| Cases and Queries |
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| Instructional Objective | Learners & Context | Object of Game | Game Materials | | Time Required | Rules | Design Process | References | Learners will integrate their knowledge of educational technology, show their critical thinking skills, and demonstrate their mastery of the field, by applying theories, models, and concepts used in the practice of educational technology to one case and to one query. The Cases and Queries game is designed to help prepare SDSU ED795B graduate students to take the EDTEC Comprehensive Examination (Comps). ED795B students should be well acquainted with all of the content, as most are typically in their last semester of the 30 unit EDTEC MA program. As in the real exam, players will apply educational technology theories, models, and concepts to respond to one case and to one query. For added realism, Cases and Queries cards contain condensed versions of actual cases and queries that were used in previous years Comps. To encourage collaboration, players can earn “SAGE” points for helping other players as necessary. By listening and learning from other players, an individual may identify areas of his or her own EDTEC knowledge that needs refreshing or further study. In this way, if played early in the semester, Cases and Queries can serve players as an individual readiness indicator for the Comps. During the ISD Designer's Round at the end of the game, each player has the opportunity to “put it all together.” By connecting the various played cards into a cohesive response either to a case or to a query, players are simulating what they will be required to do for the real Comps exam. Cases and Queries may be played during one or more regular ED795B class sessions. Additionally, the game can be played during any small Comps study group sessions held outside of class. The object of the Cases and Queries game is to accrue the most SAGE points through assisting other players with EDTEC knowledge applications, and/or through outlining a case or query response based on EDTEC knowledge. This game is not about players learning new content. It is about players application of known content. All players will gain experience in applying their own EDTEC knowledge to both cases and queries, and thus become more confident and better prepared for the real Comps exam.
Markers Word doc, PDF Squares Word doc, PDF Game rules — Regular Word doc, PDF Short Word doc, PDF Rules are provided for both regular game play and short game play. One set of rules is necessary. EDTEC Solutions Tool Box card – IMAGE Word doc, PDF This card serves as a holding area for drawn cards that players are unsure how to play. Other players may draw from these cards in turn, rather from the deck, if they so chose. Only one card is required. The following SAGE points and game cards have fronts and backs, and should be printed in color if possible. Cards should ideally be printed on card stock for durability, although regular paper will work. After printing, cards can be cut to size with scissors or a paper cutter if available. The Word documents for the following cards serve as templates, making it easy to add additional cases, queries, models/theories, and concepts card data of you own choosing to augment the supplied cards. Fifty SAGE points – IMAGE Word doc, PDF SAGE points are incentives awarded to players for helping other players, and for giving integrated responses during the ISD Desginer's Round. Print ? copies. Ten Case cards – IMAGE Word doc, PDF These cards contain condensed versions of actual cases used in previous Comps exams. One card is used per game. Print ? set. Ten Query cards – IMAGE Word doc, PDF These cards contain condensed versions of actual queries used in previous Comps exams. One card is used per game. Print ? set. Twenty-five Model/Theory cards – IMAGE Word doc, PDF Model/Theory cards contain various models, for example Keller's ARCS model, and theories for example Constructivism, used in the practice of educational technology. Print ? set. Thirty-five Concept cards – IMAGE Word doc, PDF Concept cards contain various concepts, for example formative evaluation or needs analysis, used in the practice of educational technology. Print ? set. Case and Queries should take less than five minutes to set up. This game can be played with two to four players,in less than one hour. Length of the game can be shortened to approximately a half hour or less in three different ways. One, only a Case may be used, which removes ten Query game spaces from play. Two, only a Query may be used, which removes twenty Case game spaces from play. Three, SAGE play or collaborative player assistance may be eliminated. This game is intended for single session play, in that all games begin new, with out carry-over from previous games or game play sessions. The full set of rules has been described here. Attached are links to the rules for an abbreviated version of the game: Short version play (doc) • Place the game board on a table. • Choose one Case card at random from the Case cards, and place it with the description side facing up in the Case square on the game board. • Choose one Query card at random from the Query cards, and place it with the description side facing up in the Query square on the game board. • Place the EDTEC Solutions Tool Box graphic next to the game board. • Place SAGE Points next to the game board. • Shuffle the Model/Theory (M/T) and Concept (C) cards together, and place the shuffled deck definition side down in the ? square on the game board. • Decide whether to play the full game of Cases and Queries, or to play one of one of three shorter game versions. The Rules Regular Cases and Queries Game Play Play starts with the youngest player going first. In the event there are two or more players of the same age, a coin toss should be used to determine the starting order. Play then proceeds clockwise. • The first player reads the game objective, and the game rules aloud. • The next player clockwise reads the following three definitions aloud. • Principles are something, usually a rule or norm, that is part of the basis for something else. • Theories are a systematic and formalized expression of all previous observations made that are predictive, testable, and have never been falsified. • Practices are the act of repeating something over and over for the purpose of learning and gaining experience. • The next player clockwise reads the Case aloud. • The next player clockwise reads the Query aloud. • The first player then picks one card from the ? cards, and reads both sides of the card aloud. The player then has the following three options: • Play the card as part of the case by placing the card onto any empty Analysis, Design, Development, Implementation, or Evaluation (ADDIE) space, and then describing briefly how the Theory, Model, or Concept shown on the card can be applied though the chosen ADDIE process step to the case. • Play the card as part of the query by placing the card onto any empty Theories, Principals, or Practices (TPP) space, and then describing briefly how the Theory, Model, or Concept shown on the card applies per the chosen TPP space to the query. • If the player is not sure how to apply the Theory, Model, or Concept shown on the card either to the case or to the query, he or she place the card face up in the EDTEC Solutions Tool Box. • After the first player has completed his or her turn, play proceeds clockwise in the same manner as for the first player, skipping Steps 1 to 4. • ALL subsequent players in turn have the additional option of choosing a card from the EDTEC Solutions Tool Box, if available, which they may then apply to either the case or the query as in regular play. • After any player has taken a turn, up to two other players may make a SAGE play. An eligible player may earn one SAGE point per turn by providing an additional application example for the last card played from the deck or from the EDTEC Solutions Tool Box. • Regular play stops when there are complete responses to both the case and the query. This occurs when all 30 game board spaces have been filled with either Model/Theory (M/T) or Concept (C) cards. • After all 30 game board spaces have been filled, play continues with the ISD Designer's Round. Each Player has one turn to earn 5 SAGE points by outlining a very brief response to the case or to the query by using the played cards on the game board. For the case response, one card each from the Analysis, Design, Development, Implementation, and Evaluation spaces is required for a complete response. For the query response, one card each from the Practices, Theories, or Principals, is required for a complete response. • Game ends after the ISD Designers Round. All players then tally their individual SAGE points. The player with the highest total number of SAGE points wins. But really, everyone wins because each time you play the game, you are that much more prepared for the real thing! Occasionally art imitates life, as in the case of this board game. While searching for a board game idea, one somewhat apprehensive individual about to take the Comps the following week, noticed that there were few if any Comps review devices available. As there were no games for this application listed in Cardboard Cognition, it was decided to create one. Initially known as “Comps Prep,” this game started with a square game board with sixteen squares around the perimeter. Outside of the corners, the remaining twelve squares were alternately labeled Theory, Model, and Concept. Game cards had a theory, model, or concept name on one side, with a brief definition, explanation, or description on the other side. For example, a Theory card: Constructivism, a Model card: Gilbert's BEM Behavioral Engineering Model, and a Concept card: Formative evaluation. Players in turn would roll a die and then move their marker the number of spaces indicated on the die. According to the square a marker reached, players would pick one card from the Theory, Model, or Concept cards, and then attempt to briefly define, describe, or explain the theory, model, or concept shown on the card, before reading the answer side aloud. If a player was unable to answer appropriately, another player could answer, followed by the original player reading the answer side aloud. Comps Prep had no scoring, awarded no points, and was designed as a collaborative review game. After the above game idea was posted on a 670 board game idea forum, several students thought it should be developed further as a team project. Much team discussion, brainstorming, sketching, and critical thinking ensued. This resulted in a major overhaul of the game structure. The “trivial pursuit” mechanics of players using a die and markers to move around a board, based on a players ability to recall EDTEC knowledge by describing a term on a card, was rejected outright. The idea now would be for players to simulate the experience of the real Comps exam which requires the application of EDTEC knowledge to one case and one query. So no more die, no more markers, and no more simplified 16 square game board. It was at this point the name of game became Cases and Queries. A team member suggested we use an organization chart for a game board because EDTEC is systematic, this led to the idea of labeling the chart with ADDIE steps for players to place their cards. The org chart later morphed into the current cognitive mind map style, to represent the analytic cognition that is required to develop Comps case and query responses. The Inspiration program was used to create the game board markers. First new prototype was on graph paper, final version for photograph is made of poster board. Originally there were Model, Theory, and Concept cards. As a team we decided that it would be best to combine the first two types into Model-Theory cards, as there were too few of each individually compared to the number of Concept cards. Both Case and Query cards had to be developed, and for realism these were condensed versions of cases and queries taken from previous years Comps exams. First versions were printed on Avery labels affixed to 3 x 5 cards. Final versions were created as both Word templates for business cards, and as Flash images converted to Adobe PDF files. The game now has SAGE points awarded for players who assist other players by offering additional application examples for drawn cards. The SAGE name was chosen to reflect the collaborative spirit of the EDTEC SAGE student association. As a reward for collaboration, the player with the most SAGE points now wins the game. Play testing of the game with real users pointed out a lack of clarity and some ambiguity in the rules that has since been resolved. Both testers liked the game, but thought it would be improved if there was some way to have players tie together some of the concepts, models, and theories into a cohesive Comps response. They indicated that this could better simulate the real Comps experience. After much thought, this idea became the ISD Designer's Round, which gives each player the opportunity to earn five SAGE points by using some of the played cards to outline a brief response to a case or to a query. As in EDTEC 541, 544, and 561, this project and we as a team have benefited greatly from what was discovered through beta testing. Books & Journals Csikszentmihalyi, M. (2001). The conditions of flow. In Flow: The psychology of optimal experience (pp. 71-93). New York : Harper and Row. Keller, J. M., & Suzuki, K. (1988). Use of the ARCS motivation model in courseware design. In D. H. Jonassen (Ed.). Instructional designs for microcomputer courseware. Hillsdale , NJ : Lawrence Erlbaum. Lepper, M. R., & Malone, T. W. (1987). Intrinsic motivation and instructional effectiveness in computer-based education. In R. E. Snow & M. J. Farr (Eds.). Aptitude, learning and instruction. Volume 3: Conative and affective process analysis. Hillsdale , NJ : Lawrence Erlbaum. Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.). Aptitude, learning and instruction. Volume 3: Conative and affective process analysis. Hillsdale , NJ : Lawrence Erlbaum. Salen, K. & Zimmerman, E. (2004). Rules of play (1 st ed). Cambridge , MA : The MIT Press. Electronic EDTEC comprehensive examination. (n.d.). Retrieved September 15, 2005, from San Diego State University , Department of Educational Technology Web site: http://coe.sdsu.edu/comps/ Hoffman, B. (Ed.). (1994-2005). Encyclopedia of educational technology. Retrieved September 15, 2005, from San Diego State University , Department of Educational Technology Web site: http://coe.sdsu.edu/eet/ Kearsley, G. (Ed.). (1994-2005). Explorations in learning & instruction: The theory into practice (TIP) database . Retrieved September 19, 2005, from http://tip.psychology.org/index.html Orey, M. (Ed.). (2001-2005). Ebook: Emerging perspectives on learning, teaching, and technology. Retrieved September 23, 2005, from University of Georgia College of Education Website : http://www.coe.uga.edu/epltt/index.htm Rossett, A. (Ed.). (2004). Performance improvement emporium. Retrieved September 28, 2005, from http://edweb.sdsu.edu/people/arossett/pie/ Ryder, M. (Ed.). (n.d.). Instructional design models . Retrieved October 20, 2005, from University of Colorado , School of Education Web site: http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html Student Association for Graduates in Educational Technology (SAGE). (2004). SAGE CompsWiki:Exam Prep. Retrieved September 20, 2005, from http://sage.sdsu.edu/compswiki/index.php/CompsWiki/ExamPrep
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Last updated October xx 1999
