Credit: Three semester hours

Time: 5:30-8:45 Wednesdays Jan [23, 30]; Feb [6, 13, 27]; March [6, 20, 27]; April [3, 10, 24]

Location: Dunn 392

Purpose: The purpose of this course is to provide you with a look at the historical and philosophical background of the field of Instructional Technology.

Course Goals:
1) Students will select a historical topic for class discussion, identify readings, and prepare discussion topics.
2) Students will identify a professional conference, review the proposal submission guidelines, and prepare a submission and corresponding conference presentation. The presentation will be given in class, and the paper submitted the week prior to the presentation.
3) Students will develop an appreciation for how popular cultural technologies have influenced the development of technhnologies for learning

Course Description: This course is designed to help graduate students understand the rationale and development of the instructional technology movement in the United States during the last century. The implications for teaching and learning from various educational philosophies and theories will be analyzed and investigated as they relate to current practices in performance technology. 

Textbooks & Readings:

1) Januszewski and Molenda (2008) Educaitonal Technology: A Definition with Commentary. AECT.
2) Cline, Ernest (2011) Ready Player One. Random House.
3) Robinson, Les (2009) A summary of Diffusion of Innovations. Creative Commons

Requirements:

Student Led Discussions. Students will be assigned (individually) to prepare the readings for a discussion topic. Students will be required to submit a reading list ot the instructor no less than 2 weeks prior to the class discussion. In-class activities must also be prepared, including any technical setup (eg. preparing games to be played or technology to be used). Finally, the students responsible for this discussion must come up with a method for assuring that all students come to the discussion having read all of the assigned materials. This may include (but is not limited to): quizzes on the assigned reading. Other creative ways of assuring proper preparation for the discussion are encouraged, and may include both formal and informal evaluations (Required of all students for course completion, ungraded)

Reaction Papers: Reaction papers are to be burned in weekly. The should represent your thought (reactions) to the readings (or other media) for that week. These will guarantee you an opportunity to express your opinions on the readings. You should try to concentrate on a few of the ideas that are set forth by the authors of the assigned readings for the week. These should be at least 500 words. Quizzes and other evaluations will be determined by the students leading that particular days' discussion.

Conference Paper and Presentation: Students will first identify an appropriate professional conference related to their future career. They will then find the conference submission guidelines, and prepare a submission for the next iteration of that conference. They will then prepare a conference presentation and deliver it in-class. (50 points)

Attendance/Class Participation:: Daily attendance is required of all students, as the content of daily class discussions can not be obtained in any other way than attending class.

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 for further assistance. All disclosures will remain confidential.

Grading:
In-class seminar discussion leader: [25 points]
In-class conference presentation and working paper: [25 points]
Seven 500 word Reaction Papers (5 points each): [35 points]
Class Participation: [15 points[

(90-100) 4.0
(87-89) 3.7
(83-86) 3.3
(80-82) 3.0
(77-79) 2.7
(73-76) 2.3
(70-73) 2.0
<70 points 0.0

Course Schedule:

Jan 23	Introduction, play The Diffusion of Innovations online game In-Class Discussion: Diffusion of Innovations
Jan 30	In-Class Discussion: Ready Player One (Nicole D'Angelo) Bonus Reaction Paper Due (Diffusion of Innovations) Reaction Paper Due (Ready Player One)
Feb 6	In-Class Discussion: Automation (Jason Snyder) Reaction Paper Due (Automation)
Feb 13	1st Conference Presentation and Paper Due - Jesse Fobare (Innovative Technology for RA Training - [https://www.acuho-i.org/] Out-of-Class work for Feb 27: Watch Dead of Winter How to Play . Read: Laughing off a Zombie Apocalypse: The Value of Comedic and Satirical Narratives.
Feb 20	No Class
Feb 27	Sean - Conference Presentation https://www.nysahperd.org/ Reaction Paper Due (Payne (2017) Zombie Apocalypse) In Class Activity: Play "Dead of Winter" leadership game Out-of-class work for March 6: 1) Read: Examining the Impacts of Gamification (2017) (9 pages) 2) Read: Does Gamification Work? (2014) (10 pages) 3) Read: Gamification: Separating Fact from Fiction (5 pages) 4) Watch: Gamification in the Classroom (4 minutes) 5) Watch: Propaganda Games: Sesame Credit - The True Danger of Gamification - Extra Credits (8 minutes) 6) Watch: Top 10 gamification examples and fun theory (6 minutes)
March 6	Complete Dead of Winter Game In-Class Discussion: Gamification (Adonis Richards) Out-of-class work for March 20: Read and Prepare reaction paper for: Data Privacy Watch: 1) The Entire History of You (Black Mirror, Netflix) Read and take notes: 1) The Wired Guide to Data Breaches 2) The Anatomy of a phishing email 3) How to find out what Google knows about you and limit the data it collects Listen or read (Optional) A Logic Named Joe (PDF) (AUDIO)
March 13	(No Class, Winter Recess)
March 20	Nicole D'Angelo - Conference Presentation - "Women in Esports" In-Class Discusssion: Data Privacy (Matt Merriman) Out-of-class work for March 27: Read and Prepare reaction paper for "Performance Enhancement and Cheating" Watch "Take Your Pills" (Netflix) Read and Take Notes: 'Overwatch' Esports Pro Says 'Probably 20 Players' Use Adderall in the Official League
March 27	Sean Scordo - Discussion - Performance Enhancement and Cheating Rob Simpson - Conference Presentation - Hockey "puck tipping" Out-of-class work for April 3: Read and Take Notes: AI an Sentience 1) The Philosophy and AI and the AI of Philosophy Abstract and introduction, Section 3: Philosophical Presuppositions of AIand Conclusions and remarks. (13 pages) 2) Addressing the promises and challenges of AI (1300 words) 3) The Life-Threatening Consequences of Overhyping AI (March, 2019, Wired) Watch and take notes 1) Ex Machina (2014) (Netflix)
April 3	Adonis Richards - Conference Presentation - Minorities in Esports In-class discussion - AI and Sentience (Jesse Fobare)
April 10	Matt Merriman - Conference Presentation: Technology Education Jason Snyder - Conference Presentation Out-of-class work for April 24: (Rob will assign, topic: TBD)
April 17	No Class
April 24	Learning and Research Fair (Barrington MPR, Optional) 10a.m.-2p.m. Dead of Winter 2.0 Read and Take Notes Affinity Spaces: What Video Games and Virtual PLNs Can Teach Educators About Informal Learning (Farnsworth, 2018) Affinity Spaces: How young people live and learn online and out of school(Gee, 2018) Toward an Affinity Space Methodology: Coinsiderations for Literacy Research (Lammers et al, 2012)
April 31	In-class discussion Rob Simpson - Affinity Spaces

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

Possible Discussion Topics:
Search Filtering and Data Privacy: A Logic Named Joe (PDF)
Virtual Reality: Ready Player One
Diffusion Simulation Game: The Diffusion of Innovations
Brainwashing in the Korean War (MP3)