COIL in Gaming Design

This course was a fully virtual collaboration between Virginia Tech and UQAT. Students from both institutions worked together in cross-site teams to co-design immersive game environments, meeting virtually most weeks of the semester. We used video calls and instant messaging to support both synchronous and asynchronous collaboration. We had to be thoughtful about scheduling, as our academic calendars didn’t fully align. Consistent faculty check-ins and a shared communication strategy were essential for managing timelines, addressing challenges, and supporting students effectively.

For students, the project offered real-world experience in global teamwork, immersive environment design, and interdisciplinary practice. It really expanded their understanding of what industrial design can look like today. As a faculty member, I gained new insights into collaborative teaching—and I also had the opportunity to experiment with a new teaching approach, which is something I thoroughly enjoy.

The partnership with UQAT is grounded in a long-standing professional relationship and personal connection to the region. Having grown up in Montreal, where my UQAT partners are based, I maintain close ties that have supported and sustained this collaboration. I’ve worked frequently with a faculty member at UQAT on research projects over the years, and we first co-taught a version of this course in Spring 2020, while I was at a different institution. Although that initial effort was disrupted by the pandemic, it provided valuable insights that helped shape the 2024 iteration of the course at Virginia Tech.

It really helps to work with a partner you trust and to build the course around shared goals. It does require some effort to set up, and there’s work involved in facilitating it throughout the semester—but it’s a fun experience. Both faculty and students come away with new skills and connections.

Over time, we’ve made some important adjustments, one of the most significant being the way we structure decision-making. Now, we ensure that students at both institutions make key decisions together and simultaneously. That’s been important for helping both groups feel a sense of ownership and investment in the project.

The format allowed students to practice collaboration across disciplines, languages, and cultures. These are essential skills for industrial designers, who increasingly work in diverse, interdisciplinary teams and global contexts.