COURSE SYLLABUS

COURSE INFORMATION

Catalog Course Code: DEP 1013

Three-Letter Course Abbreviation: PYP-O

COURSE DESCRIPTION

In the Psychology of Play Course, students explore how the field of psychology values the concept of play as a mechanism that allows a person to apply game strategies to accomplish life goals. Students will be introduced to how the action of play shapes the brain, develops critical-thinking skills, and strengthens the ability to collaborate with others in social and professional settings. By exploring the key works of historical and current researchers and theorists, students will learn about the value of play and how to apply techniques of play in developing cognitive strategies to complete cre-ative, professional, and social tasks. Students will utilize a psychological perspective of play to examine how this relates to their life, education, and chosen creative field.

COURSE MATERIALSyy Computer

yy Internet access

yy Other resources will be provided

COURSE OBJECTIVES

Students will accomplish these course objectives by com-pleting the milestones specified:

yy Identify what constitutes play and describe how play dif-fers from other behaviors

yy Define play, creativity, and innovation to understand how the concepts differ

yy Evaluate the various types of play to recognize their value

yy Interpret the role of play in brain development

yy Explore play from psychological and evolutionary perspectives

yy Assess scientific findings by conducting personal ex-ploration on research topics

yy Examine the ways that positive psychology theories im-pact development

yy Identify positive psychology concepts

yy Understand the connection between positive psychol-ogy concepts and play and development

yy Determine the role of play in creative and critical thinking

yy Explain the role of play in society

yy Apply class concepts to help solve a challenge

yy Recognize boundaries when play distracts from productivity

yy Explore the dark side of play

yy Compare and contrast the helpful and harmful ele-ments of play

yy Apply play concepts to increase self-awareness and self-management

yy Examine interpersonal relationships as they relate to play

yy Describe the connection between play concepts and future career paths

yy Reflect on play and how it can impact lifelong learning

yy Construct a comprehensive plan to apply play material

yy Demonstrate the ability to follow directions

yy Maintain professional conduct in course interactions and completion of assignments

COURSE OUTCOMES

By the end of this course, students will be able to:

yy Articulate the value of play

yy Explain how play shapes the brain

yy Describe the ways that play impacts personal and profes-sional goal achievement

yy Apply creative and critical thinking through play

yy Construct a plan for the valued potential use of play in various settings

PSYCHOLOGY OF PLAY—ONLINE

DEGREE CONNECTION

Psychology of Play allows students to explore elements of play within each degree program. Students will begin to evaluate what drew them to their respective degrees through the lens of play. The benefits and necessity of play in both personal and professional development will be explored as well as the potential challenges that must be addressed. Stu-dents will learn to use play to motivate themselves to achieve success in their respective degree programs by building upon critical-thinking and interpersonal relationship skills and us-ing research to support their development as professionals. The concepts and research addressed in this course offer additional psychological perspectives and insights to supple-ment the technical and conceptual skills built into the core curriculum.

INDUSTRY CONNECTION

Psychology of Play is a course designed to challenge stu-dents to examine the connection between play and their respective industries. In order to present their best self to their industry, students must understand how play helps to shape the brain, increases productivity at work, and en-hances interpersonal relationships. Students are encouraged to visualize their future paths within their industries and use this to guide their development, both personally and profes-sionally. Psychology of Play aims to validate the importance of play in a way that then allows students entering the enter-tainment industries to be able to reinforce the value of play in their respective professions. Successful completion of this course will ensure that students are prepared to create a lifelong play plan with greater self-awareness and increased social competence.

RESEARCH COMPONENT

Students will conduct research through self-assessment, Full Sail Library resources, and observation. Participating in self-assessments will allow students to reflect on themselves and evaluate personal play tendencies, deepening their level of self-awareness. Conducting research using Library resources will help students narrow their focus to scholarly, credible sources. Lastly, engaging in observational analy-sis will allow students to apply concepts from a real-world perspective.

ADDITIONAL RESOURCES

Websitesyy www.thehappinessinstitute.org

yy www.instituteofplay.org

yy http://www.aspenideas.org/session/neuroscience -play-what-play-does-you-and-your-brain-and-what -happens-you-if-you-dont-play

Textsyy Brain Rules: 12 Principles for Surviving and Thriving at

Work, Home, and School, John Medina, Pear Press

yy Flourish: A Visionary New Understanding of Happiness and Well-Being, Martin E. P. Seligman, Atria Books

yy Happiness Advantage: The Seven Principles of Positive Psychology That Fuel Success and Performance at Work, Shawn Achor, Crown Business

PSYCHOLOGY OF PLAY—ONLINE Degree Connection

TOPICS COVEREDyy Introduction to Play

yy Play Personalities

yy Brain and Development

yy Positive Psychology

yy Motivation

yy Critical Thinking

yy Value of Play in Society

yy Interpersonal Relationships

yy Lifelong Play

LEARNING ACTIVITIES

Reading AssignmentsWeekly reading will be assigned to provide students with a solid foundation of psychological principles and theory. In order to be successful in this course, students will need to apply the theories learned from the readings to their projects.

DiscussionsEach week, students will be given video prompts and/or thoughtfully constructed questions to push them to consider how weekly course concepts are relevant to their industry. Students will write an initial post and a meaningful response post to one or more of their peers. They will be required to write their initial post by Wednesday of each week to allow ample time for their peers to review and respond to the post. The reply must directly address another classmate’s post and should offer clear and specific feedback about the post(s). Merely stating agreement or disagreement is not sufficient.

Projects/AssignmentsStudents will complete four creative assignments throughout the month that will directly apply the material learned in the specified weeks. Weekly assignments may involve applying personal examples

to content, finding examples from society to apply content to, and/or applying provided examples to content. Specific instructions will be provided on FSO.

Learning ChecksStudents will complete four weekly learning checks that are de-signed to give students insight into the basic knowledge acquired to date. Items covered may relate to knowledge and comprehension (facts, interpretation of information, and problem solving) or analysis (understanding relationships between pieces of information).

Live Interactive SessionsLive interactive sessions will provide students with an opportunity to participate in a video-enabled live presentation with their peers and the instructor. Students will experience live teaching of course concepts as they interact with classmates in structured activities and apply the material to their respective industries.

GRADE WEIGHTS

Weekly Discussions (4 at 7% each) 28%

Weekly Learning Checks (4 at 5% each) 20%

Week 1—Training Level: Library Research 2%

Week 1—Assignment 10%

Week 2—Assignment 10%

Week 3—Assignment 10%

Week 4—Assignment 10%

Professionalism (GPS) 10%

Total 100%

PSYCHOLOGY OF PLAY—ONLINE Topics Covered

STRATEGIES FOR SUCCESSFUL LEARNING

yy Time management is the biggest challenge for students in this course. Look through all the activities for the week as early as possible and plan your time accordingly. Some activities require quite a bit of preparation and involve multiple steps for success-ful completion.

yy Networking is critical to your success in this course. Your class-mates are some of the best resources you have available to you in this program. They’re experiencing the same classes as you and juggling a similar list of other life commitments. Get to know them. Read their profiles. Correspond with them on discus-sion boards. Send an email if you’re interested in learning more about a classmate’s professional experiences. By doing some networking now, you will enrich your experience in the online program and magnify your job opportunities after completion of the program.

yy For many of you, your computer may be another subject you need to take time learning. To address any technical issues you may have, please contact FSO Support.

yy Read the fine print. Many of your assignments will have in-structions for you to follow and a grading rubric for your work. To get the most out of an assignment, it is important that you understand and meet all the requirements for your work. The more personally you can apply the concepts, the better you will understand them and retain them. Look for personal applications of the concepts addressed or evidence of how they may affect others or the world around you. To ensure the best grade, you can use the guidelines as stated on the grading rubric. Before submitting any assignment, it is best practice to proofread for grammatical and spelling errors.

yy Communicate any concerns or questions to your instructor as soon as possible. Make note of your instructor’s office hours, iChat hours, and preferred method of contact to ensure that you reach the instructor successfully. Your instructors are not typi-cally accessible over the weekends, so please keep that in mind when planning your time.

yy Above all, make sure you play!

DEFINITION OF A CREDIT HOUR

Psychology of Play is a 3.0 credit hour course. Full Sail University breaks down one semester credit hour into 45 units of academic activities as follows:

One clock hour of Contact with a Lab/Course Director or Associate Course Director

2.0 units

One hour of Homework and/or preparation for a course activity

0.5 units

Psychology of Play’s contact and homework hours amount to 135 total units. The number of units for each academic activity in this course is broken down as follows:

Academic Activity

Week 1

Week 2

Week 3

Week 4

Total Hours

Total Units

Number of Contact Hours

11.25 11.25 11.25 11.25 45 90

Number of Homework Hours

23.5 22.5 23.5 20.5 90 45

Total 135 135

PSYCHOLOGY OF PLAY—ONLINE Strategies for Successful Learning

COURSE-SPECIFIC RUBRICS

Assignments

Item Exceptional Proficient Needs Improvement Not College LevelLevel of Completion

Follows directions and completes all parts of the assignment

All instructions are followed and completed

Most instructions are followed and completed

Few instructions are followed and completed

No or very few instructions are followed and completed

15 points 13–15 points 10–12 points 7–9 points 0–6 pointsConcept Application

Demonstrates an understanding of the class concepts

Class concepts are clearly and thoroughly applied in a way that demonstrates a mastery of the material

Class concepts are clearly applied in a way that demonstrates an understanding of the material

Class concepts are applied in a way that demonstrates a basic understanding of the material

Class concepts are referenced in a way that does not demonstrate an understanding of the material

or

Class concepts are referenced incorrectly or not at all

25 points 23–25 points 20–22 points 14–19 points 0–13 pointsConnection

Connects the class material to real-world experience

Makes a clear connection to the real world (such as a personal life or industry connection) and shows a deep understanding

Makes a connection to the real world (such as a personal life or industry connection)

Makes a vague or unclear connection to the real world (such as a personal life or industry connection)

A connection to the real world (such as a personal file or industry connection) is not present

25 points 23–25 points 20–22 points 14–19 points 0–13 pointsInnovation

Uniqueness or originality of idea, format, expression, and so forth

Assignment is polished and of professional quality, making use of innovative ideas or forms of expression

Assignment is polished and makes use of innovative ideas or forms of expression

Assignment either is polished or makes use of innovative ideas or forms of expression

Assignment is not polished and does not make use of innovative ideas or forms of expression

20 points 18–20 points 15–17 points 9–14 points 0–8 pointsGrammar/Mechanics

Demonstrates college-level writing through complete sentences, correct sentence structure, capitalization, spelling, subject-verb agreement, comma usage, apostrophe usage, signal phrases, and general sentence clarity

Writing is free of “text speak” and informal language or word spellings

Demonstrates an exceptional command of grammar and mechanics with no errors

Demonstrates a solid awareness of grammar and mechanics with few errors

Demonstrates some awareness of grammar and mechanics, but several errors are noticeable

Message is moderately clear and contains no “text speak”

Uses awkward, unclear, rambling, or incomplete sentence structure that results in damage to meaning

Writing contains “text speak,” frequent informal language and word spellings, and/or excessive errors in grammar and mechanics

15 points 13–15 points 10–12 points 7–9 points 0–6 points

PSYCHOLOGY OF PLAY—ONLINE Course-Specific Rubrics

Discussion BoardsPoints will be earned based on the following point system:

25 POINTS earned for thoroughly rocking all the questions. Way to follow directions!

30 POINTS earned for knocking my socks off with the course concept application. Wow—you really know this stuff!

30 POINTS earned for posting to peers and offering awesome suggestions. Nice feedback! (Minimum of two response posts)

5 POINTS earned for making zero grammatical errors on this board/level. Great job double-checking and proofreading your work!

10 POINTS earned for being on top of your game and meeting the deadline or being a Chatty Cathy and having an additional response post. Good job being organized! (Total of four posts)

PSYCHOLOGY OF PLAY—ONLINE Course-Specific Rubrics