Understanding By Design Unit Template

Title of Unit Games and Gamification Grade Level Adult/College

Curriculum Area Technology, discipline specific themes Time Frame 1 hour module
Developed By Megan Morris
Identify Desired Results (Stage 1)
Broad Aras of Learning
How are the BAL incorporated into this unit?
Learners will integrate game-based learning into their instruction.

Cross curricular Competencies
All competencies garnered from training can be viable across curriculum areas regardless of content disciplines with the identification of various resources for
instructional purposes. Learners are asked to approach this training paying attention to switch between the two lens of view: first, your respective content discipline (what
will work best?); and second, integrating into your personal practice (what can you integrate?).

Learning Outcomes
What relevant goals will this unit address?
Integration of game-based learning into their teaching practice.

Content Standards
1. Georgia Professional Standards Commission (GaPSC) educator preparation program rule 505-3-.01 (Effective May 1, 2014)

2. International Society for Technology in Education (ISTE) for Teachers (formerly the NETS standards)
NETS-T 2009.1 Facilitate and inspire student learning and creativity
NETS-T 2009.2 Design and develop digital age learning experiences and assessments
NETS-T 2009.3 Model digital age work and learning
NETS-T 2009.4 Promote and model digital citizenship and responsibility
NETS-T 2009.5 Engage in professional growth and leadership

Understandings Essential Questions
Overarching Understanding Overarching Topical
Technological Content Pedagogical Knowledge (TPACK)
Gaming platforms are available to enrich learning in educator preparation
programs/teaching practice
Introductory knowledge of terminology: game-based learning, gamification of
curriculum, and educational gaming
Strategies can be applied to various/cross-curricular disciplines
Integration can occur in a various of formats (face-to-face, hybrid, online)
Available learning analytics (statistical and assessment data) may reveal patterns
that enable differentiated instruction opportunities

How can I use game theory to
make decisions about meeting
educational standards?
What knowledge and skills are
needed for technology pedagogical
integration content knowledge
(TPACK) proficiency?
What is different between game-
based learning, gamification of
curriculum, and educational
gaming?
What makes gaming an effective
learning tool?


What are essential game elements?
How does game theory fit into my
content/discipline?
Which gaming platforms best
enhance learning in my discipline?
How do I implement game-based
learning in my instructional
practice?
Which aspects of gaming
contribute towards assessing my
students learning?
Related Misconceptions
Terminology/Definitions
Difficult to create/integrate opportunities
Gaming integration is disruptive
Learners are engaged/interacting but fail to learn
Array of gaming platforms available

Knowledge
Students will know
Skills
Students will be able to
How to review, interpret, and present images, graphs, pictures, models, as well as
audio and video transmissions
How to use interpersonal skills to actively participate and interact
How to deliver various instructional strategies/methods
How to use basic design principles to effectively enhance instruction
How to revise lessons to support candidate technology usage/modeling
How to model TPACK opportunities
How to generally operate basic technology tools and applications
How to transfer information from different technology applications to prepare
and present instruction
How to identify valid resource materials
How technology tools can be embedded into a variety of formats
How to determine the best elements for their content field
How to create instructional lessons appropriate for various learning delivery
formats (face-to-face/hybrid/online)
How to distinguish between the purposes of various gaming platforms
How to communicate information to diverse audiences

Construct meaningful connections to prior knowledge
List gaming elements that enrich learning
Articulate a rationale for game-based learning of the curriculum
Incorporate elements of game-based learning into instruction
Extend their understanding through the use of examples/applications
Compare/Contrast different gaming platforms
Locate educationally relevant and content appropriate resources
Create original works using game-based learning instructional strategies
Utilize game-based learning principles to convey information and ideas,
communicate and collaborate at all levels from interpersonal to global
Implement game-based learning into various learning delivery formats (face-
to-face/hybrid/online)
Model appropriate TPACK competencies
Evaluate game-based learning integration

Assessment Evidence (Stage 2)
Performance Task Description
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (Describe the learning activity and performance
task scenario below) By what criteria will performance of understandings be judged? (GRASPS elements of performance task)
G Goal
What should students accomplish
by completing this task?

G: Develop foundation for faculty to model appropriate technology integration aligned to TPACK framework with game-based elements
R: Producer/Active creation
A: Higher education faculty in College of Education of various content disciplines
S: The professional development training will include a series of embedded formative assessments requiring various levels of engagement
with the content, peers, and the instructor. The engagement will be in the form of experiences that promote learner construction of
understandings of the fundamental nature, function and scope of technological pedagogical content knowledge (TPACK). These experiences
will require learning of the content, application of learning/implementation, and reflection for continuous improvement. The module will
have a rubric to assess the performance task evaluating the impact on student learning. The participants completing the professional
development training will complete various technology based instructional activities that demonstrate successful integration strategies
embedding one or more forms of technology into their regular teaching practice. There will be a culminating summative technology
assessment at the conclusion of training where their game-based lesson and technology proficiencies are to be demonstrated.
P: Create educationally relevant original game to support learning
S: Rubric

R Role
What role (perspective) will your
students be taking?
A Audience
Who is the relevant audience?
S Situation
The context or challenge
provided to the student.
P Product Performance
What productivity/ performance
will the student create?
S Standards & Criteria for
Success
Create the rubric for the
performance task
Other Evidence Student Self-Assessment
How will students reflect upon or self-assess their learning?
Formative: Individual and group responses during training activities
Peer-to-peer feedback/discussion
Redirection/Reinstruction as deemed necessary individually or group format.


Summative, self-reflection: Learners will reflect using a Critical Incident
Questionnaire (Brookfield, 2006)
Learning Plan (Stage 3)
What teaching and learning experiences will you use to:
Achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they
been? How will you make sure the students know
where they are going? What experiences do the
learners bring to the unit? How have the interests of
the learners been ascertained? Have the learners
been part of pre-planning in any way? What
individual needs do you anticipate will need to be
addressed?
Learning environment: Where can this learning
best occur? How can the physical environment be
arranged to enhanced learning?
Each learner will have participated in the pre-planning stage by completing a faculty specific needs assessments
designed to solicit information regarding overall current technology usage, specifically targeting what they use
in preparing or delivering instruction, what they require for their learners, and what they want to learn to
integrate. It is this data in conjunction with the 2014 K-12 Horizon report with other statewide test scores, along
with a focus on game theory and game-based learning principles.

Learners will be higher education faculty with an interest in integrating technology into their respective content
disciplines. Each participant will bring to the training a diversity of backgrounds, levels of technology
proficiencies, and interests. The training will provide in the introduction module (start instructions), which
outline direction of learning and expectations. Learners will know that a critical reflection posted to the online
discussion board will be expected during each activity to help them translate new knowledge/skills into their
regular practice ensuring the construction of meaningful connections to prior knowledge and formation of ideas
for future lessons.

Learners will head towards an intermediate level of technology proficiency regarding creating game-based
learning elements including instructional strategies/methods to embed technology into lesson plans. This
direction will be reaffirmed to learners during each learning module.

Learning/Physical Environment: The will best occur in an environment that supports the ability for immediate
application and completion of tasks. The physical environment is technology-rich with laptops, dual wall-
mounted SMART boards, and an Elmo document camera arranged with 5 round tables in a star shape and 29
learners/chairs.


How will you engage students at the beginning of
the unit? (motivational set)
Learners will be engaged through a Socratic style of inquiry that elicit what students know about the topic prior
to the visual and oral presentation of lesson materials. Learners will be asked to remain engaged by actively
participating in instructional activities, including group work, peer-to-peer analysis, and summative self-
reflection, where newly presented material is reinforced. Enthusiasm.


How will you cause students to reflect and rethink?
How will you guide them in rehearsing, revising,
and refining their work?
The training format is designed for learners to engage with the content, apply the knowledge/skills learned, and
evaluate how they will utilize the knowledge/skills in future lessons. Learners will be encouraged to construct
and evaluate their own understanding.


How will you help students to exhibit and self-
evaluate their growing skills, knowledge, and
understanding throughout the unit?
Learners will exhibit their advancing technological skills with opportunities to reflect, self-evaluate, and
provide constructive suggestions to others on their work products throughout the unit.


How will you tailor and otherwise personalize the
learning plan to optimize the engagement and
effectiveness of ALL students, without
compromising the goals of the unit?
The content is built on needs identified by the faculty (audience) and research supported technology
pedagogical assessment content knowledge (TPACK).
How will you organize and sequence the learning
activities to optimize the engagement and
achievement of ALL students?
The training is organized aligned to constructivism using a scaffolding practice, connecting content to prior
knowledge, and expanding opportunities for learners to create meaningful connections. The learners will
individually and collaboratively practice the sequence of steps to design a game-based learning segment. The
interaction activities will encourage open dialogue, consensus building, and concept formation of educationally
relevant, original works to develop and create the summative critical incident questionnaire reflection.

The training session is chunked into learning segments to maximize learning with various self-directed
performance tasks. Learners are prompted to construct their own interpretations of various gaming platforms
and identify how those constructed understandings will impact their personal instructional methods.

Each learning segment scaffolds from the more basic to more advanced in sequential format.


What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?
Lesson Time Length Learning Segment Title Activities
1 20 minutes Introduction

Welcome
Articulate understanding of training format
Discuss prior knowledge
Introduce topic
Plan lesson requiring learners to model TPACK content learned
2 10 minutes Content Characterize the elements involved in game-based learning
Differentiate between various types of game genres, platforms, and successful examples
3 20 minutes Discussion Identify strategies for integrating tools into practice
Participate in group analysis activity
Practice with various game platforms
Design lesson requiring learners to model TPACK content learned
Determine courses for embedded TPACK aligned game-based learning elements
4 2 weeks Application/Play time
Final
Analyze strategies to engage learners with game-based learning
Create an innovative learning portfolio of technology strategies/methods
Create culminating game using appropriate genre and platform
Complete summative reflection/critical incident questionnaire
Assess and Reflect (Stage 4)
Considerations Comments
Required Areas of Study:
Is there alignment between outcomes,
performance assessment and learning
experiences?
The learning experiences are designed to create alignment between goals/objectives, learning outcomes, and performance
assessments.
Adaptive Dimension:
Have I made purposeful adjustments to
the curriculum content (not outcomes),
instructional practices, and/or the
learning environment to meet the
learning needs and diversities of all my
students?
The training session designed on and with 508 compliance using universal design guidelines (colors, fonts, contrast, etc.)
keeping in mind those visually impaired using a screen reader to listen to content and is adaptive to adjust to serve those
sited learners who may require larger fonts to view content.

Advanced learners are challenged to be creative when developing work products (e.g. prezi, podcast, digital story, etc.) and
to expand on any additional resources they may be familiar with or research findings they may enhance the learning for
peers. Struggling learners will be provided extended practice and additional customized learning resources to supplement
instruction.


Instructional Approaches:
Do I use a variety of teacher directed and
student centered instructional
approaches?
All learning modules are student-centered/self-directed aligned with foundational principles of Knowles Andragogy
(1988) and Kellers ARCS (1988) motivation model with an emphasis on work products being aligned to the Mishra &
Koehler (2006) Technological Pedagogy Content Knowledge (TPACK) model.


Resource Based Learning:
Do the students have access to various
resources on an ongoing basis?
A vast array of resources for game-based leaning is included with recommendation sthat learners should expand on any
module with the provision of additional resources or research studies. This will challenge advanced learners to support
their peers while also challenging the beginner-intermediate learners by stimulating self-directed learning.

Access to all course materials and resources can be viewed as frequently as necessary. Additional materials can be made
available if necessary.


FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity
while honoring each childs identity?
Effort was taken to use gender-neutral language and avoid singling out any cultural bias. Content posted by learners will
monitored to ensure learner diversity and privacy is respected.

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)