Virtuelle og Game Based undervisningsformer, med afsæt i ......Digital identitet Digital literacy...
Transcript of Virtuelle og Game Based undervisningsformer, med afsæt i ......Digital identitet Digital literacy...
Virtuelle og Game Basedundervisningsformer, med afsæt i
Refleksiv Praksis Læring
Hvem er jeg?
Camilla Gyldendahl JensenLektor ved Bygningskonstruktøruddannelsen, UCN
Ph.d. studerende ved:
Forskningsprogrammet professionsudvikling og uddannelsesforskning, UCN
Aalborg Universitet, institut for filosofi og læring
REFLEKSIV PRAKSIS LÆRING DESIGN
Aktiviteter der relaterer sig til professionen i forhold til både teori og praksis
AKTIVITETER
Fokus fra WHAT til HOW
Konfrontation
Valg der har til formål at omdefinere
aktivitetens problem
Valg der giver nye benspænd
Valg der medfører nye fænomener
Restrukturering
Benspænd
Design af aktiviteter
(praksis og teori)
Design af refleksionsprocesser,
læringsstrategier & horizontal
kompleksitet
Arbejde med
Design based research
Participatory designs
Computer Supported
Collaborative Learning CSCL
Bleended learning
LMS, Mooc etcModus 3
Uddannelse 4.0
Virtual reality,
Augmentet reality
Mixed reality
Samarbejdsfællesskaber
omkring praksisnære
scenarier
Globale læringsmiljøer,
hvor en multimodal tilgang
bestående af forskellige
slags ressourcer bliver
meningsskabende via
refleksionsprocesser
Digital identitetDigital literacy
Digitale indfødteDigital dannelse
Digital kompetence…
AlgoritmerProgrammering
Quest to learn
Serious games
MMORPG
Gamification
Playfull learning design
Game based learning
Geocaching
Apps
Smart watch
Mobil telefoner
Sociale medier
Robotter
Makerspace
WEB 2.0 -
Sociale platforme er
integreret ind i
computerspil
Katie Salen - who is the funder of the concept “Quest to learn,” describes the link between problem-based learning and game-based learning;
”Games are spaces of inquiry, spaces of problem-solving. Games have a couple of particular affordances to them, like you know when a game is over. That’s notion of an endpoint is really important. The notion is a stylization of
behavior or mechanic that gets repeated over and over again – it affords choice to the player. Students feel like they driving the space. You can
constrain the problem space enough so you can anticipate types of choices a player might make. There are really specific things to games… the
philosophy of learning is the same – its problem-based, its inquiry-based”
MMORP Games
Self-efficacy
Social acceptance
Group identity
Collaboration mechanisms
Role play
Realistic scenarios
Built-in Trouble
shooting
Quest
A holistic Game Design
MMORP spil har indbygget problem-løsnings features gennem elementer som
quest, realistiske scenarier, rollespil
Spil aktiviteterne facilitere udviklingen af problemløsnings kompetencer hos
brugerne - Dette forudsat at spil designet tillader refleksions processer undervejs
Særligt gruppe orienterede quest indeholder refleksive læringsprocesser
Massive Multi
Online Role Playing
(MMORP) games.
Maintaining collaborative, democratic and dialogue-based learning processes in virtual and game-based learning
https://library.iated.org/view/JENSEN2017MAI
Collaboration and dialogue in virtual reality https://journals.aau.dk/index.php/pbl/article/view/1542
Gamification of innovation processes by bringing “world of warcraft to the real world https://library.iated.org/view/GYLDENDAHLJENSEN2016GAM
Computer games as inspiration for the development of virtual learning platforms “Edmedia Conference” i juni
Dagens spørgsmål
Hvordan sikrer vi at en digitalisering af undervisningen ikke bliver en reduceret repræsentation af det fysiske læringsrum?
Hvordan sikrer vi at fokus forbliver på didaktikken medieret af teknikken og ikke omvendt ?