Karl Koehle

As described on the UW-Stout website:  "In-depth comparison of current instructional design theories and models, principles of adult learning, variables that affect adult learning, techniques for stimulating and sustaining learner motivation, reinforcement of learning, skill transfer, and use of cognitive task analysis to determine instructional content."

 

Overview:

UW-Stout has a nationally ranked program for Game Design, however maintaining a competitive program requires ongoing assessment of learning outcomes, development of skills & technology to meets the needs of students, faculty, and expectations of industy. 
The GDD450 – “Senior Capstone in Game Design” brings together students from different disciplines - specifically those pursuing a B.F.A. in Game Design Art, and those studying C.S. in Game Design Programming to create a 3D video game in the course of a year. Each section is taught by a faculty who is skilled in the area of programming, design, or production and is planned for a classroom lab insruction.

It is my belief that a course comprised of mixed disciplines and applied learning can be improved by empowering student autonomy in learning. Improving students’ foundational skills that transcend all areas of design; Communication, Design, and Motivation, will consequentially improve overall class learning and project outcomes while also making them more employable after graduation

EDUC 765 - Trends & Issues in Instructional Design

  • Course Design Document
  • Enabling Objectives Matrix
  • Supporting Content - Video - Intro to video game production pipeline