Gee (2003) highlights the parallels between traditional semiotic domains and the specific codifications of digital gaming and this is a particularly inspiring concept for constructing a DfS game. The service introduces users to the semiotic domain and codifications of the professional geographer, and particularly introduces the sub-domain of OS terminologies and map products. These specific aspects differentiate DfS from consumer mapping tools such as Google Maps or Bing Maps and thus familiarisation is an important core goal (1) for the DfS game.
On a practical note teaching staff asked about DfS have described teaching scenarios in which maps are displayed on a whiteboard at the front of class (rather than directly used by students) (EDINA 2010c) and it is therefore important that any training game develops skills and confidence in teaching staff so that they can, in turn, provide scaffolded support (Vygotsky 1978) to their students (2). Supporting less experienced peers within the DfS game (3) would also benefit players and help the game become self-sustaining.
It is crucial that teaching staff understand the value of DfS beyond the geography curriculum. Providing opportunities for players to built, share and reflect upon their own ideas and lesson plans will enable self-expression and institutional enculturation (Brown 2005) and enable practical opportunities for cascading DfS experiences into the classroom (4). Sharing and collaboration around learning resources also fits into wider initiatives including the Open Educational Resources movement (e.g. JISC (2010b), ISKME (2010)). DfS also sits alongside many complimentary teaching tools around location, place and mapping so the discovery, sharing and discussion of these tools will also be of great value to teachers (5).
Therefore the core learning outcomes for the DfS game will be that players:
Familiarise themselves with the Digimap for Schools service, particularly map symbols.
Gain confidence in using mapping in teaching
Have had an opportunity to engage with peers using DfS in their local context
Develop lesson ideas and plans around map information
Gain awareness of complimentary map, location and geography related resources that can be used in teaching.