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52. Learning by creating and exchanging objects: The SCY experience

Author

De Jong, Ton, primary, Van Joolingen, Wouter R., additional, Giemza, Adam, additional, Girault, Isabelle, additional, Hoppe, Ulrich, additional, Kindermann, Jörg, additional, Kluge, Anders, additional, Lazonder, Ard W., additional, Vold, Vibeke, additional, Weinberger, Armin, additional, Weinbrenner, Stefan, additional, Wichmann, Astrid, additional, Anjewierden, Anjo, additional, Bodin, Marjolaine, additional, Bollen, Lars, additional, D′Ham, Cédric, additional, Dolonen, Jan, additional, Engler, Jan, additional, Geraedts, Caspar, additional, Grosskreutz, Henrik, additional, Hovardas, Tasos, additional, Julien, Rachel, additional, Lechner, Judith, additional, Ludvigsen, Sten, additional, Matteman, Yuri, additional, Meistadt, Øyvind, additional, Naess, Bjørge, additional, Ney, Muriel, additional, Pedaste, Margus, additional, Perritano, Anthony, additional, Rinket, Marieke, additional, Von Schlanbusch, Henrik, additional, Sarapuu, Tago, additional, Schulz, Florian, additional, Sikken, Jakob, additional, Slotta, Jim, additional, Toussaint, Jeremy, additional, Verkade, Alex, additional, Wajeman, Claire, additional, Wasson, Barbara, additional, Zacharia, Zacharias C., additional, and Van Der Zanden, Martine, additional

Published
2010
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58. Supporting Teachers in the Process of Adoption of Game Based  Learning Pedagogy.

Author

Emin‐Martinez, Valérie and Ney, Muriel

Subjects
DIGITAL learning, TEACHER attitudes, TECHNOLOGICAL innovations, EDUCATIONAL technology, SOCIAL support
Abstract

In an attempt to address the difficulty to integrate Game‐Based Learning (GBL) in the teaching practices, this  paper proposes a model for the process of teachers’ adoption of games, based on a first research work which led to a  structured question matrix designed to foster teacher reflection on key issues that arise during this process. We focus on  formal education and consider not only digital (educational) games but also other game‐like activities such as role‐plays  and simulations. In tackling the matter of adoption, this paper addresses a key issue: How does the adoption process  unfold when teachers introduce games in their classes for the first time? To answer this question, Roger’s “Diffusion of  Innovations” theory was used as the conceptual framework for analysing a case study. The case study took place in France  with a group of six high school teachers who introduced three different games, in teams of two. We also provide different  tools to support the adoption process: resources, activities, questionnaires, pedagogical scenario, patterns of activities and  scenarios. Our efforts to support teachers’ adoption and use of GBL are not designed to offer a one‐size‐fits‐all solution.  Rather, they are aimed at providing tools to foster reflection and facilitate the adoption process. It is hoped that this work  will help overcome some teachers’ resistance to GBL, and this will be the subject of further verification. [ABSTRACT FROM AUTHOR]

Published
2013

59. Using scenarios to design complex technology-enhanced learning environments.

Author

Jong, Ton, Weinberger, Armin, Girault, Isabelle, Kluge, Anders, Lazonder, Ard, Pedaste, Margus, Ludvigsen, Sten, Ney, Muriel, Wasson, Barbara, Wichmann, Astrid, Geraedts, Caspar, Giemza, Adam, Hovardas, Tasos, Julien, Rachel, Joolingen, Wouter, Lejeune, Anne, Manoli, Constantinos, Matteman, Yuri, Sarapuu, Tago, and Verkade, Alex

Subjects
COLLABORATIVE learning, COMPUTERS in education, SCIENCE education, TEACHING aids, INSTRUCTIONAL systems design, INSTRUCTIONAL innovations, OPEN learning, LEARNING by discovery
Abstract

Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire learning process around creating, sharing, discussing, and re-using these learning objects. This instructional approach requires dedicated instructional designs, which are supplied in the form of what are called pedagogical scenarios. A SCY pedagogical scenario presents the learning process as an organized assembly of elementary learning processes, each associated with a specific learning object and a tool for creating this learning object. Designing a SCY learning environment is basically a two-step procedure: the first step is to select one of the available scenarios, and the second step is to define the domain content. The SCY technical infrastructure then handles the instantiation of the scenario as a SCY computer-based learning environment. In this article we describe the SCY pedagogical design scenarios and report on our experiences in designing four different SCY learning environments. [ABSTRACT FROM AUTHOR]

Published
2012
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