Educational Technology 661
EDET 661: Gaming and Simulations for Instruction
Prerequisite: EDET 620
Credit Hours: (3)
Provides teachers, teacher candidates, and other education professionals with the knowledge and skills essential to designing computer-based games and simulations to enhance student learning. Engages teachers, teacher candidates, and other education professionals in the study, analysis, and creation of a variety of research-based models of gaming and simulation instruction. Student learning styles, needs of diverse learners, application of technology for enhancing student learning, and various methods of differentiating assessment and instruction will be examined.
Detailed Description of Content of Course
Designed to provide teachers, teacher candidates, and other education professionals with the knowledge and skills essential to designing instructional computer games and simulations to enhance student learning. Assumptions about the nature of teaching/learning, students’ role in the learning process, and the role of assessment implied within each of these models will be explored. Student learning styles, needs of diverse learners, application of technology for enhancing student learning, and various methods of differentiating assessment and instruction as it relates to games and simulations will also be examined.
Detailed Description of Conduct of Course
Students will research, analyze, and develop outcome-aligned, game-based instruction that uses Power Point, 2D and 3D game editors (e.g., Scratch and Alice), iPod Touch applications, location-aware mobile computers (i.e., augmented reality), browser-based virtual simulations (e.g., River City Multi-User Virtual Environment (MUVE)) and off-the-shelf commercial games. Students will demonstrate their products via micro-teaching and classroom presentations to explore specific teaching methods and the most appropriate contexts for these games and simulations. Throughout this course, the students will compile and archive their games and simulations on their personal electronic professional portfolio, a shared server space, and a program YouTube channel all of which will serve as a dissemination vehicle and an archive for future reflection on learning growth. Students will research and apply how these game-based technologies can be used to support diverse learners. Student will participate in variety of assignments and assessments focused on hands-on game design and creation, which will assist students in refining their personal understanding of instructional games and learning styles. The instructor will use a combination of lectures, hands-on activities, media, guest speakers, discussions, and projects to help participants understand the strengths and limits of multimedia presentations for enhanced teaching and learning.
Goals and Objectives of the Course
Goals, objectives, and assignments in this course address the following NCATE Standard:
· NCATE Standard 1c – Professional and Pedagogical Knowledge and Skills for Teacher Candidates
Goals, objectives, and assignments in this course address the following National Educational Technology Standards and Performance Indicators for Teachers (NETS-T):
· NETS-T 1: Facilitate and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
o NETS-T 1a. Promote, support, and model creative and innovative thinking and inventiveness
o NETS-T 1b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
o NETS-T 1c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
o NETS-T 1d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
· NETS-T 2: Design and Develop Digital-Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and dispositions identified in the NETS•S. Teachers:
o NETS-T 2a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
o NETS-T 2b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
o NETS-T 2c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
o NETS-T 2d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Goals, objectives, and assignments in this course address the following Virginia Department of Education Technology Standards for Instructional Personnel (TSIPs):
· VAC TSIP 20-25-30a. Instructional personnel shall be able to demonstrate effective use of a computer system and utilize computer software.
· VAC TSIP 20-25-30b. Instructional personnel shall be able to apply knowledge of terms associated with educational computing and technology.
· VAC TSIP 20-25-30c. Instructional personnel shall be able to apply computer productivity tools for professional use.
· VAC TSIP 20-25-30d. Instructional personnel shall be able to use electronic technologies to access and exchange information.
· VAC TSIP 20-25-30e. Instructional personnel shall be able to identify, locate, evaluate, and use appropriate instructional hardware and software to support Virginia’s Standards of Learning and other instructional objectives.
· VAC TSIP 20-25-30f. Instructional personnel shall be able to use educational technologies for data collection, information management, problem solving, decision- making, communication, and presentation within the curriculum.
· VAC TSIP 20-25-30g. Instructional personnel shall be able to plan and implement lessons and strategies that integrate technology to meet the diverse needs of learners in a variety of educational settings.
Having successfully completed this course, the student will develop the following skills and knowledge:
· Know, understand, and use the major concepts, principles, theories, and research related to game and simulation design to construct learning environments that support students’ development, acquisition of knowledge, and motivation (NETS-T 2, 2a, 2b; VAC TSIP 20-25-30a, VAC TSIP 20-25-30e);
· Know, understand, and use knowledge of various learning styles to design effective game-based instruction in different learning environments. This includes researching and identifying the learning styles supported by different instructional gaming models, researching theorists associated with various instructional gaming models and learning style theories, and determining the personal learning style preference of students (NETS-T 1, 1a, 1b, 1c, 1d; NETS-T 2, 2b, 2c; VAC TSIP 20-25-30f, VAC TSIP 20-25-30g);
· Demonstrate an ability to teach using the various game-based lessons, and an understanding of strengths and limitations of each gaming model (NETS-T 1, 1a, 1b, 1c, 1d; NETS-T 2, 2c; VAC TSIP 20-25-30a, VAC TSIP 20-25-30b, VAC TSIP 20-25-30e, VAC TSIP 20-25-30g);
· Demonstrate technological proficiency in written assignments, instructional planning, and micro-teaching assignments, and presentations (NETS-T 2, 2a, 2b, 2c; VAC TSIP 20-25-30a, VAC TSIP 20-25-30b, VAC TSIP 20-25-30e, VAC TSIP 20-25-30f, VAC TSIP 20-25-30g);
· Ability to recognize and implement various methods of assessment appropriate to diverse learners within a given lesson (NETS-T 1, 1a, 1b, 1c, 1d; NETS-T 2, 2d; VAC TSIP 20-25-30g).
Instructors of this course will assess students using the following keys tasks:
· Research, compare, and contrast the instructional gaming models possible within Power Point, 2D and 3D game editors (e.g., Scratch and Alice), iPod Touch applications, location-aware mobile computers (i.e., augmented reality), browser-based virtual simulations (e.g., River City MUVE) and off-the-shelf commercial games to design and teach to the class an SOL-based lesson using an assigned gaming model of teaching.
· Populate a Digital portfolio (NCATE assessment) with the games, simulations, and presentation artifacts resulting from the instructional game design related to this class.
Additionally, instructors may choose additional assessment measures from the following:
· Written and verbal responses to case studies.
· Small group projects related to best-practices instruction.
· Class participation in discussion (both face-to-face and online) and small group activities.
· A research paper related to course content.
· Periodic quizzes and/or tests including midterm and/or final examinations related to of course content.
Review and Approval
Approved: May, 2011