Computer Games, Virtual Worlds and Similulations in Education
(my dream course, which probably will not be taught at UMD ... but follow me wherever I end up working, I'll be pushing to teach this)
- Class meeting times:
- Threaded discussion throughout the semester in Moodle (https://moodle.umn.edu/) Please read about Moodle here!!
- Meet face to face once per week (in the evening?)
- Instructor:
- Barbara Z. Johnson, M.Ed. (web site: http://www.d.umn.edu/~bjohnson/ )
- Office:
- EduE 45
- Phone numbers:
- 218-726-7108 (UMD office)
- email:
- bjohnson@d.umn.edu
Office hours (online via Moodle chat unless you make other arrangements ahead of time):
- Monday 10 - 11 am
- Wednesday 11am - noon
- Thursday 8 - 9 pm
Course Description and Overview
This course introduces the student to the emerging field of educational computer games and virtual worlds - exploring how they can be used in formal (classroom and homeschooling) and informal (afterschool clubs and parents) settings to teach and assess student knowledge. The course will explore what computer games and virtual worlds teach new players -- and how they do it -- giving insight into how the so-called "digital natives" are learning to learn. Students will have hands-on experience with virtual worlds, popular computer games, and educational computer simulations.
The course will also explore the reasons NOT to use new media in educational settings, encouraging critical examination of utopian promises made for educational media since the personal computer entered the first classroom, challenges of resource allocation in schools, and safety of children so that pre-service teachers are prepared to make careful, informed choices about new media in their classroom.
Learner Outcomes
- Explain situations in which computer games, virtual worlds, or simuations may be an appropriate instuctional strategy - and when these media might not be the best choice.
- Understand various barriers to using these new media in classrooms, including technical, social, and security barriers.
- Be able to classify a commercial computer game and evaluate its educational potential
- Critically evaluate media stories regarding computer games and virtual worlds
- Understand parallels between designing good educational experiences and good computer games
- Explore current research and educational (classroom and informal learning) programs K-16 that make use of computer games and virtual worlds
- Create an age-appropriate lesson on topic of choice that uses a computer game, virtual world, or social media to educate or assess.
Required Texts
- Aldrich, C. (2005). Learning by doing: A comprehensive guide to simulations, computer games, and pedagogy in e-learning and other educational experiences. San Fransisco: Pfeiffer.
- Bogost, I., (2007). Persuasive games: The expressive power of videogames. Cambridge: The MIT Press.
- Gee, J. P., (2003). What video games have to teach us about learning and literacy. New York: Palgrave.
- Kutner, L., & Olson, C. (2008). Grand theft childhood: The surprising truth about violent video games and what parents can do. Simon & Schuster.
- Shaffer, D. W. (2006). How computer games help children learn. New York: Palgrave.
Recommended Resources
Additional readings and resources will be recommended to support student completion of projects.
- Aldrich, C. (2004). Simulations and the future of learning: An innovative (and perhaps revoutionary) approach to e-learning. San Fransisco: Pfeiffer.
- Edery, D., & Mollick, E. (2009). Changing the Game: How Video Games are Transforming the Future of Business. Upper Saddle River: NJ: FT Press. Also, check the related website for additional resources and links to games: http://www.changingthegamebook.com/
Instructional Strategies Used in This Class
The following instructional strategies and formats will be used:
- In-person classes weekly: direct instruction, small and large group discussions, and experiential learning activities
- Web-based threaded discussions, approximately 1 - 2 hours per week: original posts, feedback and responses which will include critical reflections, collaboration and discussion on assignments
- Project-based learning resulting in a final lesson conducted using innovative computer-based media.
Course Requirements and Expectations
This course requires that you spend several hours each week gaining experience with computer games, virtual worlds, and computer simulations. You will have some opportunities in class with these new media, but you should plan to also explore on your own outside of class time.
The final project may be a lesson (30 to 45 minutes in length) on any topic and for any age. The only requirement is that this lesson uses interactive new media in order to teach or assess learning in the target student. Suggested authoring media will be listed early during the course.
- Online Text-Based Discussions
Asynchronous threaded discussions and group work (in Moodle) constitute an important component of the course. Discussion topics and questions will be posted usually in one week units, with guidelines for the quantity and type of posts required during this period of time. The minimum expectation is that you will participate in each threaded discussion assignment by posting initial input, engaging in web dialogue, and providing feedback/responses to group members. I suggest you allow yourselves 1 - 2 hours per week to engage in threaded discussions.
I expect that you will do your initial post for each unit by Tuesday each week . The second post should come by Thursday, with a final post by Saturday. I will aim to grade these and wrap up the unit late on Saturday.
- Considerations?
Writing your insights, thoughts, and responses to others in a way that's relatively public and semi-permanent (at least for the duration of the semester) can be a little un-nerving at first and can stifle creativity or thoughtful discussion.
- As to the kind of posts?
Productive, satisfying discussions are often the result of risk-taking, feedback, questioning, and occasional disagreements, as well as affirming, supportive interaction. With each unit's discussion topic, I will ask you for thoughtful input that reflects the reading, your own experience, and your thoughts or insights. I will also ask you to reflect on other's posts--do you agree or disagree, do you have questions, does this lead you to think about something else? Don't be afraid to ask for clarification or to say that you don't understand something!!
In this term, many of your assignments are a chance to put up your ideas for your final project and get feedback from the instructor and your fellow students.
Also, there will be a discussion called "Barb's Office" in Moodle. Please use this for fairly urgent questions that other students might also have. I will check this FIRST thing every morning.
Schedule
Assignments (Subject to change!!)
Put your name on all assignments uploaded to Moodle. You can put your name in a header of a Word document or provide a cover sheet. All assignments should be uploaded into Moodle - do NOT send them to the instructor via email!!
Moodle Discussions
Discussions related to the readings in each unit. You will be expected to post at least three times each discussion. By Tuesday to answer the questions posed by the instructor, by Thursday to respond to another student's posts, and by Saturday to wrap up and respond to people who responded to your initial post.
Note: not every week will have a discussion!!!
Late Assignment Policy
You may hand in assignments past the due date, but you will receive a lower score. I will subtract 10% per day from the points you would have received if it was on time.
Since we are all adults with busy lives and unexpected problems do come up, if you contact me BEFORE an assignment is due and let me know that you have a crisis (health or other) that will cause you to turn in an assignment late, the late policy will not be enforced. We will negotiate a new due date without penalty.
On discussions, try to jump in and post early in the week of each unit. If you know you will be gone during that time, alert the class and try to post early instead. These discussions rely upon you all to make them profitable for everyone.
Grading
Tentatively, grading will be done on a fixed scale. I may LOWER the percentages required for a specific grade based on the final scores for the whole class. In-progress grades will be available in UMD's eGradebook, available at: http://www.d.umn.edu/egradebook/ - which includes the percentage cutoffs for each grade.
Accommodations for People with Disabilities
If you have a diagnosed learning disability, please see me as soon as possible so we can arrange for appropriate adaptation!
If you have any condition that requires adaptation of classroom, online, or assessment methods, please let me know as soon as possible! I am happy to make modifications, but some of them require some lead time to arrange.
Student Appeals and Grievances
The Department of Education's policies regarding student appeals and grievances come from the University of Minnesota Duluth's set of policies, which are listed here: http://www.d.umn.edu/educ/student_resources/appeals.html.