The document outlines an agenda for a class that includes: 1. An icebreaker activity where students share what they did without power as kids 2. Checking that students are enrolled in relevant online resources 3. Discussing a major assignment on creating a skills portfolio 4. Reviewing readings on game definitions by Juul and Gee 5. Asking students to define games from a designer's perspective and email their definitions 6. Assigning homework of playing Angry Birds, reading chapters, setting fantasy sports lineups, and posting to Tumblr.

2. TODAY
1. Icebreaker
2. Tech check-in/making sure stuff is set
3. The First Major Assignment!
4. Juul
5. Gee
6. Our Thoughts
7. Homework

3. Icebreaker
Since last time we lost the network… I came up
with this for my icebreaker.
Tell us your name (of course) but then tell us
what you used to do as a kid when the power
went out.

4. Tech
We need to check on three things, techwise:
1. Are you on the class Blogroll?
2. Are you in the Google+ community?
3. Are you in a Yahoo FFL league?
I’m going to go to the specific pages to show you
what we might need to act on now. Alt+tab
time!

5. Skill Set Portfolio
I’m going to pull the assignment up while we
talk about it. You can see it on the course
website, under assignments.

6. Juul
The Juul reading’s beginning probably didn’t
surprise you at all. Evolving out of what we did
at the end of last class, it’s a bunch of game
definitions and some reflection on his own new
(at the time) definition.

7. Reading check
Think fast!
Hold up the number of fingers equal to the
number of features that Juul’s definition has.
Remember that he numbered them for you.

8. Reading Check 2
Shout out the name of one of
the six features.

9. RULES

10. VARIABLE, QUANTIFIABLE
OUTCOME

11. VALUE ASSIGNED TO POSSIBLE
OUTCOMES

12. PLAYER EFFORT

13. PLAYER ATTACHED TO
OUTCOME

14. NEGOTIABLE CONSEQUENCES

15. So…
How is this framework potentially useful for us?
This piece– like the Gee piece– is written more
for the audience of game STUDIES and not game
DESIGN, but what can we as designers learn
from and gain from this construction?

16. Oh, Em… GEE!
The James Gee piece is the original
essay that led to his book What Video
Games Have to Teach Us About
Learning and Literacy. While again,
it’s targeted at looking at what games
can do to inform learning… what can
we as designers take from it? Let’s
look at it!

17. And that means…
Given the content of these two readings, what
do we now see as the definition of a game from
the perspective of a game designer?
I’d like each of you to write your definition and
send it to me (alexanp3 at Miami OH dot EDU).
We will start next class looking at them and
galvanizing some key ideas.

18. Homework
This week:
1. Play Angry Birds
2. Read Shell ch. 3-5
3. Set your fantasy line-up post-
draft
4. Remember your Tumblr posts
See you Thursday!