Warning! The directory is not yet complete and will be amended until the beginning of the term.
490049 SE Teaching and Learning (2021S)
Digital Schoolbook
Continuous assessment of course work
Labels
REMOTE
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 01.02.2021 09:00 to Mo 15.02.2021 09:00
- Registration is open from Th 18.02.2021 09:00 to Tu 23.02.2021 09:00
- Deregistration possible until Fr 26.03.2021 23:59
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
- Wednesday 10.03. 13:15 - 16:30 Digital
- Wednesday 24.03. 13:15 - 16:30 Digital
- Wednesday 21.04. 13:15 - 16:30 Digital
- Wednesday 05.05. 13:15 - 16:30 Digital
- Wednesday 19.05. 13:15 - 16:30 Digital
- Wednesday 02.06. 13:15 - 16:30 Digital
Information
Aims, contents and method of the course
Assessment and permitted materials
Presentations and written documentation
Minimum requirements and assessment criteria
Mandatory attendance, only excused absence will be tolerated
Completion of five design tasks, each with a presentation in the seminar
Submission of a written documentation and reflectionThe overall grade will be composed of; 50% design tasks, 25% presentations, 25% documentation.
Completion of five design tasks, each with a presentation in the seminar
Submission of a written documentation and reflectionThe overall grade will be composed of; 50% design tasks, 25% presentations, 25% documentation.
Examination topics
Reading list
Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011, May). Gamification. using game-design elements in non-gaming contexts. In Proceedings of the 2011 annual conference extended abstracts on Human factors in computing systems (pp. 2425-2428). ACM.Donald A Schön. 1983. The Reflective Practitioner: How Professionals Think in
Action. Vol. 1. Basic Books.Andrew Stapleton. 2005. Research as design – design as research. In
Proceedings of the DiGRA 2005 Conference – Changing Views: Worlds in Play. DiGRA.Keith Trigwell. 2002. Approaches to Teaching Design Subjects: a quantitative
analysis. Art, Design & Communication in Higher Education 1, 2 (Jul 2002), 69–80.
https://doi.org/10.1386/adch.1.2.69Paul Trowler and Terry Wareham. 2008. Tribes, territories, research and teaching
enhancing the teaching-research nexus. (2008).John Zimmerman, Jodi Forlizzi, and Shelley Evenson. 2007. Research through
design as a method for interaction design research in HCI. In Proceedings of the
SIGCHI conference on Human factors in computing systems. ACM, 493–502.Diego Ávila-Pesántez, Luis A. Rivera, and Mayra S. Alban. 2017. Approaches for Serious Game Design: A Systematic Literature Review. The ASEE Computers in Education (CoED) Journal 8, 3 (2017).Stephen Brookfield. 1998. Critically reflective practice. Journal of Continuing Education in the Health Professions 18, 4 (1998), 197–295.Bill Buxton. 2007. Sketching User Experiences: Getting the Design Right and the Right Design. Morgan Kaufmann Publishers Inc., San Francisco, CA, USA.J. Dewey. 1938. Logic: The Theory of Inquiry. Southern Illinois University Press.Clive L. Dym, Alice M. Agogino, Ozgur Eris, Daniel D. Frey, and Larry J. Leifer.
2005. Engineering Design Thinking, Teaching, and Learning. Journal of Engineering Education 94, 1 (Jan 2005), 103–120. https://doi.org/10.1002/j.2168-9830.2005.tb00832.xHenrik Gedenryd. 1998. How designers work – making sense of authentic cognitive activities. Ph.D. Dissertation. Lund University.Kyle Gray, Kyle Gabler, Shalin Shodhan, and Matt Kucic. 2005. How to Prototype a Game in Under 7 Days. (Oct 2005). https://www.gamasutra.com/view/feature/130848/how_to_prototype_a_game_in_under_7_.phpJohn Hattie. 2012. Visible Learning for Teachers: Maximizing Impact on Learning. Routledge.Mick Healey. 2005. Linking research and teaching: exploring disciplinary spaces and the role of inquiry-based learning. Reshaping the University (2005), 14.Rami Ismail. 2014. Game A Week: Getting Experienced At Failure. (Feb 2014). http://www.gamasutra.com/blogs/RamiIsmail/20140226/211807/Game_A_Week_Getting_Experienced_At_Failure.phpInternet interventions 6 (2016), 89–106.Fares Kayali. 2015. Educating secondary school teachers in game design and
game-based learning. In Perspectives on Art Education Symposium. De Gruyter, 59–65.Raph Koster. 2015. A Theory of Fun for Game Design. Paraglyph Press 2005Bryan Lawson. 1997. How designers think: the design process demystified. Architectural Press.Naemi Luckner and Peter Purgathofer. 2014. Explorative Design as an Approach
to Understanding Social Online Learning Tools. International Journal on Advances in Intelligent Systems 7, 3&4 (2014), 493–506.
Action. Vol. 1. Basic Books.Andrew Stapleton. 2005. Research as design – design as research. In
Proceedings of the DiGRA 2005 Conference – Changing Views: Worlds in Play. DiGRA.Keith Trigwell. 2002. Approaches to Teaching Design Subjects: a quantitative
analysis. Art, Design & Communication in Higher Education 1, 2 (Jul 2002), 69–80.
https://doi.org/10.1386/adch.1.2.69Paul Trowler and Terry Wareham. 2008. Tribes, territories, research and teaching
enhancing the teaching-research nexus. (2008).John Zimmerman, Jodi Forlizzi, and Shelley Evenson. 2007. Research through
design as a method for interaction design research in HCI. In Proceedings of the
SIGCHI conference on Human factors in computing systems. ACM, 493–502.Diego Ávila-Pesántez, Luis A. Rivera, and Mayra S. Alban. 2017. Approaches for Serious Game Design: A Systematic Literature Review. The ASEE Computers in Education (CoED) Journal 8, 3 (2017).Stephen Brookfield. 1998. Critically reflective practice. Journal of Continuing Education in the Health Professions 18, 4 (1998), 197–295.Bill Buxton. 2007. Sketching User Experiences: Getting the Design Right and the Right Design. Morgan Kaufmann Publishers Inc., San Francisco, CA, USA.J. Dewey. 1938. Logic: The Theory of Inquiry. Southern Illinois University Press.Clive L. Dym, Alice M. Agogino, Ozgur Eris, Daniel D. Frey, and Larry J. Leifer.
2005. Engineering Design Thinking, Teaching, and Learning. Journal of Engineering Education 94, 1 (Jan 2005), 103–120. https://doi.org/10.1002/j.2168-9830.2005.tb00832.xHenrik Gedenryd. 1998. How designers work – making sense of authentic cognitive activities. Ph.D. Dissertation. Lund University.Kyle Gray, Kyle Gabler, Shalin Shodhan, and Matt Kucic. 2005. How to Prototype a Game in Under 7 Days. (Oct 2005). https://www.gamasutra.com/view/feature/130848/how_to_prototype_a_game_in_under_7_.phpJohn Hattie. 2012. Visible Learning for Teachers: Maximizing Impact on Learning. Routledge.Mick Healey. 2005. Linking research and teaching: exploring disciplinary spaces and the role of inquiry-based learning. Reshaping the University (2005), 14.Rami Ismail. 2014. Game A Week: Getting Experienced At Failure. (Feb 2014). http://www.gamasutra.com/blogs/RamiIsmail/20140226/211807/Game_A_Week_Getting_Experienced_At_Failure.phpInternet interventions 6 (2016), 89–106.Fares Kayali. 2015. Educating secondary school teachers in game design and
game-based learning. In Perspectives on Art Education Symposium. De Gruyter, 59–65.Raph Koster. 2015. A Theory of Fun for Game Design. Paraglyph Press 2005Bryan Lawson. 1997. How designers think: the design process demystified. Architectural Press.Naemi Luckner and Peter Purgathofer. 2014. Explorative Design as an Approach
to Understanding Social Online Learning Tools. International Journal on Advances in Intelligent Systems 7, 3&4 (2014), 493–506.
Association in the course directory
Last modified: Fr 12.05.2023 00:27
to understand the many potential applications of creating and using digital schoolbooks as well as recognise their limits and pitfalls
to understand modern iterative, agile design and development methodologies and recognise their strengths and weaknesses
to unlock creativity and learn to evaluate ideas in the context of digital schoolbooks
to learn collaborating with technicians and programmersMethods:
Students conceptualise, design and reflect on digital schoolbook contents. They also gain insights on the development, which is done by the technical students. The emphasis of the course is on different forms of sketching and prototyping digital schoolbook contents resulting in differentiated design insights.