Digital Learning; Digital Games: Core principles in Games-Based Learning

The Voyage game

The Voyage Game (courtesy Roar Films, Tasmania)

Notes from Gaming talk at #digitalnexus Digital learning, schools, museums, by Professor Catherine Beavis and Associate Professor Leonie Rowan, Griffith University.

  1. Learning is socially situated; the context in which learning takes place is integral to what and how students learn.
  2. Learning needs to be active. Reflection is crucial to learning.
  3. Literacy, Learning and Identity are intimately linked.
  4. Deep learning involves learners feeling a strong sense of ownership and agency, as well as the ability to produce and not just passively consume knowledge
  5. High level understandings of curriculum go beyond the acquisition of content knowledge to include understandings of principles, processes and forms of inquiry in specific disciplinary areas, with high level cognitive operations.
  6. Students’ experience of the world is digital and this shapes their orientations towards and expectations of learning and the acquisition and production of knowledge.
  7. Print-based curriculum, pedagogy and assessment do not reflect contemporary forms of communication and the creation and transmission of knowledge. C21st Education needs to use and reflect contemporary communicative forms and technologies to prepare students for skilled participation in society
  8. Individual differences amongst learners need to be recognized, including different levels of interest in, orientation towards and expertise with ICT.
  9. Teachers need to be supported in integrating technologies and new forms of communication in teaching and assessment.
  10. Computer games are ideally suited to promote deep learning through design features such as interactivity, scope and complexity, and structures which promote and reward engagement, challenge, risk taking, the synthesis and use of complex information at increasingly demanding levels, problem solving and collaboration.




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