| EARLY CHILDHOOD EDUCATION (TURKISH, NON-THESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDT5114 | Game-Based Learning | Spring | 3 | 0 | 3 | 12 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | Turkish |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi YAVUZ SAMUR |
| Course Lecturer(s): |
Dr. Öğr. Üyesi YAVUZ SAMUR Prof. Dr. ALEV ÖNDER |
| Recommended Optional Program Components: | None |
| Course Objectives: | Discuss educational games and game based learning to explain a range of potential learning applications, discuss the implications of different models, theories, topics and tools related to learning through digital games, design and document an educational game storyboard or prototype, identifying target users, objectives, outcomes, and issues. |
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The students who have succeeded in this course; 1.to be able to define a game and educational games. 2.to be able to analyze existing educational games in regards to their efficiency in learning 3.to be able to demonstrate reflective and critical thought about the value of game based learning. 4.to be able to analyze the research studies on game based learning and define new research topics in this respect. 5.to be able to relate game based learning with various learning theories and methods 6.to be able to describe and explain selected issues, people, concepts, and principles involved in the design of educational games 7.to be able to critically examine different educational game design models 8.to be able to design an educational game based on educational game design models 9.to be able to design and document an educational game storyboard or prototype, identifying target users, objectives, outcomes, and issues 10.to be able to analyze the learning potential in a completed game or proposed design to determine whether or not it might be suitable for use in an educational setting. |
| Games, educational games, game based learning and instruction, game design, educational game design (elements), assessment and evaluation in educational games, documenting, prototyping and testing, future of educational games |
| Week | Subject | Related Preparation |
| 1) | Games, educational games, simulations | Analyze games |
| 2) | History of games in education | Examine various educational games |
| 3) | Learning theories and game based learning | Relate game based learning with various learning theories and methods |
| 4) | Game based learning | Prepare and present a lesson plan based on game based learning |
| 5) | Game based learning | Prepare and present a lesson plan based on game based learning |
| 6) | Topics and issues related with the research on game based learning | Find the gaps in the literature of game based learning and/or define research designs to fill these gaps |
| 7) | Game design | Examine and analyze various game design models |
| 8) | Educational game design | Examine and analyze educational game design models, create your own game design model |
| 9) | Elements of educational game design | Examine the elements of educational game design |
| 10) | Elements of educational game design | Examine the elements of educational game design |
| 11) | Assessment and evaluation in educational games | Leveraging assessment and evaluation in educational games |
| 12) | Documenting, prototyping and testing | Documenting, prototyping and testing in the process of educational game design |
| 13) | Future of educational games | Discussion about the educational games in future |
| 14) | Presentations | Present and discuss the educational games |
| Course Notes / Textbooks: | Prensky, M. (2001). Digital Game-Based Learning. McGraw Hill. URL: http://www.amazon.com/Digital-Game-Based-Learning-Marc-Prensky/dp/0071454004 |
| References: | Schell, J. (2008). The Art of Game Design: A Book Lenses URL: http://www.amazon.com/Art-Game-Design-book-lenses/dp/0123694965 Ito, M. et al., (2009). Hanging Out, Messing Around, and Geeking Out URL: http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=11889 Salen, K. (2007). The Ecology of Games: Connecting Youth, Games, and Learning. MIT Press. Gee, J.P. (2007). What Video Games Have to Teach Us About Learning and Literacy: Revised and Updated Edition. Palgrave Macmillan. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 5 | % 50 |
| Midterms | 1 | % 20 |
| Final | 1 | % 30 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 70 | |
| PERCENTAGE OF FINAL WORK | % 30 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Homework Assignments | 5 | 10 | 50 |
| Midterms | 3 | 60 | 180 |
| Final | 1 | 30 | 30 |
| Total Workload | 302 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Students will be able to integrate knowledge of child development and learning, subject-matter/disciplinary content, interdisciplinary themes, research and inquiry methods to early childhood pedagogy. | |
| 2) | Students will be able to create developmentally and culturally appropriate early childhood learning environments that encourage individual and collaborative learning. | |
| 3) | Students will be able to use multiple tools and methods of early childhood assessments to continuously monitor and document children’s progress and to guide instruction. | |
| 4) | Students will be able to demonstrate critical thinking skills, inquiry, creativity, initiative and innovation to solve a range of problems in everyday situations. | |
| 5) | Students will be able to cooperate and collaborate with colleagues, families, community, other individuals and agencies in ways that contribute to development and learning of young children. | |
| 6) | Students will be able to value diverse opinions, belief systems, cultures and contribution of others. | |
| 7) | Students will be able to demonstrate competence in effective communication in written, spoken, nonverbal and electronic forms. | |
| 8) | Students will be able to use English at B2 level to support personal and professional activities. | |
| 9) | Students will be able to utilize appropriate pedagogical and professional knowledge and skills in planning, implementation, and evaluation of early childhood curriculum and services. | |
| 10) | Students will be able to demonstrate commitment to early childhood profession, professionalism, lifelong learning, ethics, personal and professional growth. | |
| 11) | Students will be able to access and analyze information from a variety of sources, including information and communication technology, to attain personal and professional goals. | |
| 12) | Students will be able to demonstrate skills in self-discipline, time and information management, individual and team work in interdisciplinary projects. |