I’m teaching a course on games and learning during Pepperdine’s summer session. It’s an online course for masters students getting an ed tech degree who may or may not be completely new to the topic, so I’m throwing in as much as I can. 🙂
I’m pretty excited about it! Midway, the students and I will meet face to face at GLS and playtest their in-progress game designs.
Anyway, here’s the preliminary outline that I just threw together. It’s a lot to cover in 12 weeks.
- intro to game studies: definitions, magic circle, narratology v ludology, disciplines, art
- why games for learning: content v systems, computational thinking, ecology, projected ID, Theory of Fun
- game genres and mechanics, tabletop and digital: Board Game Geek, RPS, killscreen, Analog, Well Played
- survey of games, simulations, and VWs for learning: COTS v designed, GLS, MIT, Harvard, Indiana, ASU, UCLA, Irvine, UCSC, CGS
- game design processes: Aldrich, Schell, Kultima, Rogers
- user studies: engagement, flow, play testing
- play test during GLS
- mods, theorycrafting, memes: Elitist Jerks, Skyrim
- assessment: the big black box?
- studying gaming and gaming culture: ethnography, Coming of Age in Second Life, Leet Noobs
- gamification, badges, connected learning
- outstanding issues
I’ll be posting updates to the syllabus as I fill in details, assignments, readings, games to play, etc. to this blog, hopefully making the course design process as transparent as possible. It’s like a process painting but in course design form. Thoughts? Did I leave anything out?