In today's highly digital world, the emergence and development of new technologies is constantly shaping and redefining how human society communicates, socializes, plays, and learns (Shafer, Squire, Halverson & Gee, 2005). The Internet and other web-based technologies have essentially caused a paradigmatic shift in education (Harasim, 2000). Online education is becoming increasingly accepted and implemented. It has been found to be a capable teaching and training tool and an effective method to disseminate information (Barron, 1998). Not only does it have the potential to facilitate effective learning processes and to create rich learning environments (Garrison, 2002), online education can be just as effective as traditional face to face instruction (Johnson, Aragon, Shaik, & Palma-Rivas, 2000; Swan, 2003). Neuhauser (2002) notes that it can be equivalent to the quality of face to face instruction. In some cases online learners have been shown to outperform peers who were in a face to face learning environment (Chou & Liu, 2005).
Technological advances and increased Internet access have also contributed to the development and prevalence of video/computer gaming. Such games have important implications for educators and trainers as they offer motivational, immersive, and interactive elements that are not always found in the modular text-based formats of traditional online courses. Prensky (2003) notes that it makes perfect sense for educators to combine learning content with the motivational aspect of video games. Individuals playing video/computer games learn new literacies (Gee, 2007). They also learn to apply new perspectives they have learned in the game world to experiences in their real lives. Good games engage players, provide an immersive experience, and give learners an environment where they can learn and master different skills. Games also provide learners numerous opportunities to gather and synthesize information, make important decisions, experiment, develop innovative strategies, and understand complex situations (Prensky, 2003).
In recognition of the increasing popularity of both online education and gaming, an 8 week undergraduate online course titled, "21st Century Skills in Starcraft," was designed. It is a fully function modular course and will be offered for academic credit through the UF Honors Program during the Fall 2010 term. 21st Century Skills such as collaboration, critical thinking, and decision making are becoming increasingly important as students are expected to demonstrate academic and professional mastery of them. The 8 week course is divided into 8 separate weekly modules. Each module is highly structured and has its own learning objectives. Specific module objectives are linked to specific course objectives which are in turn clearly tied to specific 21st Century Skills. The design of each module is consistent throughout and includes common elements such as required play time, game play log and analysis, and activities such as writing or forum responses that explicitly connect real-world concepts with Starcraft concepts. The required play time provides learners with the opportunity to note and practice specific concepts, strategies, or skills. The game play log forces learners to reflect upon and analyze their decisions and reactions to things that happened during their matches. Other assignments encourage learners to analyze and synthesize how what they have learned or practiced in the game world relates to their academic or professional lives. All of the course's assignments focus on encouraging learners to apply what they are learning to meaningful real world situations.
There is sometimes resistance to online learning and skepticism about the educational value of computer and video games. This presentation will provide a practical and systematic look at the design process of this course. Particular emphasis will be focused on the actual instructional design process, how the course adheres to principles of effective online education, and the highly individualized and structured use of an appropriate video/computer game. The presentation will also briefly outline the course adoption procedure at the university level as well as include a general overview of the game Starcraft. By exploring the practical considerations of the course design process, it is hoped that it can serve as a basic model for future online or blended courses using other video/computer games. This presentation aims to offer a concrete example of how solid online course design can be effectively merged with the appropriate use of games. Online education and educational uses of gaming are increasingly important in today's world and it is essential now to design theoretically and pedagogically sound instructional methods that maximize their potential. This course recognizes the need to establish guidelines and frameworks to inform future endeavors in this exciting direction in education. It also demonstrates a feasible and systematic design process that can ensure high quality and innovative instruction.
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