This link has been bookmarked by 29 people . It was first bookmarked on 15 Jul 2008, by wayne anderson.
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08 Mar 09
Sheri EdwardsFrom Age of Empires to Zork: Using Games in the Classroom
education zork gaming technology pedagogy professionaldevelopment
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16 Feb 09
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11 Nov 08
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15 Aug 08
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13 Aug 08
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- Gee sees valuable devices at work,
- Just in time
learning--the player is introduced to rules and concepts as
needed - Self-paced
learning
- Motivation of players to push the boundaries of their own knowledge and skills
- Use of different forms (visual, oral, and text) for redundant
information[1]
including:
- Just in time
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For Jenkins,
games form a part of a new generation of media that is distinguished
by the active participation of its consumers. Average users don't just
watch the screen; they now
create video, write to the Web, and publish digital photos. This new
media demands
a media literacy that everyone will have to master in order
to succeed in the years to come. Games--even single player
games--encourage, if not require, participation within a community. The
collaborative problem solving, research, critical analysis, and diplomatic skills are fundamental in today’s society and will
become increasingly integral in the future.[2]
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Deconstructing these algorithms is a key
to succeeding at the game. As a result, players
spend a great deal of time in forums and other resources comparing
research and solutions to different situations. In addition, Steinkuehler also sees evidence of literary practices at work in the creation of fan fiction surrounding MMOG -
how to find a suitable game and
integrate it in a way that matches the
learning objectives of the course? Unfortunately, these tasks are still
difficult. Many games are
potentially suitable for use in a college or university classroom;
however,
finding these games can be a
formidable task. There has been an effort to make this easier by
distinguishing between “serious games” and other
commercial games, but this distinction can be arbitrary
and excludes a large number of games that are potentially useful. Finally, once a game is selected, there are few practical examples
available to use as a template for integrating the game into the
course. -
n the third
category, games become a means of creation. The playing of the game is a mere subset of the overall
activity. The fundamental learning stems from creativity with new media,
interaction in small to very large groups, and the construction of new
media using the games as a platform-- -
The creation of a game based on literature provides and array of
challenges, including the transition from text only to inclusion of
audio and visual materials. -
The key difference in this category is the shift in the student's role from player to creator. Most
games in this group allow advanced users
to use the game as a platform for creation. While this was originally
viewed as “cheating” by some, game makers
quickly realized the economic rationale: allowing players to create
their own content effectively extends the shelf-life of their
titles. -
Typically the most difficult aspect of creating mods is not the technology, but getting the
details right. To create a historical scenario in this way, students must do a great deal of research to understand
the technology, culture, religion, leaders,
economies, and governments of the time. Students can work in small groups with a particular research focus and then combine
their
information in a
single mod, publish it for feedback and play the
game themselves. By analyzing the game, they can determine in which
ways the scenario reflects historical reality and where other factors
were either not considered or given false values. -
Games can also serve as a platform for the creation of videos, a
process called machinima. Originally a tool for alternative filmmakers and hobbyists, machinima has entered the mainstream.[11] Instead
of creating a game, students use the game to create video. This can be
as simple as pressing a record button, importing into IMovie, and
adding a sound track -
vast
majority of faculty who have used games report positive experiences and
plan on increasing the amount of time
dedicated to the game in subsequent offerings of the course. -
Faculty
note increased student motivation and interest as major benefits, as
well as the opportunity for students
to utilize knowledge and research in some kind of
practical application. Still, games are a radical departure from the
tradition classroom tools and it's rare that the first implementation
is perfect. -
Games do
require some rethinking of traditional homework in the sense
that they are all learner driven, offering each student a unique
experience. However, by having students
connect their experiences with knowledge gained from classroom
discussion or readings, instructors can successfully integrate the
games into their
courses.
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31 Jul 08
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29 Jul 08
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28 Jul 08
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24 Jul 08
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Vicki DavisVery nice article about using Games in the Classroom from Todd Bryant. (Hat tip to Jo McLeay's plurk about this one.)
hz09 education pedagogy professionaldevelopment bestpractices technology edu_newapp hzmeta games
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23 Jul 08
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21 Jul 08
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16 Jul 08
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Alan LevineWith the remarkable growth in the gaming industry in recent years, educators have begun looking at games as a way of reaching students in this new digital world.
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15 Jul 08
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