Game-based learning in action. How an expert affinity group teaches with games.

Autor/in	Farber, Matthew
Sonst. Personen	Gee, James Paul (Vorw.)
Titel	Game-based learning in action. How an expert affinity group teaches with games.
Quelle	New York; Frankfurt; Berlin: Peter Lang (2018), XII, 236 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	New Literacies and Digital Epistemologies. 80
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	1-4331-4474-3; 978-1-4331-4471-4; 978-1-4331-4472-1; 978-1-4331-4474-5
DOI	10.3726/b11291
Schlagwörter	Spielerisches Lernen; Spiel; Lehrer; Schüler; Unterrichtsmethode; Unterricht
Abstract	How are expert educators using games in their classrooms to give students agency, while also teaching twenty-first century skills, like empathy, systems thinking, and design thinking? This question has motivated showcasing how one affinity group of K12 educators - known as "The Tribe" - teaches with games. They are transformational leaders outside the classroom, in communities of practice. They mentor and lead newcomers to game-based learning, as well as advise game developers, academics, and policymakers. Teachers in "The Tribe" do not teach in isolation-they share, support, and mentor each other in a community of practice. [The author] shares his findings about the social practices of these educators. [The book] details how the classrooms of expert game-based learning teachers function, from how they rollout games to how they assess learning outcomes. There are plenty of lessons to be learned from the best practices of expert educators. These teachers use games to provide a shared meaningful experience for students. Games are often the focal point of instruction. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/3