ABSTRACT
Students come to a course on learning technology design (LTD) with varying background and abilities, which is further complicated by a range of expectations over what skills they will apply and what can be practically produced over a school term. Since autumn 2005, I have sought to balance expectations, abilities, and outcomes by iterating on the design of my graduate elective course, “Instructional Games.” In this chapter, I share the critical choices and ultimate decisions I had to make while creating this course. In the latter part of the chapter, I describe the consequences of my decisions and offer lessons learned in the form of course and syllabus structure recommendations, project-related recommendations, and class management recommendations.
