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Class Day 1

Class Day 1

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  • Allow students time (20 minutes) to play various games (consol, handheld, computer, etc..).
  • Review the syllabus using the next few slides (15 minutes)
  • Investigation Journal (5%) Students will keep a journal throughout the course where they reflect on course experiences, discussions, and activities, as well as reactions to/review of games encountered inside and outside of class. Students should record at minimum two entries per week (at least 36 entries) and upload to Moodle on or before the last class meeting (October 23). Book Review (20%) Write a book review for A Theory of Fun for Game Design . Use the following website as a guide http://www.lavc.edu/library/bookreview.htm. Post your review for other course members to review and use the discussion forum to share thoughts. Needs Analysis (10%) Students will complete a needs analysis to determine the appropriate use of activities, games or simulations in their classroom and determine what content objective(s) they will focus their final project on. The needs assessment should consider student performance and how utilizing activities, games or simulations will strengthen areas where students exhibit weakness, whether it be an essential 21 st century skill or a particular concept. Students should discuss the value of games and sims in teaching and learning. They should discuss how activities, games, or will: Appeal to different learning styles? Increase student motivation and engagement? Provide opportunities for students to develop their creativity? Provide an environment for visualizing difficult concepts? Enable student-centered learning? Allow students to develop their problem solving, critical thinking, and collaboration skills? Motivate students to practice their skills and develop expertise? Allow students to gain experience through trial and error? Forum Discussions (Moodle) (5%) Students will reply to discussion questions in the Moodle class forum and respond to at least two classmates’ posts. Class Participation (10%) Students will attend all face-to-face meetings, as well as participate in all class activities and discussions. Concept Document (15%) Students will use a template to design a concept document outlining their final project. Final Project and Presentation (35%) Student project showcase presentations. Include the following in your final project presentation: Overview of your game, simulation, or interactive learning activity. Demo of your game, simulation, or interactive learning activity. How 21 st century skills are incorporated. How your game will assess learning. Feedback received from your students during implementation. Is the game fun? Did assessment show student improvement. Influences for your design. References cited.
  • Facilitate a discussion about games using the above prompts. Get participants thinking about their experiences with games (10 minutes – dependent on class size). This can also act as a way for students to introduce themselves to the rest of the class.
  • Chapter Two p. 12-33 ( Gee article http://discovermagazine.com/2007/brain/video-games/article_view?b_start:int=0&-C=
  • Chapter 3
  • Chapter 3
  • 15-20 minutes
  • Have students work in teams to debunk the above myths. Allow them approximately 15 minutes for research and 2-3 minutes to share their findings with others in their home group (use the Jigsaw strategy – a cooperative learning strategy that enables each student of a “home” group to specialize in one aspect of a learning unit. Students meet with members from other groups who are assigned the same aspect, and after mastering the material, return to the “home” group and teach the material to their group members). Following small group student discussion, have students comment to the whole group about things they were surprised to learn during this activity (approximately 20 minutes).
  • Have students get into small groups and sign in to Moodle to retrieve Marc Prensky’s The Games generation: How Learners Have Changed . Assign each group a portion of the article to read and create a brief presentation highlighting the main ideas. Student groups will facilitate a discussion about their portion of the article.
  • Have students get into groups to make a list of skills they believe are important for today’s learners, as well as future learners. Once they make a list, have them group the skills into common categories. Have them share their work with the class and make comparisons. Once complete, provide students with Marc Prensky’s Essential Skills for the 21 st Century handout
  • This slide is linked to the Prezi.com presentation “Playing to Learn.”

Day 1 Day 1 Presentation Transcript

  • Day 1
    • Gaming Olympics
    • Course Overview
    • Introductions
    • Moodle
    • Introduction to Instructional Design
    • Overview of 21st Century Skills
    • Engaging learners in games, simulations, and activities
    • Time to play!
  • Gaming Olympics Let’s Play!
  • Engaging with Learning Activities, Games, & Simulations
    • LTMS 603
    • Instructor: Frederick Griffiths
    • Summer 2010
  • Contact Information
    • Frederick Griffiths
    • Google Voice: 717.347.4107
    • Email: [email_address]
    • Affiliation:
    • Warwick School District
    • Technology Integration Coach
  • Course Description
    • The course focuses on promoting active learning, impacting learning engagement and improving learning outcomes with technology-based activities, games and simulations.
    • Concepts are applied throughout the course as students design engaging learning experiences using current techniques and technologies.
    • The goal of the course is to promote active learning solutions based on proven design and development trends and research-based practices in engagement, game and simulation concepts.
  • Course Materials
    • A Theory of Fun for Game Design
    • by: Raph Koster
    • Other course readings will be distributed in class or on the Moodle course site.
  • Learning Objectives
    • Explain the benefits of using activities, games and simulations
    • Describe the various types of game and simulation environments
    • Conduct a needs analysis to determine the appropriate use of activities, games or simulations
    • Integrate off-the-shelf solutions to achieve learning goals
    • Design an activity, game or simulation using game design and storytelling principles using PowerPoint or open source software
    • Explore high-end production software for activities, games or simulations
    • Evaluate the effectiveness of an activity, game or simulation as a learning solution
  • Assignments and Grading
    • Investigation Journal (5%)
    • Article Review (15%)
    • Needs Analysis (10%)
    • Forum Discussions (Moodle) (5%)
    • Class Participation (10%)
    • Concept Document (20%)
    • Final Project and Presentation (35%)
  • Moodle
    • We will use Moodle during the course for discussion and reflection.
    • Please visit http://moodle.harrisburgu.net/ and login to the LTMS 603 Course.
    • Click on the first forum Introduce Yourself and respond to the prompts provided.
  • When I Was a Kid…
    • My favorite game was…
        • I liked it because…
        • I learned…
        • It frustrated me because…
        • It changed my…
      • My most memorable learning experience was…
  • Test Your Awareness
  • How the Brain Works
    • Consumer of patterns
    • It fills in blanks
    • It notices more than we think it does
    • It cuts out irrelevant bits of information
    • It actively hides reality from us
    From Google Images
  • What are Games and Simulations?
    • Read Chapter 3
    • As pairs, draw a Graphic Organizer to summarize chapter 3
  • What are Games and Simulations?
    • Multidimensional
    • Puzzles to solve
    • Concentrated chunks of reality
    • Provide opportunities to practice skills that are difficult in reality
    • Increase motivations
    • Can be used at many stages of learning (e.g. exploring, practicing, and assessing)
    • Very powerful learning tools
  • Difference Between Games and Simulations
    • Get into groups of three. Using the Internet, research the differences and similarities between games and simulations. Use the whiteboards to record your findings.
    • Find an example of each to share with the class.
  • Reality Bytes Debunk the following myths:
    • The availability of video games has led to an epidemic of youth violence.
    • Children are the primary market for video games.
    • Girls rarely play video games.
    • Video games are not a meaningful form of expression.
    • Video game play is socially isolating and desensitizing.
    • Because games are used to train solders to kill, they have the same impact on kids who play them.
    • From Henry Jenkins http://www.pbs.org/kcts/videogamerevolution/impact/myths.html
  • From http://kotaku.com/5448703/video-game-statistics-at-a-glance
  • Today’s Learners
    • Our students have
    • changed radically.
    • Today's students
    • are no longer the
    • people our
    • educational system
    • was designed to teach .
    • Marc Prensky, 2008
    • Read article in Moodle
  • Today’s Learners
  • Today’s Learners and Technology
    • Have grown up in a digital world:
      • The iPod, mobile phones and multiplayer games (XBOX Live)
      • Streaming movie and TV shows from the web
    • Have access to technology that is personal, portable, powerful, multifunction, multimedia, and affordable
    • Attitudes and behaviors have been shaped by technology to an extent far greater than previous generations
      • Adapted from Blended Learning and the Generations University of Florida
  • Why Are Games, Sims, and Technology Important for Today’s Learners?
  • 21 st Century Skills
    • What Are They?
  • 1. Knowing the right thing to do
    • a. Behaving ethically
    • b. Thinking critically
    • c. Setting goals
    • d. Having good judgment
    • e. Making good decisions
    • From Marc Prensky’s Essential 21 st Century Skills
  • 2. Getting It Done
    • a. Planning
    • b. Solving problems
    • c. Self-directing
    • d. Self-assessing
    • e. Iterating
    • From Marc Prensky’s Essential 21 st Century Skills
  • 3. Doing it With Others
    • Taking leadership
    • b. Communicating/interacting:
    • With individuals and groups (especially with technology)
    • With machines (programming)
    • With a world audience
    • Across cultures
    • From Marc Prensky’s Essential 21 st Century Skills
  • 4. Doing It Creatively
    • a. Adapting
    • b. Thinking creatively
    • c. Tinkering and designing
    • d. Playing
    • e. Finding your voice
    • From Marc Prensky’s Essential 21 st Century Skills
  • 5. Constantly Doing It Better
    • a. Reflecting
    • b. Being proactive
    • c. Taking prudent risks
    • d. Thinking long-term
    • e. Continually improving through learning
    • From Marc Prensky’s Essential 21 st Century Skills
    • Read Marc Prensky’s Open Letter to the Obama Administration
  •  
  • Review
    • Importance of Gaming – how our brains work
    • Today’s Learners
    • 21 st Century Skills
        • Knowing the right thing to do
        • Getting it done
        • Doing it with others
        • Doing it creatively
        • Constantly doing it better