By Sara de Freitas
The stream increases many major concerns and demanding situations for us. How can gaming and simulation applied sciences be used to have interaction freshmen? How can video games be used to inspire, deepen and speed up studying? How can they be used to maximum influence in studying and educating? The participants discover those and plenty of different questions which are important to our figuring out of the paradigm shift from traditional studying environments to studying in video games and simulations. >
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Additional resources for Digital Games and Learning
Example text
Researchers, designers and enthusiastic teachers interested in bringing games into school are therefore, to some degree, attempting to bring into a teacher-centred setting a set of practices developed outside education in which the teacher has no role. This has real challenges for improving game-based learning and teaching practices, and to address this, the authors propose the adoption of a new set of professional identities for constructing more effective game-based approaches to be transferred into formal settings.
1999). Remediation: Understanding New Media. Cambridge: MIT Press. , Dineen, F. and Mayes, J. T. (1999). Learning vicariously in a distributed environment. Active Learning, Vol. 10, pp. 4–9. Schwab, J. (1970). The Practical: A Language for Curriculum. Washington, DC: National Education Association. Shaffer, D. W. and Squire, K. D. (2006). The pasteurization of education. In S. Y. Tettegah and R. C. Hunter, eds. Technology and Education: Issues in Administration, Policy, and Application in K12 Schools, Vol.
More widely, Eraut’s observation regarding the inextricable links between action, context and knowledge is supported by much of the findings from the literature on situated learning, as well as the literature on professional learning (Brown, Collins and Duguid, 1989). The powerful conservativism of dominant professional modes of learning, in which one may include most universities, has been analysed in some depth by Lee Shulman in his concept of the ‘signature pedagogy’. , 2007). , 2007). It might be easy to misunderstand Shulman’s descriptions of these characteristics as static pedagogical qualities.
