Edtech 532-4172: Educational Games and Simulations

Dr. David Gibson and Chris Haskell

Contact Information/Office Hours:

Dr. David Gibson: Phone: 802-253-9588 / Email: david.gibson@globalchallengeaward.org / SL: Futcha Rhodes

Chris Haskell Office: E-304 (Education Building) / Phone: 426-4217 / /Email: chrishaskell@boisestate.edu

Office Hours: Tuesday & Thursday, 10:00am-12:00noon / please feel free to add me as a friend in you Facebook and message me if you need assistance. / AIM:Haskellboise / Skype: Chris Haskell / SL: Dalai Haskell

Course Description and Prerequisites: Explores the theory and implementation of educational games, simulations, and virtual environments for improved instructional engagement. Includes evaluation methods and socio-cultural implications. This course uses a hands-on approach to explore the theories of educational gaming, and the practical aspects of evaluating and implementing games, simulations, and virtual environments for teaching and learning.  We will examine how educators can leverage students’ interests in digital culture to extend their learning and keep them engaged. Participants will explore the foundational, social and cultural implications of these new media. Gaming is required.

Course Materials (including hardware/software requirements):

Games and Simulations in Online Learning: Research & Development Frameworks
edited by Gibson, Aldrich, Prensky

ISBN 1-59904-304-1 (hardcover)
ISBN 1-59904-305-X (softcover)
ISBN 1-59904-306-8 (ebook)

Digital GameBase Learning (First Edition)
by Marc Prensky

ISBN: 0071454004

(Optional) Learning by Doing: A Comprehensive Guide to Simulations, Computer Games, and Pedagogy in e-Learning and Other Educational Experiences
by Clark Aldrich

ISBN-10: 0787977357

Course Objectives:

• Demonstrate an awareness of current trends and research in educational gaming.
• Analyze various social issues and factors associated with educational games and simulations.
• Identify and evaluate games and simulations appropriate to various teaching and learning contexts.
• Identify features of virtual worlds appropriate for teaching and learning.
• Design educational gaming activities and/or applications that successfully engage learners and are appropriate to their discipline.
• Support the professional development of other educators in the area of educational games and simulations.
• Create a virtual world resource to support educational technologists, emphasizing educational gaming and simulations.

Major Assignments and schedule:

Standing and Final Assignments & Products:

Personal Learning Theory Model (2 pages with graphic)

Game-based Learning Analysis (2 to 5 pages. You choose a game or simluatiopn that interests you and then apply your personal theory of learning to create an analysis.)

Your Game Model (This is the major production piece of the course. It can be an actual pilot game, a research paper on and a GBL analysis of an existing game model, a design framework for a new game or for an A++, a combination of all three. Final presentation of this work will be offered to the class as a SL lecture-performance-or media event. The product should utilize your Personal Learning Theory and address both Aldrich's 3-part model and Prensky's GBL model).

Weekly Reflections via Blog (your choice of which Blogosphere to use; can be video, text, audio, etc.)

Posting feedback to your peers in this course.

Grading Policy and Grading Scale:

The course is a combination of class participation, artifacts, and the final project. Each activity represents a percentage of the final score. It is important to keep this in mind when looking at the grade book as point values may be deceiving.

Final Grade Breakdown: A: 90-100%, B: 80-89%, C: 70-79%, D: 60-69%, and F: 59% and below.

Course Policies

Procedures - 

Communication –

Department policy  - instructors will respond to emails and/or phone calls in a timely manner – usually within 24 hours (weekdays, but may be longer on a weekend or with advance notice to students).

Posting of Assignments – Department policy – major assignments will be posted at least one week in advance of the assignment due date.

Assignment Submissions - Major assignments will be submitted through the Moodle course site through the appropriate collectors.

Feedback/grades – Department policy – Students must be informed of their progress toward the final course grade at regular intervals. Assignments will be reviewed and evaluated by the instructor within one week after the posted assignment due date.

Late assignments –All late assignments will not be accepted, save arrangements have been with Dr. Gibson prior to the due date or exceptional currcumstances exist.

Technical Difficulties – on occasion, you may experience problems with accessing Blackboard or class files located within Blackboard, with your Internet service, and/or other computer related problems. Do make the instructor aware if a technical problem prevents you from completing coursework.
BroncoMail - http://helpdesk.boisestate.edu/email/broncomail/
Blackboard Assistance – blackboard@boisestate.edu

Academic Honesty – all students are required to abide by Boise State University's Student Code of Conduct on academic dishonesty. Assignments completed must be your original work and cannot be used in other courses in the EdTech program.

Reasonable Accommodations - Any student who feels s/he may need accommodations based on the impact of a disability should contact me privately to discuss your specific needs. You will also need to contact the Disability Resource Center at 208-426-1583 located in the Administration Building, room 114 to meet with a specialist and coordinate reasonable accommodations for any documented disability.

Conceptual Framework

College of Education - The Professional Educator
 Boise State University strives to develop knowledgeable educators who integrate complex roles and dispositions in the service of diverse communities of learners. Believing that all children, adolescents, and adults can learn, educators dedicate themselves to supporting that learning. Using effective approaches that promote high levels of student achievement, educators create environments that prepare learners to be citizens who contribute to a complex world. Educators serve learners as reflective practitioners, scholars and artists, problem solvers, and partners.

Department of Educational Technology Mission
The Department of Educational Technology supports the study and practice of facilitating and improving learning of a diverse population by creating, using, managing, and evaluating appropriate technological processes and resources. Believing technology is a tool that enhances and expands the educational environment, we promote the use of current and emergent technologies for teaching and learning in a dynamic global society. Educational technologists are leaders and innovators, serving in institutions of higher education, public or private school settings, federal, state, or local educational agencies, and educational organizations in the private sector.

AECT Standards