STATE UNIVERSITY of NEW YORK (SUNY) Potsdam
Department of Information and Communication Technology
IT 566 - Teaching and Learning with Simulations and Games
- Course Syllabus -
Dr. Anthony Betrus: Instructor
Spring 2009

Credit: Three semester hours

Time: 5:30-8:45 Tuesdays
Jan 20, 27
Feb 3, 10, 24 (No Class Feb 17)
March 3, 10, 17, 31, (No Class March 24)
April 7, 14, 21, 29

Location: Satterlee 319 & 325

Purpose: The primary purpose of this course is for the students to acquire an understanding of how simulations and games can be used for instructional purposes. Students will apply their knowledge through creating instructional lessons centered around a simulation or game.

Required Textbooks:

None

Recommended Textbooks:

The Ultimate History of Video Games, Steven L. Kent ISBN: 0-7615-3643-4. There are technology requirements (see digital storage below).
What Video Games Have to Teach us About Learning and Literacy By James Paul Gee PALGRAVE MACMILLAN, 2003, pp.225

Other Media: The Discovery Channel: "The Rise of the Video Game" 5 part documentary series. on DVD.
"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.

Requirements:

Small Scale Instructional/Training Lesson (Non-Computer Based Game): Students will negotiate a topic for as lesson that incorporates a simulation or game. The lesson must contain three distinct phases, which include: Briefing (5 minutes), Action (15 minutes), and Debriefing (10 minutes) . Students will work in groups of 2-3 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. (25 points)

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

Large Scale Instructional/Training Lesson (Computer Based): Same as above, only instructional time will be 20-60-40. (50 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 (+/- 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. (5 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 2gb capacity.

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 2/3rds 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) 25 points
Mid-Sized Lesson (1 hour) 25 points
Large Lesson (2 hours) 50 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:

Date:	Topic:
1/20	Course Introduction/Overview. Choose Topic for Lessons. "BINGO" Frame Game (Lesson Plan Guidelines) (Grading Criteria for Lesson) Read: Principles of Using Games for Learning (Betrus & Botturi, In Press)
1/27	Teach Small Scale, Non Computer-Based Instructional Lessons (Group of 2). 1 x 1/2 hour presentations 90 minute Seminar: Topic = Principles of Using Games for Learning
2/3	Teach Small Scale, Non Computer-Based Instructional Lessons (Groups of 2). 4 x 1/2 hour presentations Reading: Using Mid-Sized Scale Non Computer Based GamesTBD (Due 2/10)
2/10	Teach with mid-sized game, computer or non-computer based (1 x 1 hour, group of 2) Seminar Discussion (Mid-Sized Games Use)
2/24	Teach with mid-sized game, computer or non-computer based (2x 1 hour, groups of 2) Please read the website located at the bottom of this email as well as the journal article attached. Girl Gamers and Media Use (Tristin Craver and Kristen Wylie) On the website you will come across multiple statistics on media in the U.S. We would like you to locate 5 statistics that you found interesting and be ready to discuss why these 5 articles caught your attention. We understand there is a great deal of information on this website, therefore we would like you to skim through the website to find your five statistics and you do not have to print out this website for class. We suggest printing out the Journal attached called "Girl Gamers" so that you can refer back to specific sections during our discussion. If possible find a connection that links these two articles together. Once you have read the article "Girl Gamers" be prepared to discuss the following questions: How do you feel about the gender stereotyping that seemingly occurs in video games? Do you feel that gaming in general will always predominantly target male audiences? Bring any other questions or comments to class on Tuesday. Statistics website: http://www.frankwbaker.com/mediause.htm
3/3	Teach with mid-sized game, computer or non-computer based (1x 1 hour, Kristen Wylie & Tristin Craver - Kindergarten) Reading: Mid-or Large Scale (Due 3/10) Jennifer Niedermeier facilitator Video Games - The Necessity of Incorporating Video Games as part of Constructivist Learning Evolution in the Classroom: What Teachers Need to Know about the Video Game Generation
3/10	Ashley Simser & Ben Gaebel: facilitator Reading: A Case Study of Engaging Primary School Students in Learning Science Reading: Assessing Higher Order Thinking in Video Games Teach with mid-sized game, computer or non-computer based (2x1 hour: Krista Finkle & Courtney Johnston; Ashley Simser & Jennifer Niedermeier)
3/17	Teach with mid-sized game, computer or non-computer based (2x1 hour: Bryan O'Conner; Ben Gaebel & Alden Bashaw)
3/31	Using Large Scale, Computer Based Simulations and Games for teaching: The Change Game Guidelines: (Username: dsg, Password; guest) (username: Trial, Password: License) Briefing (20 minutes) - Presentation of Material needed to successfully play the simulation or game. Can be direct instruction (lecture), or an interactive presenatation.(http://www.rogerclarke.com/SOS/InnDiff.html)(http://en.wikipedia.org/wiki/The_Tipping_Point) Action (70 minutes) - Play the simulation or game. Facilitator will observe and take notes, and assist learners if they come to an impass. Debriefing (30 minutes) - How Did you Feel?; What Happened?; What did you Learn?; How can you transfer this to your personal or professional life? Total Time - 2 hours (120 minutes)
4/7	Teaching Large Scale, Computer Based Lessons (Groups of 2)
4/14	Computer Based Lessons (Groups of 2)
4/21	Computer Based Lessons (Groups of 2)
4/29	Computer Based Lessons (Groups of 2) (as needed)

All materials related to use in the course will be located at the Teaching Educational Games Resources Open Content Wiki

Office Information:
E-mail: betrusak@potsdam.edu
Office: Dunn Hall 393
Phone: (315) 267-2670

This page created 1/20/2009 by Dr. Anthony Betrus.  Last updated 3/31/2009.