Credit: Three (3) semester hours

Time: 4:30-7:00

Dates:
May 23
May 28, 29, 30

June 4, 5, 6

June 11, 12, 13

June 18, 19, 20

June 25, 26, 27

Location: Dunn 210 & Dunn 399

Course Description: This course will explore the use of simulations and games for instructional environments. Both computer-based and non-computer based options will be covered. This course is intended for both K-12 educators, as well as those interested in corporate training.

Course Goals: The primary purpose of this course is for the students to acquire an understanding of how simulations and games can be used to promote teaching and learning. Students will apply their knowledge through the creation of instructional lessons centered around a simulation or game. as well as leading group discussions on game-based learning topics.

Required Textbooks:
None

Requirements:
1) Small Scale Instructional/Training Lesson : Students will negotiate a topic for as lesson that incorporates a simulation or game. The lesson must contain three distinct phases: Briefing (5 minutes), Action (15 minutes), and Debriefing (10 minutes) . Students will work in groups of 2 to develop, test, and deliver the lesson. Grade will be based on the professionalism of the materials, delivery of the lesson, and reflections for improvement of the lesson in the future. (15 points)

2) Medium Scale Instructional/Training Lesson: Same as above, only instructional time will be 10-30-20. (25 points)

3) Large Scale Instructional/Training Lesson: Same as above, only instructional time will be 20-60-40. (35 points)
(Grading Criteria for Lesson) (General Lesson Plan Guidelines)
 
4) Discussion Facilitation: Students will choose a topic, gain approval from the instructor, and assign the readings for the other students. The facilitator give guiding questions to the other students in preparation for the session. The facilitator will then lead the in-class discussion of the topic, including devising a method for ensuring that other students have both prepared for the discussion, as well as actively engage in the discussion itself. This could include, but is not limited to: Reaction Papers, Kahoot! quizzes, in-class games, or other Interactive Activites. Students will subit a reflection of the facilitation, including both how they felt they did in guiding the discussion, as well as how they felt the other students engaged (500-750 words). (25 points)

Attendance: Daily attendance is required of all students, as the content of daily class discussions cannot be obtained in any way other than attending class.
 
Class Participation: Instructor discretion, based on quality of class participation throughout the course (+/- 5 points)
 
Journals: Students in this class will be encouraged to keep a simulations and games journal. In this journal the students will keep notes on daily simulation and game activities, including in-class and out-of-class activities. (10 points)
 
Technology Requirements: In lieu of textbooks, please reserve $100 for various technology expenses may be incurred during the course of the class.
 
Digital Storage: It is strongly recommended that each student purchase a USB Drive, with at least 16gb capacity. Cloud storage is also recommended (Dropbox, Cubby, Google Drive, etc...)
 
Optional Lectures/Activities: Each completed optional activity will be worth up to 5 points. The may include guest lectures, gaming sessions, or other activities that will occur outside of regular class time. Students may submit their own ideas for optional activities (1 per student). A minimum of two-thirds of the class should be available participate in the optional activity.
 
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 students with a disability needing academic adjustments or accommodations should speak with the professor as early as possible. Students with disabilities should contact: Sharon House, Coordinator of Accommodative Services at 267-3267, Sisson 112, or e-mail her at housese@potsdam.edu for further assistance. All disclosures will remain confidential.
 
Grading:
Small Lesson (30 minutes) 15 points
Mid-Sized Lesson (1 hour) 25 points
Large Lesson (2 hours) 35 points

Discussion Facilitation 25 points
90-100 points = A (4.0)
87-80 points = A- (3.7)
83-86 points = B+ (3.3)
80-82 points = B (3.0)
77-79 points = B- (2.7)
73-76 points = C+ (2.3)
70-72 points = C (2.0)
Below 70 points = F (0.0)
 
Course Schedule:

Possible Discussion Topics (not limited to those listed below):

Video Games and Learning: Teaching and Participatory Culture in the Digital Age. Kurt Squire, 2011. pp. 312
What Video Games Have to Teach us About Learning and Literacy By James Paul Gee PALGRAVE MACMILLAN, 2003, pp.225
"Got Game: How the Gamer Generation Is Reshaping Business Forever" By Beck and Wade Harvard Business, 2004, pp. 208
"Don't Bother me Mom, I'm Learning." by Marc Prensky, 2006. pp. 350
The Ultimate History of Video Games, Steven L. Kent ISBN: 0-7615-3643-4. pp. 624
Videos: The Discovery Channel: "The Rise of the Video Game" 5 part documentary series. YouTube Links: p1, p2, p3, p4, p5.

Ready Player One Book and Audiobook

Learning Through Play (Northern Ireland Curriculum)
Virtual Worlds
Violence in Games
Games for Health
Augmented Reality
A History of Video Games
Virtual Reality
Live-Action Role Playing Games

User Delinquency and instrucitonal conditions: Undesirable behaviour in open virtual worlds

Possible Games for Lessons
Mafia

Outbid

Ghetto

Prisoner's Dillema

Papers, Please!

Office Information:
E-mail: betrusak@potsdam.edu
Office: Dunn Hall 393
Phone: (315) 323-4456

Useful Links:

Jeopardy Labs: Make your own Jeopardy Game

Kahoot: Make your own Game (like Jeopardy, and you use your own smart device to answer questions.

Lifeboat Morality Test: Who would you pick to survive?

Bruce Tuckman's Stages of Group Development

This page created 5/23/2019 by Dr. Anthony Betrus.  Last updated 5/23/2019