COURSE TITLE:
GAME-BASED LEARNING: For All Grades and Subjects
NO OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4.00 credits]
INSTRUCTOR:
PATRIZIA MARRERO, M.A.
patmarr.heritage@gmail.com
WA CLOCK HRS:
OREGON PDUs:
60
60
LEARNING ENVIRONMENT:
This course requires assignment responses to be posted in a password-secured ONLINE website hosted
by The Heritage Institute.
COURSE DESCRIPTION:
It was Plato who said "Do not, my friend, keep children to their studies by compulsion, but by play."
Game-Based Learning is a hot topic. Research shows that highly engaged learners absorb information
more effectively. But can games, video games, and simulations truly aid students’ learning? GameBased Learning helps us move closer to total immersive learning. Educators can capitalize on the
benefits of using games to stimulate learning and the development of skills, by including GBL into their
classrooms. This course presents the theory and practice of GBL, which combines authentic, real-world
learning in flexible and varied ways. At the end of this course you will have created 1-3 games you can
use in your classes the very next day.
This course is appropriate for educators and staff development trainers at all levels, K-12. Text costs
vary, depending on text selected. Texts may be available from Amazon.com, or local libraries.
LEARNING OUTCOMES:
Upon completion of this course, participants will:
• Be able to speak with greater awareness and understanding about implementing and including
Game-Based Learning in their lessons.
• Create 1-3 unit specific games that enhance their lessons.
• Have reviewed at least three games.
• Be able to compare and contrast two games.
• Be able to identify qualities and components of a good game.
COURSE REQUIREMENTS:
Participants will complete assignments and post responses online to specific questions outlined for each
assignment. Completion of all specified assignments is required for issuance of hours or credit. The
Heritage Institute does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participants their choice of 60 Washington State Clock Hours or 60 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION:
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
1. Completion of Information Acquisition assignments
30%
2. Completion of Learning Application assignments
40%
3. Completion of Integration Paper assignment
30%
CREDIT/NO CREDIT
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is on the back of the transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits.
ADDITIONAL COURSE INFORMATION
COURSE MATERIAL and/or TECHNICAL REQUIREMENTS:
You will need high-speed (DSL) Internet access in order to easily view online resources. Some of the
reading materials may be provided in the online course environment as PDF documents, a format
readable by computers with Adobe Acrobat Reader. You may download a free copy of Acrobat Reader
from our website, www.hol.edu, if it is not already on your computer.
REQUIRED TEXTBOOKS: Choose ONE of the following:
• 100 Games and Activities for the Introductory Foreign Language Classroom, Eye on Education,
April 2007, ISBN 978-1596670433 Amazon.com used $15.63
• 101 Great Classroom Games: Easy Ways to Get Your Students Playing, Laughing, and Learning,
McGraw-Hill, June 2007 ISBN 978-0071481243 Amazon.com $17.17
• CALLing All Foreign Language Teachers, Eye on Education, November 2007, ISBN 9781596670693 Amazon.com used $9.27
• Games: Purpose and Potential in Education (Paperback), Springer, October 2010, ISBN 9781441935335 Amazon.com used $99.30
• The Highly Engaged Classroom (Paperback), Marzano Research Laboratory, September 2010,
ISBN 978-0982259245 Amazon.com $22.21
• Gamify Your Classroom: A Field Guide to Game-Based Learning (Paperback), Peter Lang Publishing
Inc.; December 23, 2014, ISBN-13: 978-1433126703 ISBN-10: 1433126702 Edition: 1st, Amazon
$37.95
MATERIALS FEE:
There is no additional fee to be paid after purchasing the required texts.
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GETTING STARTED:
• After registering for the course, you will be sent an email with the website address, password and
course number you need to access your online course, along with log in instructions.
• Access each assignment listed in the online course environment and enter your responses.
• Write your responses in a WORD document and then ‘copy/paste’ them into the Responses box.
• When all assignments are completed, CLICK the 'ALL ASSIGNMENTS COMPLETED'. The instructor
will be notified that you have completed all assignments.
• After the instructor reviews your work and enters his responses you will be notified by email. You will
be instructed to log in and view those responses. SAVE a copy of assignments and responses.
NOTES TO ALL PARTICIPANTS:
• You are not required to be present (i.e. online) specific days or times. You will work at your own pace.
• All responses will be posted online. Large documents, files, photographs or PowerPoint
presentations may be attached as part of your response by using the “Share A File” option.
• You may work collaboratively and submit similar responses on all assignments except the Integration
Paper, which must be individually authored.
• To maintain privacy, please do not refer to students in your papers by their actual names, but rather
use an alias or designation such as “Student A.”
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
This course is about a world-wide shift to a new kind of teaching which incorporates technology. The
following readings will provide background information on Game-Based Learning in education.
Assignment #1:
Introduce yourself by describing your professional situation, reasons for being interested in this course,
what you expect to take away, your general level of experience and proficiency with instruction that
incorporates educational games (or what is technically called ‘serious games’ designed with the intention
of some specific aspect of learning), and what is your opinion on the integration of games in an
instructional setting. Post 1-2 pages in the online response box.
Assignment #2:
What is Game-Based Learning (GBL)? Read or watch the web sites listed in bibliography. In the online
response box, write a 2-3 page paper in which you summarize the main points of the articles you read or
watched. Indicate what ideas, resources and statistics cited could be useful in your professional situation.
You may use the “Share A File” upload function to place your paper on the online site.
Assignment #3:
Read the web sites listed in bibliography. In the online response box write a 2 page response answering
the following questions:
1. How does GBL relate to education?
2. How do you feel about GBL?
3. How can GBL be applied to your professional situation?
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Assignment #4:
Understanding how students learn is very important. If we understand our audience, we can maximize
the learning. Howard Gardner, after much research, identified 8 different types of learning in students.
Review the weblinks listed in the bibliography and create a PowerPoint presentation that illustrates how
Howard Gardner’s multiple intelligences apply to students learning. You should include Bloom’s
Taxonomy vocabulary to enhance the learning. You must include: at least 6 slides. Upload your
presentation on the online response box using the “Share A File” option.
Assignment #5:
Search the Internet for statistical data that supports GBL. Look for 3-5 sites that allow you to compare
and contrast GBL vs. Traditional learning. Create 3-5 slides that illustrate the data you found. Include a
chart and 3 major points (you discovered) that benefit students when GBL is included in the classrooms.
Add these slides to the PowerPoint you created in the course (in assignment #4). Post the PowerPoint in
the online response box or upload your document in the online environment using “Share A File” option.
Assignment #6:
There are numerous games that teachers can utilize to enhance their lessons, and many of them can be
adapted to different situations, subjects, and modes. Peruse the weblinks in the bibliography. Then add
to the Power Point presentation you created in assignment #4 that illustrates how teachers can enhance
student learning with GBL. Provide examples of 3 different kinds of games applicable to different subject
areas. You must include at least 3 slides and links to at least 3 games available online, traditional, or that
can be created and set up by the teacher. Identify which learning style the game is geared to, and which
method of teaching it utilizes. Make sure each game you choose uses different methods. Describe the
games and indicate and include: setting, population, directions of the game, preparation, subject area,
objective, method of teaching, learning style(s) addressed, how you would implement it in your class, how
you would change it to adapt it to your particular need, and why you like it.
Assignment #7:
Review the web sites providing samples of rubrics to evaluate different kinds of games. Choose a rubric
and evaluate the three games you chose in assignment #6. Analyze and interpret the data and post it in
the online response box.
Assignment #8:
Read the articles listed in the bibliography, then create 1-2 PowerPoint slides that you will add to the
PowerPoint you created previously in which you outline the main elements of an effective classroom
learning game. Post or upload your PowerPoint in the online response site.
Assignment #9:
Create an original game, or modify and adapt a game you are familiar with to fit your style and need. This
game does not need to include technology. Remember to make sure it aligns with your
units/standards/techniques/personal preferences. Grade your game using an original rubric that you
created. Upload your game/descriptions/presentation/link in the online response box using the “Share A
File” option. Include:
• Setting
• Population
• Directions
• Preparation
• Subject area
• Objective of the game
• Educational objective
• Method of play
• Learning style(s) addressed
• Aesthetics of the game
• Grade you gave the game
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Assignment #10:
Use your original game (created in assignment #9) with your class (or friends, if you are not teaching) and
have your students (friends) complete the rubric. Create 2 or more slides that analyze and interpret the
feedback received in the rubric. Include the slides in your presentation (started in assignment #4).
Upload your response, using the ‘Share a File’ feature.
Assignment #11:
Imagine you were to play “Jeopardy” in class. You cannot seem to decide whether to play it individually,
in pairs, groups, or as a whole class. In a 1-2 page posting describe how you would modify the game so
it can be played in each mode. What strategies would you need to utilize with each mode so the game is
an effective learning tool?
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit.
ADDITIONAL ASSIGNMENTS REQUIRED for 400 & 500 LEVEL UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
(Required for 400 and 500 Level)
Assignment #12:
Choose and complete one of the following options:
Option A) If you are taking this course while school is in session:
Implement at least one of your games, different from the one you created in assignment #9, with your
students, summarize and assess the experience, as shown below. Please provide the web address for
your game (if applicable) as well as samples of student work (if possible). Post your 1-2 pages summary
in the online response box.
•
•
•
•
•
Did the game meet your expectations?
What were the key elements?
Summarize student feedback.
What were some areas that need improvement?
What are your next steps?
Option B) If you are taking this course when school is not in session:
Describe in 1-2 pages and post in the online response box, the challenges you faced in developing the
game and how you would overcome these. Identify other potential games you would develop and explain
how you would implement them in a unit lesson.
Assignment #13:
Now that you are an expert on GBL, think critically about this learning strategy in relation to your own
recent experience. Anticipate some common pitfalls and issues that may arise when implementing GBL in
the classroom and create and add at least 1 PPT slide that illustrates them. You may want to add some
corrective measure one might take to avoid those pitfalls and/or mistakes. Post or upload your
PowerPoint in the online response site.
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500 LEVEL ASSIGNMENT
Assignment #14:
(500 Level only)
In addition to the 400 level assignments, complete one of the following:
Option A) Modify the PowerPoint you created for this course and create a web-based in-service for
teachers in your school/district in which you communicate what you have learned about GBL. Post a 1
page description in the online response box of your presentation including feedback received.
OR
Option B) Develop an annotated bibliography of web sites pertinent to the subject you are teaching
which you can provide as reference to your students. The websites should relate to the use of games and
be different than those provided in this course syllabus.
OR
Option C) Develop, in coordination with your district’s technology personnel, a survey of teachers to
discover the degree to which and how staff members are using games in their instruction. Post your
survey in the online response box.
ADDITIONAL ASSIGNMENTS REQUIRED for 500 LEVEL UNIVERSITY QUARTER CREDIT
C.
INTEGRATION PAPER
(Required for 400 and 500 Level)
Assignment #15:
Complete the requirements for university quarter credit by submitting a final 2-3 page Integration paper.
A heading is required. Please use the following format:
Your Name:
Date:
Course Name:
Course Number:
Number of Credits:
Level: (400 or 500)
Advisor Name:
Respond online to each of the 5 questions below. (First list the question and then write your answer)
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
INSTRUCTOR COMMENTS ON YOUR WORK:
Be sure to mark the “All Assignments Completed” section in the online course environment to
notify the instructor that you have completed the course.
Upon receiving notification of your completion of all your course assignments, your instructor will post final
written comments in the HOL online environment.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Patrizia Marrero, M.A. is a teacher at a Public Middle School. She has earned her B.S. in Elementary
Education and Special Education with a minor in Psychology at Dowling College (NY). She attended
UNC-Chapel Hill and NYU to earn her certificate in Italian. She earned her M.A. at Columbia UniversityTeachers College in Instructional Technology and Media with a minor in Distance Learning. She is a
member of AATI and ACTFL. She was born in Sicily, Italy, where she attended school in the Italian
school system. Patrizia traveled to the US and continued her education. She has taught ESL adult
education for many years, and has have given workshops on youth bilingualism and FLES at various
institutions. Patrizia has led tours to Italy in the hope of expanding youth horizons and tolerance.
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GAME-BASED LEARNING
BIBLIOGRAPHY
BOOKS: Choose ONE from the following list:
Boucquey, T., Flores, K., 100 Games and Activities for the Introductory Foreign Language Classroom,
Eye on Education, April 2007, ISBN 978-1596670433
Stimulating, engaging, and effective, the games and activities in this book offer your students alternatives
to learning by rote or performing drills. This book makes it easy for you to develop their linguistic
functions through active learning.
Erben, T., CALLing All Foreign Language Teachers, Eye on Education, November 2007, ISBN 9781596670693
This book is a comprehensive guide to help foreign language teachers use technology in their
classrooms. It offers the best ways to integrate technology into your teaching for student-centered
learning. It guides you in the creation of games, simulations, quests, virtual trips, and more.
Ludewig, A., Swan, A. 101 Great Classroom Games: Easy Ways to Get Your Students Playing,
Laughing, and Learning, McGraw-Hill, June 2007 ISBN 978-0071481243
Created by award-winning educators, these easy-to-learn, giggle-as-you-go games are designed to be
both fun and educational. These activities in reading, logic, science, measuring, listening, social studies,
and math are the perfect complement to your K-5 curriculum
Marzano, R., Pickering, D., The Highly Engaged Classroom (Paperback), Marzano Research Laboratory,
September 2010, ISBN 978-0982259245
This is a self-study text that provides an in-depth understanding of how to generate high levels of
attention and engagement. Using the suggestions presented in this book, every teacher can create a
classroom environment in which engagement is the norm instead of the exception.
Miller, C. T., Games: Purpose and Potential in Education (Paperback), Springer, October 2010, ISBN
978-1441935335
This book focuses on issues of how games can fit into education and instructional design. Some of these
specific topics relate the ideas of identity development, gender diversity, motivation, and integrating
instructional design with game development.
Farber, M., Gamify Your Classroom: A Field Guide to Game-Based Learning (New Literacies and Digital
Epistemologies) (Paperback), Peter Lang Publishing Inc., December 23, 2014, ISBN-13: 9781433126703
This book focuses on cutting-edge game mechanics with instructional strategies like Project-Based
Learning and Game-Based Learning. This book is a clear-headed dissection of the semantic muddle and
self-serving hype surrounding game-based learning and gamification. Meticulously researched and it
features insights from a host of educators and game designers.
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GAME-BASED LEARNING
APPENDIX
ASSIGNMENT #1-Read the following:
http://edergbl.pbworks.com/w/file/fetch/47991237/digital game based learning 2006.pdf
http://www.adobe.com/resources/elearning/pdfs/serious_games_wp.pdf
https://www.edsurge.com/n/2014-05-28-what-game-based-learning-can-do-for-student-achievement
ASSIGNMENT #2-Read or watch the following:
http://www.newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html
http://www.weareteachers.com/blogs/post/2012/10/31/the-teacher-report-game-based-learning-vs.traditional-classroom-game-play
http://www.youtube.com/watch?v=DuFcaPAx3jQ
http://www.youtube.com/watch?v=kCRhgZfDWEg
http://www2.futurelab.org.uk/resources/documents/projet_reports/Console_Games_report.pdf
https://www.youtube.com/watch?v=Uj_8C2L9bXI
ASSIGNMENT #3—Read the following:
http://www.dramaed.net/whydramagames.htm
http://www.learningware.com/LearningCenter/LearningCenter/LearningCenter/WhichGame.html
http://www.academiccolab.org/resources/documents/Changing%20The%20Game-final_2.pdf
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.97.8613&rep=rep1&type=pdf
ASSIGNMENTS #4—Read and watch the following:
http://www.infed.org/thinkers/gardner.htm
http://eduscapes.com/tap/topic69.htm
https://www.youtube.com/watch?v=qMG5dvhEzyo
http://www.youtube.com/watch?v=hF2LSjMlC4I
http://www.youtube.com/watch?v=2FucqOpIfVM&feature=related
https://www.youtube.com/watch?v=lEYWK3DJ3No
http://www.youtube.com/watch?v=RmW_3ZhQZpc&feature=related
http://www.ndt-ed.org/TeachingResources/ClassroomTips/Constructivist _Learning.htm
ASSIGNMENT #6—Peruse the following:
http://www.learning-styles-online.com/overview/
http://www.d.umn.edu/kmc/student/loon/acad/strat/lrnsty.html
http://www.edutopia.org/multiple-intelligences-learning-styles-quiz
http://printables.scholastic.com/content/stores/printables/priv/04/9780439590204-001.pdf
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Any subject
http://classtools.net/
http://www.gameclassroom.com/
http://people.uncw.edu/ertzbergerj/ppt_games.html
http://facstaff.uww.edu/jonesd/games/index.html
http://www1.center.k12.mo.us/edtech/resources/Sbsites.htm
http://familyfun.go.com/crafts/crafts-by-type/educational-craft-activities/
http://www.teach-nology.com/ideas/games/
http://www.educationworld.com/a_lesson/lesson/field_day_games.shtml
World Language games:
http://www.vocabulary.co.il/foreign-language/
http://www.languagegames.org/
http://www.teachingideas.co.uk/foreignlanguages/contents.htm
http://www.digitaldialects.com/
http://www.transparent.com/language-resources/games/
http://www.barryfunenglish.com/games.php
http://www.technolote.com/?page_id=66
Math games:
http://multiplication.com/classroom_games.htm
http://www.math-play.com/Classroom-Math-Games.html
http://www.glencoe.com/sec/math/algebra/algebra1/games.htm
http://www.learn-with-math-games.com/classroom-math-games.html
http://www.priceless-teaching-strategies.com/classroom_math_games.html
http://www.kutasoftware.com/activities.html
Social Studies games:
http://www.teachervision.fen.com/games/social-studies/48746.html
http://libraries.risd.org/lhjhlib/Social%20Studies%20TAKS%20Review%20Games.htm
http://www.gamequarium.com/socialstudies.htm
http://www2.scholastic.com/browse/article.jsp?id=3751351
http://jc-schools.net/ppts-socst.html
Science/Health games:
http://jc-schools.net/ppts-science.html
http://games.noaa.gov/
http://www.bbc.co.uk/science/humanbody/body/interactives/3djigsaw_02/index.shtml?skeleton
http://www.csun.edu/~vceed002/ref/games/
http://classroom.jc-schools.net/sci-units/plants-animals.htm
ELA games:
http://jc-schools.net/tutorials/vocab/ppt-vocab.html
http://www.bbc.co.uk/skillswise/words/grammar/
http://www.sadlier-oxford.com/phonics/student.cfm
http://www.eduplace.com/kids/hme/k_5/proofread/index.html
http://www.quia.com/pages/havefun.html
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Art games:
http://www.princetonol.com/groups/iad/lessons/middle/freetime.htm
http://www.associatedcontent.com/article/6002376/10_art_games_to_play_in_the_classroom.html
http://www.ehow.com/list_5954620_classroom-art-games.html
http://www.teacherplace.org/
http://www.brainpop.com/artsandmusic/artconcepts/
http://www.quia.com/jg/88549.html
Music games:
http://www.funmusicco.com/articles/tag/classroom-games/
http://www.funmusicco.com/substitutelessonideasforthemusicteacher.pdf
http://www.teachervision.fen.com/music/teacher-resources/6647.html
http://www.msnbc.msn.com/id/29127548/ns/technology_and_science-games/t/teachers-invite-wiimusic-classroom/#.TjqY1HPgF-g
http://www.ehow.com/way_5212140_music-games-classroom.html
Gym/Health Games:
http://www.livestrong.com/article/380904-gym-activities-in-the-classroom/
http://www.priceless-teaching-strategies.com/physical-education-games.html
http://www.teachervision.fen.com/sports/quiz/8634.html
http://www.teachervision.fen.com/sports/quiz/8634.html
http://www.teachingideas.co.uk/pe/contents01games.htm
Drama games:
http://www.creativedrama.com/theatre.htm
http://www.shambles.net/pages/learning/performing/dramagame/
http://www.dramaresource.com/games
http://www.life123.com/parenting/education/drama/drama-activities.shtml
Assignment #7—Read the following:
http://edweb.sdsu.edu/courses/edtec670/boardgame/boardgamerubric.html
http://www.classbrain.com/artteach/publish/article_104.shtml
http://edurate.wikidot.com/rubric-to-assess-games
http://it.coe.uga.edu/wwild/pptgames/resources/rubric.htm
Assignment #8—Read the following:
http://www.gameproducer.net/2007/10/06/7-game-design-elements-that-can-make-game-fun/
http://gamedesignconcepts.wordpress.com/2009/07/06/level-3-formal-elements-of-games/
http://edweb.sdsu.edu/courses/edtec670/boardgame/BoardGameDesign1.html
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