School for New Learning: SNL Online
Ruth Gannon Cook, Ed.D.
DePaul University School for New Learning
1 E. Jackson Blvd.
Chicago, IL 60604
Wednesday 10 AM – 1 PM and on Skype Mondays and Thursdays 7-9 PM (Skype name: Dr. Ruth Gannon Cook).
You can also schedule a private meeting, please allow at least two business days' notice for scheduling.
Gamification for Training covers the principles and practices of creating instructional designs for e-websites, and presents the principles of designing electronic games and e-tools that can be used for training or leisure. The course blends instructional strategies and technologies using web design, digital video, animation, gaming and mobile delivery formats. Students learn five applications that can be developed as templates for creating online or on-ground videos, animations, and games using open-source technologies and delivering these via online and mobile delivery.
The instructor uses learner-centered, authentic assessments to gauge each student's understanding and mastery of applications and course materials.
The design of this course will enable students to:
This course will be conducted as an ongoing invitation to all of its "learners" (instructor & students) to contribute and exchange knowledge, ideas, and insights related to creating educational offerings using the tools presented in this course. Methods will include:
To buy your books, go to http://depaul-loop.bncollege.com
Rogers, Scott. (2014). Level up: The guide to great video game design. West Sussex, UK: John Wiley and Sons. ISBN: 9781118877166
The course will also present the necessary technology and instructional design tools so that students can design their own training program and develop a basic training and performance plan that reflects their own work environments.
Basic computer skills, including the ability to use and save work with Microsoft Word and PowerPoint. The competencies applied for this course are: H2X, S1D, S3X, FX.
After completing this course, you will:
Note: assignments take into account diverse learning preferences of students and include 'scaffolding' throughout the course to support students' progress to high standards of achievement.
In this course, you will develop the following competencies:
Competence |
Competence Statement and Criteria |
---|---|
H2X |
Institutions and Organizations Subcategory written by student/faculty |
S1D |
Can design and plan an information technology solution for a problem |
S3X |
Science, Technology and Society Subcategory. Written by student/faculty |
FX |
(Written by student/faculty). Student must have the permission of her/his professional advisor to take this course as a competency for her/his focus area and the course must satisfy the competencies emphasized in the student's focus area. |
The competencies (H2X, S1D, S3X, and FX) will be demonstrated through the learning interactivities and assignments of this course, and through the designs of authentic final projects using the tools presented in this course completed and demonstrated by each student.
In brief, the assignments associated with this course are shown below as follows:
Week Due |
Assignments |
---|---|
Week 1 |
1.1 Module 1 Summary Discussion 1.2 Website Creation Discussion |
Week 2 |
2.1 Summary Discussion |
Week 3 |
3.1 Module 3 Summary Discussion 3.2 PowerPoint Screencast Project Discussion |
Week 4 |
4.1 Module 4 Summary Discussion |
Week 5 |
5.1 Module 5 Summary Discussion 5.2 Video Editing Discussion |
Week 6 |
6.1 Module and Text Discussion 6.2 Animation Preparation Discussion |
Week 7 |
7.1 Module and Text Discussion 7.2 Animation Discussion |
Week 8 |
8.1 Module and Text Discussion 8.2 Game Development Discussion |
Week 9 |
9.1 Mobile App Discussion |
Week 11 |
10.1 Reflective Analysis Paper |
This course consists of 10 modules. The estimated time to complete each module is one week.
To see specific course due dates, click on the Calendar on the course home page.
The following table outlines the course:
Module |
Readings |
Assignments |
---|---|---|
Module 1: Introductions |
Module 1 Content Rogers, Chapter 1 |
1.1 Module 1 Summary Discussion
1.2 Website Creation Discussion |
Module 2: Presentation and Video Apps |
Module 2 Content Rogers, Chapter 2 |
2.1 Summary Discussion 2.2 Begin 3.2 PowerPoint Screencast |
Module 3: Editing PowerPoints and Videos |
Module 3 Content Rogers, Chapter 3, 4 |
3.1 Module 3 Summary Discussion 3.2 PowerPoint Screencast Project Discussion |
Module 4: Basic Principles of Shooting Video |
Module 4 Content Rogers, Chapter 5 |
4.1 Module 4 Summary Discussion 4.2 Begin 5.2 Video |
Module 5: Creating Videos |
Module 5 Content Rogers, Chapter 6 |
5.1 Module 5 Summary Discussion 5.2 Video Editing Discussion |
Module 6: Animation |
Module 6 Content Rogers, Chapter 7, 8 |
6.1 Module and Text Discussion 6.2 Animation Preparation Discussion |
Module 7: Creating Animations |
Module 7 Content Rogers, Chapter 9, 10 |
7.1 Module and Text Discussion 7.2 Animation Discussion |
Module 8: Creating Games |
Module 8 Content Rogers, 11-18 |
8.1 Module and Text Discussion 8.2 Begin 9.1 Mobile App |
Module 9: Delivering Apps via Mobile Devices |
Module 9 Content |
9.1 Mobile App Discussion |
Module 10: Reflections |
Module 10 Content |
10.1 Reflective Analysis Paper |
Student performance will be assessed in terms of the following:
In terms of grading, the following grade distinctions are offered. If interested, students may seek input from the instructor with respect to high-medium-low (A–B).
Grade | Criteria |
---|---|
Exceptional (4.0/A) Excellent work that meets all deadlines |
Participation and contribution exceeding course requirements. Online classes must have participation, with students posting and being in the course at least 3-4 times weekly. Turning in assignments on time in turning in assignments that not only meet but exceed all of the requirements for each assignment: dynamic listening/responding; writing with few—if any—errors; exceptional engagement & initiative in contribution to personal and group learning. |
Strong (3.0/B) Basic proficiency |
Participation and contribution solidly meeting course requirements. Contributions drawn from personal experience—primarily from assigned readings and conversations in online classes. Punctual/involved participation in online classes. |
Satisfactory (2.0/C) Minimal proficiency |
Participation and contribution minimally addressing course requirements. Little, if any, documented reference to the literature. Basic interpersonal skills; minimal attendance in online classes. |
Unsatisfactory. (D/F) |
Unsatisfactory/insufficient completion of course. (Course must be retaken in order to qualify for degree completion.) |
Incomplete (IN) |
Incompletes (IN) are rare and are assigned only in cases involving clearly exceptional and unforeseen circumstances as negotiated between the student and the instructor prior to the course's Final Deadline Date and as recorded within a completed "Contract for the Issuance of an Incomplete (IN) Grade." Generally, at least 2/3rds of the class must be completed in order to receive an incomplete grade in this course. |
Participation is expected in all module sessions, both in discussion posts and interactive sessions. These modules are time-based. Participation includes posting in the online discussions at least several times weekly and turning in assignments to the instructor by the due dates. Any absence of three or more weeks of no posts to Discussions could require retaking the course and repaying tuition!
In support of this policy, Turn-It-In (plagiarism prevention service) may be used at the discretion of the instructor. Any identified evidence of plagiarism will result in a failing grade for the seminar and does not preclude the University from taking further punitive action, including possible dismissal.
This course includes and adheres to the college and university policies described in the links below:
Academic Integrity Policy (UGRAD)
Academic Integrity Policy (GRAD)
Course Withdrawal Timelines and Grade/Fee Consequences
Accommodations Based on the Impact of a Disability
Protection of Human Research Participants
APA citation format (GRAD)
University Center for Writing-based Learning
This course includes and adheres to the college and university policies described in the links below:
Academic Integrity Policy (UGRAD)
Academic Integrity Policy (GRAD)
Course Withdrawal Timelines and Grade/Fee Consequences
Accommodations Based on the Impact of a Disability
Protection of Human Research Participants
APA citation format (GRAD)
University Center for Writing-based Learning
Dr. Gannon Cook is an Associate Professor & Faculty Mentor at SNL/DePaul. She also serves on DePaul University's Faculty Council. Her undergraduate in Business and Masters of Science in Educational Administration are from Loyola University. She received her Ed.D. from the University of Houston, with an emphasis in Instructional Design (2003). She also received a Certificate for Advanced Studies from the Queens College, Cambridge, United Kingdom, with an emphasis in Change Diffusion and Technology Integration.
Dr. Gannon Cook's post-doctoral work has been in the areas of instructional systems design, training and human performance, and semiotics in online learning. She has published a book, twenty book chapters and peer-reviewed journal articles and has presented at over 100 conferences around the world. In addition, she is the Editor of the Journal of Educators Online, an international peer-reviewed online journal. She also serves on the Board of Trustees for the Cordell Hull Foundation for International Education (of the United Nations), and on the Girl Scouts of America's Chicago Council of 100.
This syllabus is subject to change as necessary. If a change occurs, it will be clearly communicated to students.
This course was designed and produced by faculty and staff at SNL Online of the School forNew Learning of DePaul University.
© 2018 School for New Learning, DePaul University. All Rights Reserved by SNL.