ID 521 - Developing STEM Learning Materials Fall 2018 @ SUNY Potsdam

STATE UNIVERSITY of NEW YORK (SUNY) Potsdam
Business Administration, Organizational Leadership, and Technology
ID 521: Developing STEM Learning Materials
- Course Syllabus -
Dr. Anthony Betrus: Professor
Fall 2019

Credit: Three semester hours

Time: 5:30 - 8:45 PM Tuesday August 27 through December 10

Location: Dunn 210

Catalog Description:

This course provides students with the tools and resources needed to produce STEM learning materials. Emphasis will be placed on understanding the problem-solving skills associated with the development of instructional and training products that promote inquiry-based learning.

Required Text: None

Requirements: Determined on a group-by-group basis.

Plagiarism: This course adheres to the College's policy on academic honesty as stated in the Undergraduate Catalog. Plagiarism may lead to grade reduction, course failure, or expulsion from school.

Students with disabilities: Any student with a disability needing academic adjustments or accommodations should speak with the professor as early as possible. Students with disabilities should also contact: Sharon House, Coordinator of Accommodative Services at 267-3267, Sisson 111, or e-mail her at housese@potsdam.edu or 267-3267 for further assistance. All disclosures will remain confidential.

Course Schedule: (subject to change as needed)

Date:	Topic:
Aug 27	Overview of STEM Learning Principles In-Class Activities: Stackrobats (Ravensburger) (Engineering/Science) Can't Stop (a Sid Sackson Game) (Math) Work due for next class session: Do some initial legwork and inquiry into what formative philosophy or learning theory that preceded STEM learning that you would feel comfortable leading a discussion about. Some common examples: John Dewey; Z.P. Dienes; Constructivism; Discovery Learning; Richard Lesh; Experiential Learning; Comenius; Quintilian (ancient Rome); Game Based Learning; Problem Based Learning
Sept 3	1) Establish a Google Drive space for your project. In that space, have a working document that outlines the parameters of your project. In that document, you should list: a) Topic (your profound problem); b) Client (who you will be doing this for); c) Goals and Objectives; d) A timeline, actualizing the goals and objectives (this is flexible); e) Optimal Outcomes for the project (Impact of the project) f) (for K-12ers) Curriculum Alignment g) A working document that outlines how you will be assessed for your grade in the class. Here you will record your projected outcomes, and measures to determine how well you did what you set out to do. Whatever you do with this, you need to emphasize PROCESS as much as PRODUCT. As such, you will need to include evaluation criteria for evaluating things along the way. Share your folder with “betrusak@gmail.com” Read and take notes: Comenius (in Instructional Media) 2-pager "J.A. Comenius: Reflections in the New World"
Sept 10	Comenius - Facilitated by Ben Rawdon Read and Take Notes: 1) Sutinen (2013) - Two Project Methods: Preliminary observations of the similarities and differences between William Heard Kilpatrick's project method and John Dewey's problem-solving method (14 pages) 2) Dewey (1910) How We Think Chapter 6: The Analysis of a Complete Act of Thought (5 pages)
Sept 17	In Class Presentations: Project Timeline (Mayville, Drake, Minehan, Fontanes) In Class Discussion: Dewey & Kirkpatrick - Facilitated by Logan Drake Read and Take Notes: 1) Betrus -Betrus - Instructional Simulations and Games
Sept 24	In Class Presentations: Project Timeline (Valenzeuela, Rawdon) In Class Discussion: Instructional Simulations and Games, Faciltated by Chris Mayville Read and Take Notes: From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education - Liao
Oct 1	No Class - UC Irvine Connected Learning Conference
Oct 8	In Class discussion: Meagan Fontanes, FromInterdisciplinarytoTransdisciplinary: An Arts-Integrated Approach to STEAM Education Project Updates
Oct 15	No Class-Fall Break
Oct 22	STEM Project Updates Read and Take Notes: Neuromyths and Evidence-Based Practices in Higher Education
Oct 29	In Class Discussion: Neuromyths and Evidence-Based Practices in Higher Education
Nov 5	Read and Take Notes: NASEF Esports Curriculum
Nov 12	In Class Discussion: NASEF Esports Curriculum Student Project Updates Read and take notes: The Principles of Art Therapy in Virtual Reality Read and take notes: TBD (Johanna Minehan)
Nov 26	No Class-Thanksgiving Break
Dec 3	In Class Discussion: The Principles of Art Therapy in Virtual Reality. Facilitator Fernando Valenzuela In Class Activity: HTC Vive, Oculus Rift, and Oculus Go Virtual Reality Demonstration Read and take notes: I'd Blush If I Could: Closing Gender Divides in Digital Skills Through Education Think Piece #2 - The Rise of Gendered AI and Its Troubling Repercussions (pp. 85-130)
Dec 10	In Class Discussion: TBD (Johanna Minehan) Final Project Presentations

Grading:
Determined on a student-by-student basis, based on perosnalized learning outcomes. Personalized Learning outcomes confirmed by Instructor.

Optional Readings & Resources

I'd Blush if I could: Cosing the Gender Divides in Digital Skills Through Education

Developing Expertise in Project-Based Science: A Longitudinal Study of Teacher Development and Student Perceptions

Sutinen (2013) - Two Project Methods: Preliminary observations of the similarities and differences between William Heard Kilpatrick's project method and John Dewey's problem-solving method

Betrus and Sugar: Creating Instructional Simulations and Games

"Revisiting Orbis Sensualium Pictus: An Iconographical Reading in Light of the Pamapaedia of J.A. Comenius"

Duffy and Cunningham "Constructivism: Implications for the Design and Delivery of Instruction" (1996)

Grant Tavinor: Videogames and Interactive Fiction

A. Winchell: Video Games as Interactive Literature

Discovery learning: zombie, phoenix, or elephant

Sean Scordo (Quintilian)

Matt Merriman (Project Method, Januszewski)