically changing set of distinctive social practices. It is in these practices that 'content' is generated, debated, and transformed via certain distinctive ways of thinking, talking, valuing, acting, and, often, writing and reading. James Paul Gee (2005)
Educational iPhone games I have designed and developed.
A Presentation of
Professor Penny de Byl's
Approaches to teaching that influence, motivate and inspire students to learn.
Development of curricula and resources that reflect a command of the field.
Approaches to assessment and feedback that foster independent learning.
Respect and support for the development of students as individuals.
Scholarly activities that have influenced and enhanced learning and teaching.
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