This link has been bookmarked by 16 people . It was first bookmarked on 31 Jul 2006, by Kevin Wen.
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He was waxing on why educational models are outdated. In summary, up to this point, education has been based on a model of scarcity because it was very hard to get good academic material. It was hard to get the right kinds of books. It was hard to get access to the teachers. So naturally, school formed a solution, an economical way of delivering information, using the classroom model, using the teacher model. What you basically got is a really constrained environment. Today, it’s about abundance: what do the models for learning look like now?
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He was waxing on why educational models are outdated. In summary, up to this point, education has been based on a model of scarcity because it was very hard to get good academic material. It was hard to get the right kinds of books. It was hard to get access to the teachers. So naturally, school formed a solution, an economical way of delivering information, using the classroom model, using the teacher model. What you basically got is a really constrained environment. Today, it’s about abundance: what do the models for learning look like now?
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He was waxing on why educational models are outdated. In summary, up to this point, education has been based on a model of scarcity because it was very hard to get good academic material. It was hard to get the right kinds of books. It was hard to get access to the teachers. So naturally, school formed a solution, an economical way of delivering information, using the classroom model, using the teacher model. What you basically got is a really constrained environment. Today, it’s about abundance: what do the models for learning look like now?
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03 Sep 04
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Game-Based Learning: How to Delight and Instruct in the 21st Century Joel Foreman Joel Foreman is an Associate Professor in the English Department at George Mason University. Comments on this article can be sent to the author at
. Not long after he completed his Ph.D. at the University of Michigan, Mike Van Lent used his interest in videogames and artificial intelligence to land a research professorship at the University of Southern California (USC). There he edits the Journal of Game Development and conducts studies for the Institute for Creative Technologies, a $45 million defense and entertainment industry collaboration “that advances the state-of-the-art in virtual reality and immersive environments†(http://www.ict.usc.edu). When Van Lent moved into his campus office, one of his first acts was to line the bookshelves with forty videogame boxes and wait for visitors so that he could ask them, with a twist on conventional academic one-upsmanship, how many of the games they had played. Such behavior seems quite reasonable at a university where a recent $8 million donation to the School of Cinema-Television created the Electronic Arts Interactive Entertainment Program and funded the Electronic Arts Endowed Faculty Chair. Herein lies a moral about how videogames (arguably one of the most sophisticated forms of information technology to date) are influencing higher education. To learn more about videogames in academe, I sought out the insights of five leading-edge thinkers in the field: James Paul Gee, J. C. Herz, Randy Hinrichs, Marc Prensky, and Ben Sawyer. All five had traveled to San Jose, California, in March 2004 for the Serious Games Summit at the annual Game Developers Conference.
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30 Aug 04
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EDUCAUSE Review, vol. 39, no. 5 (September/October 2004): 50–66. Game-Based Learning: How to Delight and Instruct in the 21st Century Joel Foreman
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EDUCAUSE Review, vol. 39, no. 5 (September/October 2004): 50–66. Game-Based Learning: How to Delight and Instruct in the 21st Century Joel Foreman
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28 Aug 04
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