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Coding, Apps and Game Design for CTE Teachers
 
Course Description
    

This course is designed to bring CTE educators with little to no experience to a higher literacy in Coding, App, and Game Design. 

Coding can seem like a dry, difficult subject to undertake, and unfortunately this reputation deters a lot of students from entering these types of programs.  It is up to the educators to create a more engaging experience for students, and luckily there are a lot of websites boasting that they can help us do just that!

The programs and activities utilized in this course are not exclusive, there are many means to similar ends.  The purpose of this course is to choose manageable platforms for teachers to utilize to meet the CTE Skill Set Standards developed by WVDE for Coding, App, and Game Design 1.

 
Course Syllabus
    

 

 

Overview

This course is designed to bring educators with little to no experience to a higher literacy in Coding, App, and Game Design. 

Coding can seem like a dry, difficult subject to undertake, and unfortunately this reputation deters a lot of students from entering these types of programs.  It is up to the educators to create a more engaging experience for students, and luckily there are a lot of websites boasting that they can help us do just that!

The programs and activities utilized in this course are not exclusive, there are many means to similar ends.  The purpose of this course is to choose manageable platforms for teachers to utilize to meet the Skill Set Standards developed by WVDE for Coding, App, and Game Design 1.

Goals

By the end of this course, participants will understand:

  • explore impacts of globalization on Coding, App, and Game Design,
  • describe key points of globalization including social responsibility, public forums, creative commons, 
  • discuss the impacts of globalization in their classroom,
  • explore block-based coding,
  • create beginner-level apps/games in block-based coding,
  • describe how to use block-based coding to move students from beginner to intermediate coders,
  • explore coding from industry and educational standpoints,
  • discuss ways to promote coding in the classroom,
  • create basic programs through coding,
  • discover the purpose of different coding languages,
  • gain an understanding of a chosen coding language,
  • earn a coding certification,
  • design a 2D game using HTML 5,
  • add/edit behaviors for a game,
  • create events in a game,
  • create assessments for 3 activities used throughout the CA&GD course,
  • discover how Minecraft for Education can be used in the classroom, and
  • create a timeline for implementation of CA&GD in their school.
Course Organization
This course includes several different activity components, all of which are described below. During each session, you will participate in a unique collection of these activity components, depending on the particular focus of that session.

Read
When you see this icon you will be reading relevant articles, resources, and instructional materials that will help inform your online course development process.

Activities
When you see this icon you will be completing activity-based curriculum and inputting various components of your course content into course project.

Discuss
When you see this icon you will be using the online discussion board to share ideas, resources, and thoughtful conversation with your fellow course participants and facilitator.
Prerequisites
This professional development course is designed for K-12 teachers, technology specialists, curriculum specialists and administrators. Participants are expected to have 24/7 access to computers. Although not a requirement, high speed Internet access definitely enhances the online experience. Participants should be proficient with using email, browsing the Internet and navigating through computer files. 

Depending upon what county you are in, you may need to have your IT department download this software for you. Reading #2 explains the process. Send them the link so they can do that for you before you start working on this project.

Microsoft Word is required in order to read, edit and/or create documents for this course. If you have a WVDE k12.wv.us email account, you have access to Word, Excel, PowerPoint, OneDrive, etc. as part of Microsoft Office 365. You should see your school/county technology support person if you need help in using/installing Word and/or other Office applications. 

Course Content
The outline for the workshop is as follows:
Session One Globalization, Forums, and Copyright
Session Two Block-Based Programming
Session Three Learning the Languages
Session Four Coding Certification
Session Five Tying Things Together
Session Six Robots, Droids and Other Toys
 
Assignments and Assessment

Each session includes readings, activities, and a discussion assignment, which participants are required to complete weekly. This is a three-hour graduate level course and will require 45 hours to successfully complete the tasks. Participants should plan to spend 6.5 - 7 hours weekly to read assignments, complete activities including the session projects and participate actively in the weekly discussions.

Orientation Quiz: During the Orientation Session, participants are expected to complete the Orientation Quiz. The quiz may be completed as many times as necessary to score at least a 90% accuracy. 

Pre and Post Workshop Surveys: Participants are expected to complete both surveys. The Orientation Survey is to be completed by Sunday during the Orientation Session and the Final Survey is to be completed by Sunday during Session Six. 

Readings and Activities: Participants are expected to complete the required course readings and activities as posted in each of the session assignment pages. Optional readings may also be completed, but are not mandatory.

Course Projects: During Session One, participants will save the Course Project Template and the Course Project Rubric to their computer and complete one session of the project each week during Sessions 1 - 6. Participants will enter information directly into the template and save the new entries each session. During Sessions One through Six, participants will place their completed Course Project Template into Discussion #2 for peer-review. Each participant will peer-review a colleague's session project. During Sessions One through Six. 

Discussion Forum: Participants will be evaluated weekly on the frequency and quality of their participation in Discussion Forum #1.This course has dual discussion posting for each session, one of which is a peer-review forum in which participants review a colleague's project. 

Participants are required to post a minimum of one substantial original posting each session in response to the Discussion #1 prompt for that session by Sunday evening. Participants are to respond thoughtfully to a minimum of two colleagues' original postings in Discussion #1 each session by Monday evening. They are to read all original Discussion #1 messages by course participants and enough additional Discussion #1 responses to make a total of 50% of the Discussion #1 messages posted for that session by Tuesday evening. Postings will be evaluated on their relevance, demonstrated understanding of course concepts, examples cited and overall quality.

The guidelines for the discussions and how they will be evaluated are located in the Discussion Guidelines and the Checklist for Evaluating Discussion Postings. The facilitator will follow these guidelines and the checklist when evaluating successful participation in Discussion #1.

Participants are also required to post their session project to Discussion #2 of each session for peer-review.  Each session will have a peer-review rubric which is a modified version of the project rubric that the facilitator will use to evaluate the participants' projects. Read the Rubric Review Help Guide for guidelines about conducting a peer-review. Participants will highlight the items in the "Satisfactory" column on the peer-review rubric that meet expectations. Make remarks in the "Comments" column about items that need improvement. Also, add any areas that are exemplary in the "Comments" column. These rubric reviews will be posted in the Discussion #2 and participants will have the opportunity to revise the project before submitting it for facilitator grading. 

Course Grading Expectations

All grades in the course gradebook must be a "C" for successful course completion.  A grade of "C" indicates that all work has been completed and the work meets the expectations for that assignment.

Copyright and Plagiarism Information

All resources referenced during the course will be properly documented. 

Copyright guidelines are to be observed throughout the course project and all course activities.  All work associated with course projects, course assignments and course discussions will be original to each course participant. Fair use does not apply to the course project. 
 
P
lagiarism, the reproduction of all or any part of another individual’s or organization’s work, by a course participant of work associated with the course project or other course assignments at any point during the course will result in no credit being awarded for the course  

Course projects are to be the work of an individual course participant. Group projects require special permission of the program coordinator, Donna Landin (dlandin@k12.wv.us).

Software Disclaimer
Participants are to seek assistance regarding the appropriate software programs to be downloaded when updating or installing new programs on their computers. Inappropriate downloads of software may result in malicious programs being installed on your computer.
Certificate of Completion
Upon successful completion of this course, Classroom Management, participants will receive a Certificate of Completion documenting successful completion of the course requirements. Certificates are distributed to each qualifying participant via attachment to the course feedback in the Dropbox shortly after the completion of the course.
Graduate Credit Information

Participants in this course are eligible to receive non-degree graduate credits from either West Virginia University, Marshall University, West Virginia State University, or Concord University. Credits will be awarded at the end of the semester in which the course occurs. Additional information is available on the course News/ Welcome Page.

Technology Standards

This course, Classroom Management, will help participants meet the ISTE Educational Technology Standards and Performance Indicators for All Teachers (http://edtechleaders.org/documents/NETSAdminTeachers.pdf), especially Standards II, III, IV, and V.For more information about Technology Integration visit: http://www.iste.org

About this Course

This course was updated and revised by the West Virginia Department of Education (http://wvde.state.wv.us) based on a course that was originally developed by by the Mississippi Department of Education. 

Original design (before format modifications) by EdTech Leaders Online (http://www.edtechleaders.org), a project of Education Development Center, Inc, © 2007.  All rights reserved.