Courses

Central to all my scholarship is a theoretical stance that positions the learner at the center of the learning process, clearly attends to the importance of context, draws upon and advances our understanding of how people learn, strikes an effective balance between theory and practice, employs innovative learning design methodologies, and integrates advanced technologies to support learning and education.

Full Lifecycle for Games and Impact

Computer and video games have emerged as one of the most powerful mediums of the 21st Century, generating billions of hours of highly engaging entertainment. A growing body of research is also highlighting the enormous potential of games to help address some of the biggest social, cultural, scientific and economic challenges of the 21st Century. This course will use a game-infused methodology to support students building a relationship to an impact game publishing methodology, covering the full lifecycle and key considerations associated with using games for impact.

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EDUC P500 – Games and Learning

Computer and video games have emerged as one of the most powerful mediums of the 21st Century, generating billions of hours of highly engaging entertainment. A growing body of research is also highlighting the enormous potential of games to help address some of the biggest social, cultural, scientific and economic challenges of the 21st Century. This course will use a game-infused methodology to support students building a relationship to an impact game publishing methodology, covering the full lifecycle and key considerations associated with using games for impact.

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EDUC R695 – Building Online Communities

This course will examine what we do and do not know about the processes and practices of designing communities to support learning. Some of the central questions to be addressed through this course include: What constitutes community? How do these electronic environments relate to more familiar place-based pedagogical ones? How well do the techniques and constructs that are used to understand the processes of learning and enculturation in traditional face-to-face community settings suffice for these new settings? What is the educational value of a community approach to learning? How do we capture and what are the relations among individual, group, and community trajectories?

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EDUC P500 – Theory and Method in the Learning Sciences

Learning scientists investigate cognition in its material, social, and cultural context but with the broad goal of conducting both laboratory-based and naturalistic investigations. The intent of this research is to develop evidence-based claims about how people learn that have practical, pedagogical, and theoretical implications. Further, from the perspective of the Learning Scientist, any investigation of teaching and learning must consider context, cognition, and architecture, which are treated as inextricably intertwined.

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Games and Impact Certificate

The Certificate is a full plan of work and study, building from an introductory core course through a customized capstone project. Students will be expected to demonstrate expertise in applying games for impact principles to their core areas of interest and solid skills in at least one facet of the process of designing, implementing and evaluating games for impact as part of their capstone work. T

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EDUC R695 – ProSeminar in Learning Sciences

While there are many different descriptions on what counts as community, one definition is that it is a persistent, sustained social network of individuals who share and develop an overlapping knowledge base, set of beliefs, values, history and experiences focused on a common practice and/or mutual enterprise. This pro-seminar experience will strive to build a collaborative working group of professionals who are committed to supporting each other’s growth.

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Computer Endorsement Cohort

The Computer Endorsement Cohort (CEC) is designed to prepare teachers at all grade levels to use the knowledge and skills of pedagogy and technology to enhance teaching and learning. It is grounded on the premise that in order to change the way teachers teach, they must experience innovative ways to learn as part of their professional preparation. The program is highly personalized, heavily field-based, and intended to provide a supportive community through which pre-service teachers can become skillful in integrating technology to support learning and teaching. Students achieve a computer endorsement not by accumulating credits and grades, but by collecting evidence that they, indeed, can teach in the 23 ways described in CECs Program Expectations.

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EDUC R695 – Development of Situated Learning Environments

This course is designed to review and analyze in detail theories and research on situated cognition. Situated Cognition is a recent term for a family of research efforts that explain cognition, including problem solving, sense making, understanding, transfer of learning, creativity, etc., in terms of the relationship between learners and the properties of specific environments […]

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EDUC P251: Educational Psychology for Elementary Students

This course acknowledges that teaching and learning are, and always have been, an integral aspect of human interaction. All people teach, all people learn. Individually and in collaborative groups, you will investigate the application of educational psychology principles to teaching and learning. You will develop a foundation of knowledge and experiences that will help you […]

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