Sample TRAILS Syllabi

Below are two sample syllabi developed for different kinds of TRAILS courses. Shelley Goldman's course at Stanford emphasizes collaborative design processes in classroom contexts. Alex Repenning's course at the University of Colorado focuses on the use of games as learning environments. We plan to include syllabi from Penn State University and Drexel when their courses have been developed and refined in classroom use.

Stanford: Collaborative design and research of technology-integrated curricula (ED124x/CS377f)

Taught in spring 2004 by Shelley Goldman, Jennifer Knudsen, Angela Booker, and Emma Mercier.

This course provides a studio-based, hands-on, and participatory approach to the development and research of technology tools and curriculum materials for K-12 education. The course is relevant to the work of education students who are interested in engaging in and studying curriculum development. It is of special interest to students who wish to better understand the role that technologies can play in teaching and learning in K-12 content areas.

Syllabus (Word): ed124x enacted syllabus.doc

University of Colorado: Games For Education (CSCI 4380)

Taught in spring 2004 by Clayton Lewis, Alexander Repenning, and Jenny Turney.

This course’s goals include teaching students about the psychology of play and the principles of game design while having them work in interdisciplinary teams to design educational games. The course has a strong focus on fields associated with the discipline of Human-Computer Interaction such as cognitive psychology, computer science, design, and sociology.

Syllabus (HTML): syllabus_cu.html

Related Syllabi

• The LESTER database at Rice University – The LESTER database collects syllabi for courses on learning and technology, as well as information about research projects and researchers in educational technology.

Is your related syllabus missing from this list?

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This material is based upon work supported by the National Science Foundation under Grant No. 0205625. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.