EDIT670_Syllabus (PDF, 460 KB)
|Course number and title||EDIT 670 Educational Games and Simulations (3 credits)|
|Pre-requisites/co-requisites||There are neither pre-requisites nor co-requisites. However, students should possess basic computer skills (e.g., MS Office, Internet search skills), along with Adobe Acrobat Reader, which is downloadable free of charge at https://get.adobe.com/reader/. Experience in teaching, training, technical development, or equivalent is a plus.|
|Description||This course introduces theories and strategies supporting the use of educational games, simulations, and virtual environments to improve learner performance and engagement in education and training settings. A variety of tools and methodologies for building, implementing and evaluating website and mobile gaming models will be explored. Students will analyze research literature to identify key characteristics of games and simulations, promote learner reflection using collaborative game tools to clarify learners’ conceptual understanding and thinking, incorporate game tools to promote learning and creativity, utilize game tools to address the diverse needs of all learners, analyze and apply instructional game and simulation theories to games developed in class, analyze commercial games and simulations to identify key characteristics and technical, practical, and pedagogical limitations; develop game evaluation rubrics, and collaborate with others using game tools and resources to support learner success and innovation. Course assessment includes a learning journal, forum discussions, homework assignments, and a group project.|
|Intended Audience||Candidates admitted to the M.Ed. in Instructional Technology program, or individuals who want to explore a verity of methods for implementing educational games and simulations.|
|Program||M.Ed. in Instructional Technology|
|College||Spadoni College of Education and Social Sciences|
Professor / Instructor Contact Information
Full name & title: Dr. Cheng-Yuan (Corey) Lee, Associate Professor
Office location & building: Prince 205A
Office phone: 843-349-2780
Email address: firstname.lastname@example.org
Virtual office hours:
- Zoom: https://ccuchants.zoom.us/j/7240609190
- 10:00 a.m. — 12:00 p.m. (Tuesdays and Wednesdays)
- Make an appointment in advance
About the Professor / Instructor
Dr. Corey Lee (D1 and D2)
Dr. Lee earned an M.S. degree in Instructional Technology from the University of Tennessee, Knoxville in 1999 and a Ph.D. in Curriculum and Instruction with an emphasis on Instructional System Design from the University of Central Florida. Since 2010, Dr. Lee teaches at Coastal Carolina University. Throughout his career of teaching, he developed strong interests in the areas of distance education, mobile learning, interactive multimedia, and graphic/website design. In his classes, he introduces a wide range of software application and open-source packages to students, allowing them to master computer-based tools used in the design and creation of electronic media, such as electronic images, sounds, videos, text, and motion.
Professional Website: https://coreylee.me
Course Pre-requisites, Co-requisites, and/or Other Restrictions
There are neither pre-requisites nor co-requisites. However, students should possess basic computer skills (e.g., MS Office, Internet search skills), along with Adobe Acrobat Reader, which is downloadable free of charge at https://get.adobe.com/reader/. Experience in teaching, training, technical development, or equivalent is a plus.
Materials – Text, Readings, Supplementary Readings
No textbook is required in this course. All reading materials will be available online and free of charge.
Goals and Outcomes
The following course goals articulate the general objectives and purpose of this course. This course is designed to:
- explore the process of designing games for teaching and learning
- prepare students to analyze the design and use of the commercial games and simulations to identify their technical, practical, and pedagogical limitations.
- explore a variety of game engine software and various methodologies for building and evaluating gaming models.
The following course outcomes indicate competencies and measurable skills that students develop as a result of completing this course. These learning outcomes are derived directly from the Coastal Carolina University Core Curriculum Objectives (CCO), the College of Education Conceptual Framework (CF) Candidate Proficiencies, the International Society for Technology in Education Standards for Educators (ISTE-E), South Carolina Teaching Standards (SCTS 4.0), and The Interstate Teacher Assessment and Support Consortium (InTASC).
|Student Learning Outcomes||Standards Alignment||Assessment|
|After completing this course, students will be able to:|
|1) analyze the literature to identify key characteristics of games and simulations.||CF 1.1
SCTS 2, 9
|2) develop storyboards to illustrate the game and/or simulation concepts.||CF 1.2
ISTE-E 2.5a, 2.5c
SCTS 5, 9, 13
|3) generate design specifications for an educational game or role playing/simulation.||CF 1.1, 2.1, 2.2
ISTE-E 2.5a, 2.5c
SCTS 2, 5, 9
|4) analyze instructional game and simulation theories to apply them to the games developed in class.||CF 1.1, 2.1, 2.2
SCTS 11, 13
|5) analyze game engine software to identify their key characteristics and their technical, practical, and pedagogical limitations.||CF 5.2
|6) analyze commercial games and simulations to identify their key characteristics and their technical, practical, and pedagogical limitations.||ISTE-E 2.1c
|7) develop a rubric to evaluate education games and simulation.||CF 1.5
ISTE-E 2.5a, 2.5c
SCTS 1, 5, 11, 13
|8) utilize various game engine software to develop games to demonstrate basic game and programming concepts.||CF 1.3
SCTS 3, 5, 9
InTASC 1, 2, 3, 4, 5
The overarching theme of the Conceptual Framework for all educator preparation programs is “The Educator as Reflective Practitioner.” The initial and advanced teacher education programs and the advanced program in educational leadership focus on the development of knowledge, skills, and professional dispositions to ensure that all candidates are well prepared and meet all institutional, state, and professional standards at the completion of their program. The Conceptual Framework describes the shared vision of teaching, learning, and the preparation of teachers and school leaders. It outlines our philosophy and commitment to the education profession; guides programmatic decisions; and ensures coherence among curricula, field experiences, clinical practice, and the unit’s assessment system. The Conceptual Framework reflects our commitment to integrate technology, demonstrate professional behavior and dispositions, engage in reflective practice, work with diverse populations, and apply content and pedagogical knowledge to the teaching and learning process.
The Educator as Reflective Practitioner theme defines the initial and the advanced programs in educational leadership. The following candidate proficiencies are addressed and are reflected in program and course objectives:
- Ability to apply content and pedagogical knowledge to the teaching and learning process
- Demonstrate a thorough knowledge of subject matter and use such knowledge to create effective learning experiences for students.
- Understand instructional planning and design plans based on knowledge of subject matter, students, community, curriculum goals, and standards.
- Use a variety of instructional strategies to encourage students’ development of critical thinking and problem solving skills.
- Manage the classroom and school to create a positive and safe learning environment.
- Understand and use formal and informal assessment strategies to evaluate and monitor student learning, modify instruction, and create positive environments for student learning.
- Ability to integrate technology to improve teaching and learning
- Plan and implement effective learning environments and experiences supported by technology.
- Apply technology to facilitate effective assessment, evaluation, and productivity practices.
- Ability to work with diverse populations
- Demonstrate knowledge of different cultural, emotional, developmental and cognitive needs of students.
- Evaluate, plan and provide appropriate activities and experiences to meet the needs of culturally and developmentally diverse student populations.
- Ability to demonstrate professional behavior and dispositions
- Demonstrate a commitment to the ideal of fairness* in the treatment of students based on their educational.
- Demonstrate a belief that all students can learn and convey confidence and caring in working with students.
- Demonstrate professional dispositions and a commitment to fulfilling professional responsibilities.
- Ability to engage in reflective practice to improve teaching and learning
- Analyze personal performance to improve teaching and learning.
- Analyze student performance to improve teaching and learning.
*Fairness (professional disposition): The commitment demonstrated in striving to meet the educational needs of all students in a caring, non-discriminatory, and equitable manner.
M.Ed. in Instructional Technology
The M.Ed. in Instructional Technology is designed to provide teachers, instructional coaches, technology specialists and trainers with advanced professional studies in instructional technology. This includes the analysis, design, development, delivery, implementation and evaluation of current and emerging instructional technologies and their potential to improve teaching practice, productivity, and student performance. Program candidates complete intensive curriculum in instructional technology based on the International Society for Technology in Education Standards for Educators, published by the International Society for Technology in Education (ISTE) at https://www.iste.org/.
ASSESSMENT & GRADING
Unless otherwise noted, all assessments must be submitted to Moodle. Neither email nor hardcopy submissions will be accepted. Supplemental instructions and rubrics will be available online. In the event of an emergency that prevents you from submitting assignments on time, you need to notify the instructor via E-mail before the due date and provide documentation when submitting the late assignment.
Module discussions are designed to engage a student’s interaction with others in the course and provide constant, helpful feedback and assistance when dealing with various issues discussed in the course modules. Discussion postings should be courteous, thoughtful, and carefully written. To facilitate the discussion and prevent procrastination, two deadlines are scheduled for each discussion. Pay attention to each date.
Learning Logs are critical components of this online class. Essentially, the Learning Log is a reflective journal that chronicles your learning experiences with: (a) the course objectives, (b) assigned readings, (c) individual assignments, and (d) community of fellow learners. You are the expert on your own learning, and this class should be a kind of journey. The Learning Log is intended to give you an opportunity to reflectively capture that journey.
You will choose two educational game (one web-based game and one app-based game) to play extensively this semester (2+ hours), in order to evaluate the games for educational purposes. This analysis can take two forms. If the game can be readily implemented in the classroom, you can analyze what it can teach and what discussions can be used to focus learners. You should consider when and how the game would be implemented.
For games that cannot be readily implemented—which might have to be re-designed or adjusted for the classroom—you should write about why the changes need to take place, and what the changes would be. Since not all teachers are game designers, and since games are expensive to produce, the goal of this paper is to let you think about how ready-made games can be used and adapted for different topics. (1600-2000 words)
Project: Educational Game in The Classroom
This assessment item is designed to assist you to implement a game-based learning activity in your teaching practice. As you will be learning from the module reading, game-based learning requires many hours of planning, design, and development. In this project, you will go through the entire process the ASSURE model for the implementation of a game-based learning activity.
|Discussions||30 pts (3 pts each)
50% for initial posts
50% for responses to others’ posts
|Learning Logs||20 pts (2 pts each)|
|Evaluation Papers||20 pts (10 pts each)|
Part 1: 3 pts
Grading will consist of assessment opportunities that will occur each week to determine student progress toward meeting the learning outcomes. Grades will be calculated by converting point accumulations for each assessment using the tables below. Candidates in the M.Ed. in Instructional Technology program must earn a grade of C or higher in order to apply the credit hours.
A grade of incomplete may be granted to students who have suffered serious personal illness or critical emergency circumstances during the academic term, resulting in failure to complete all assignments by the end of the quarter. Documentation from a physician is required and must be attached to the petition for a temporary grade of incomplete. Please see the college catalog for additional information.
ACADEMIC CALENDAR/COURSE OUTLINE
The following course outline is tentative and subject to change.
|1. Introduction to Games in the Classroom||Discussion
|2. Ethics in Gaming||Discussion
|3. Game Theory||Discussion
|5. Simulations and Virtual Reality||Discussion
|6. Web-based Educational Games||Evaluation Paper|
|7. App-based Educational Games||Evaluation Paper|
|8. ASSURE Model||Learning Log
|9. Gaming in the Classroom||Discussion
|10. Gaming and the Brain||Discussion
|11. Evaluation of Educational Games and Simulations||Learning Log
|12. Social Aspects and Gamification||Discussion|
|13. Trends and Issues in Educational Games and Simulations||Discussion
|14. Keep Playing and Learning||Learning Log
|15. Wrap-Up and Conclusion||Discussion
For each course evaluation they complete, students will receive a confirmation email stating the course, instructor, date completed and time completed.
TECHNICAL REQUIREMENTS / ASSISTANCE
The following information has been provided to assist you in preparation for the technological aspect of the course.
- CCU Student Computing Services: http://www.coastal.edu/scs/
- Moodle Access Information: http://www.coastal.edu/scs/index.html?type=moodinfo
- A computer (either PC or Mac) with high speed Internet connection
- Microsoft Office (2013 for PC; 2016 for Mac)
- Subscription to Adobe Photoshop CC 2015
Minimum Technical Skills Needed:
- Using the learning management system (Moodle)
- Using E-mail with attachments
- Creating and submitting files in commonly used word processing program formats
- Copying and pasting
- Downloading and installing software
- Using spreadsheet programs
- Creating new page with Weebly.com (more information about Weebly can be found at https://edit670.coreylee.me/building-class-website-with-weebly).
ACCESS & NAVIGATION
Access and Log in Information
This course was developed and will be facilitated utilizing the Coastal Carolina University’s Learning Management System, Moodle. To get started with the course, please go to: https://moodle.coastal.edu.
You will need your CCU ID and password to log in to the course. If you do not know your CCU ID or have forgotten your password, please go to: https://www.coastal.edu/search/password/
As a student, you will have access to:
- Moodle Access Information. It is recommended that you become familiar with the tools and tutorials provided in Moodle to better equip you to navigate the course. Make sure to view all PDF files listed at http://www.coastal.edu/scs/index.html?type=moodinfo.
- After logging in to Moodle, you will have access to the “Student Resources” and “Student Help Request” link on top of the page, which provides student resources and Help Desk Information.
How the Course is Organized?
This course is organized in the weekly format. Each week, new topics will be introduced along with required readings and assignments.
What Should Students Do First?
Once you have accessed the course and the syllabus, you should read through the syllabus carefully, understanding the requirements of the course and the assessment items. Also, please participate the first discussion forum—Self-Introduction ASAP. Your weekly participation to this forum indicates your attendance to this course. If you do not complete this forum within 7 days after the class begins, you will be reported absence and automatically dropped from this course. Make sure you complete this task as early as possible.
How Students Should Proceed Each Week for Class Activities
As stated above, this course is organized in the weekly format. On the first day of the week, an E-mail announcement will be posted on Moodle and sent to your E-mail account, addressing the topics of the week and the required tasks and their due dates. These announcements are to get you ready to tackle class activities each week.
Coastal Carolina University provides student technical support in the use of Moodle and supported resources. The student help desk may be reached at:
In Person: Kearns Hall, Room 113
Regular hours are maintained to provide support to students. Please refer to the website (http://www.coastal.edu/scs/index.html?type=hoursandlocations) for updated hours.
- The student will access and follow all course instructions found in the weekly/unit content area of the Moodle
- The student will review weekly topics and complete the reading assignments under each corresponding weekly section.
- The student will complete the assigned learning blog/assignment/project by the deadlines.
- The student will complete and submit assignments electronically inside Moodle.
- The student will complete an ongoing semester project in accordance with the instructions given in this syllabus and the online course.
- Desktop or laptop computer with Internet connection (high-speed cable connection desirable), for use in online sessions and in between class meetings.
- All key assessments for your program will be uploaded to Chalk and Wire through your course’s Moodle page. This system is of no cost to students. It is expected that candidates will follow the instructions of their instructor as it relates to uploading key assessments to Chalk and Wire through Moodle.
- Ability to send email with file attachments
- Ability to upload files to Moodle
- Ability to view browser-based multimedia
We are a community of professionals; as such, we hold all members of this community to high standards. When you participate in our courses, you are expected to be fully present. You should be dressed appropriately, in an environment free of distractions (e.g., not at work or in your bed), and prepared to engage with your colleagues with your video camera turned on.
The main channels for course communication are through Moodle and E-mail. I will use Announcement function in Moodle to distribute any course news. Please check Moodle frequently (3 or 4 times a week). Gradebook tab of Moodle is another channel for me to provide feedback regarding your submissions. Finally, E-mail an efficient way to reach me. I am on my E-mail all the time.
Interaction with Instructor: The primary tool to reach me is through E-mail. Please send your personal concerns or questions to email@example.com. Emails will be answered within 24 hours and if you do not receive a response within this time frame please resend your message. I will will notify you if response times need to be changed or adjusted.
Submission turns around time frame: Typically, all submissions will be graded within 7 days of the due date and returned in Moodle. In rare cases, your submissions will be graded after that. If it ever happens, please contact me. I might have overlooked your submissions.
All works submitted for credit must be original works created by the scholar uniquely for the class. It is considered inappropriate and unethical, particularly at the graduate level, to make duplicate submissions of a single work for credit in multiple classes, unless specifically requested by the instructor. Work submitted at the graduate level is expected to demonstrate higher-order thinking skills and be of significantly higher quality than work produced at the undergraduate level. To achieve this expectation, all students are responsible for giving and getting peer feedback of their work prior to submitting it for a grade. Students are also expected to resolve technical issues, be active problem solvers, and embrace challenges as positive learning opportunities. Instructional technology professionals must be able to work cooperatively and collaboratively with others—skills which students are expected to practice in this course. Students are expected to ask for help when they need it and offer help when they notice someone in need.
- Link to Learning Assistance Center
- Link to Kimbel Library Website
- Link to Counseling Services
- Link to LiveWell
- Link to online orientation
- Link to Technical Support from Student Computing Services
- Link to A list of on-campus HelpDesks and the Help Request Form
Other Student Services
- Link to Office of the Registrar
- Link to Financial Aid and Scholarships
- Link to Student Activities and Leadership
- Link to Dean of Students Office
Deadlines and Late Work
- You will always be given explicit instructions on where to send your assignments. Assignments are usually due on a weekly basis—the exact dates will always be found in the activities. If you wish to complete an assignment prior to the due date, you may (however, a group assignment must be completed during the week assigned OR upon approval of every member of the group). NO LATE SUBMISSION WILL BE ACCEPTED. PLEASE BE AWARE OF THIS POLICY AND SUBMIT YOUR WORK ON TIME. This policy will be strictly enforced.
- All due dates are posted and late assignments, quizzes and discussions are counted as zero.
- In the event of an emergency or absence you will need to notify by E-mail before the due date and provide documentation when submitting the late assignment.
Students are required to login on to the online course a minimum of three times a week. The instructor will use the tracking feature in Moodle to monitor student activity. Students are also required to participate in all class activities such as discussion board, chat or conference sessions, and group projects (if any).
Virtual Classroom Citizenship
The same guidelines that apply to traditional classes should be observed in the online learning environment. Please use proper netiquette when interacting with class members and the professor.
Policy on Server Unavailability or Other Technical Difficulties
Whenever you experience any difficulty with Moodle system, please wait for 10 – 15 minutes and try again. If the problem remains, please report it to Moodle administrator at firstname.lastname@example.org (843-349-2263) and notify the instructor of this. If students ever experience with hard disk failure or virus attack, please contact ITS – Student Computing Services and notify the instructor of this difficulty. The instructor and ITS – Student Computing Services will work with the student to resolve any issues at the earliest possible time.
Some or all of the materials on this course Web site may be protected by copyright. Federal copyright law prohibits the reproduction, distribution, public performance, or public display of copyrighted materials without the express and written permission of the copyright owner, unless fair use or another exemption under copyright law applies.
Please be advised that if you do not complete “Self-Introduction” within 7 days after the class begins, you will be reported absence and automatically dropped from this course. Make sure you complete this task as early as possible.
Syllabus Change Policy
The standards and requirements set forth in this syllabus may be modified at any time by the course instructor. Notice of such changes will be by course announcement via Moodle.
In the Spadoni College of Education and Social Sciences candidates are expected to demonstrate a commitment to high-quality work and excellence in professional practice. The following criteria should guide you in fulfilling your responsibilities.
Candidates must be present for each and every class and must take responsibility for keeping an accurate record of their absences. Professionally speaking, your principal will expect you to be in your classroom – everyday – unless an emergency or some other dire (and unforeseen) circumstance prevents you. The same standard applies in the Spadoni College of Education and Social Sciences at CCU.
In this course it is impossible to be engaged in quality learning without taking these components seriously. Poor or late attendance, or not attending for full class time, may adversely affect your grade in the class. It is expected that students will refrain from scheduling any appointments during class time. When you are absent or tardy, you are missing components to the course that are difficult to recreate.
*According to CCU Policy, an instructor may assign the grade of F for unexcused absences exceeding 25% of the regularly scheduled class meetings – this is 2 classes. (See pages 43- 44 in the 2011-2012 Coastal Carolina University Catalog, available online.)
You are required to check your Coastal Carolina University E-Mail account daily for updated communications from your professors. Failure to do so could hinder your progress in both your education courses and practicum placements.
Asynchronous sessions: For reporting purposes, an absence in a distance learning course is operationally defined as a missed online submission deadline—such as a quiz, assignment, or discussion post. That means that, in a distance education context, documenting that a student has logged into an online class is not sufficient, by itself, to demonstrate attendance. A student must participate in some activity to be counted as having attended.
A general statement regarding illness, particularly as it relates to your field experience:
Please evaluate your own health status regularly and refrain from attending class and other on-campus events if you are ill. You are encouraged to seek appropriate medical attention for treatment of illness. In the event of contagious illness, please do not come to class or to campus to submit work or meet with me. Instead, notify me by email about your absences as soon as possible, so that accommodations can be made. Please note that documentation for excused absences may be required. However, you should not come to class if you are feeling sick, even if you have not seen a doctor.
Office of Accessibility and Disability Services
Coastal Carolina University is committed to equitable access and inclusion of individuals with disabilities in accordance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. Individuals seeking reasonable accommodations should contact Accessibility & Disability Services (843-349-2503 or https://www.coastal.edu/disabilityservices/). Disabilities must be on record with the university in order for a student to be eligible for accommodations. This should be completed and the instructor should be notified during the first week of class.
Phone number: 843.349.2341
Academic Integrity Code
Coastal Carolina University is an academic community that expects the highest standards of honesty, integrity and personal responsibility. Members of this community are accountable for their actions and are committed to creating an atmosphere of mutual respect and trust.
On my honor, I pledge:
- That I will take responsibility for my personal behavior; and
- That I will actively oppose every instance of academic dishonesty as defined in the Code of Student Conduct.
From this day forward, my signature on any University document, including tests, papers and other work submitted for a grade is a confirmation of this honor pledge.
Statement of Community Standards
Coastal Carolina University is an academic community that expects the highest standards of honesty, integrity and personal responsibility. Members of this community are accountable for their actions and are committed to creating an atmosphere of mutual respect and trust. Any class members who the instructor deems disruptive to the learning environment may be asked to leave class for the day.
This course may contain copyright protected materials such as audio or video clips, images, text materials, etc. These items are being used with regard to the Fair Use doctrine in order to enhance the learning environment. Please do not copy, duplicate, download or distribute these items. The use of these materials is strictly reserved for this online classroom environment and your use only. All copyright materials are credited to the copyright holder.
Closing of the University for Inclement Weather
In the event of hazardous weather, faculty, staff, and students are requested to listen to local radio and television stations or visit the Coastal Carolina University website for official University closing announcements. Announcements about hazardous weather are also posted on the University’s homepage. Review the Hazardous Weather and Emergency Conditions Leave Policy (FAST-HREO-220). Instructors may refer to the Contingency Instruction website or Section VIII N. Contingency Instruction for information about what to do if class has been cancelled.