More than a Game...Teaching in the Gamic Mode: Disciplinary Knowledge, Digital Literacy, and Collaboration
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ERIC Institute of Education Sciences
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| Hauptverfasser: | , |
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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
2012
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| _version_ | 1867181891727130625 |
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| author | Clyde, Jerremie Wilkinson, Glenn R. |
| author_facet | Clyde, Jerremie Wilkinson, Glenn R. Clyde, Jerremie Wilkinson, Glenn R. |
| collection | Education Resources Information Center |
| contents | More than a Game...Teaching in the Gamic Mode: Disciplinary Knowledge, Digital Literacy, and Collaboration Clyde, Jerremie Wilkinson, Glenn R. Foreign Countries History Scholarship Epistemology Heuristics Electronic Publishing Figurative Language Persuasive Discourse Teaching Methods Praxis Educational Games Design Design Requirements Strategic Planning Decision Making History Instruction Visual Aids Instructional Materials The gamic mode is an innovative way of authoring scholarly history that goes beyond the printed text or digital simulations by using digital game technologies to allow the reader to interact with a scholarly argument through meaningful choice and trial and error. The gamic mode makes the way in which the past is constructed as history explicit by allowing readers to play with the argument. By being able to meet all the requirements of scholarly arguments found in printed texts, such as monographs and articles, it is more than a game. This article presents an application of the gamic mode of scholarship to the classroom and explores its benefits to the learner, with a particular focus on the discipline of history. It will develop this theme in two ways. First, it will do this through an examination of the theory behind the gamic mode and how it uses procedural rhetoric to effectively model scholarly arguments to students. Second, the theme will also be developed by analyzing the hands-on workshop delivered at Library Orientation Exchange (LOEX) of the West 2010 at Mount Royal University, Calgary, where participants took on the role of students and designed their own games that carried arguments. The key benefits to the learner are that it emphasizes the construction of the scholarly argument, allows them to play with the content, facilitates the evaluation of their work, and generates an efficient use of class time. (Contains 10 figures and 9 notes.) |
| format | Recurso educativo Open Access |
| id | eric_EJ1002123 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2012 |
| record_format | eric |
| spellingShingle | More than a Game...Teaching in the Gamic Mode: Disciplinary Knowledge, Digital Literacy, and Collaboration Clyde, Jerremie Wilkinson, Glenn R. Foreign Countries History Scholarship Epistemology Heuristics Electronic Publishing Figurative Language Persuasive Discourse Teaching Methods Praxis Educational Games Design Design Requirements Strategic Planning Decision Making History Instruction Visual Aids Instructional Materials More than a Game...Teaching in the Gamic Mode: Disciplinary Knowledge, Digital Literacy, and Collaboration Clyde, Jerremie Wilkinson, Glenn R. Foreign Countries History Scholarship Epistemology Heuristics Electronic Publishing Figurative Language Persuasive Discourse Teaching Methods Praxis Educational Games Design Design Requirements Strategic Planning Decision Making History Instruction Visual Aids Instructional Materials The gamic mode is an innovative way of authoring scholarly history that goes beyond the printed text or digital simulations by using digital game technologies to allow the reader to interact with a scholarly argument through meaningful choice and trial and error. The gamic mode makes the way in which the past is constructed as history explicit by allowing readers to play with the argument. By being able to meet all the requirements of scholarly arguments found in printed texts, such as monographs and articles, it is more than a game. This article presents an application of the gamic mode of scholarship to the classroom and explores its benefits to the learner, with a particular focus on the discipline of history. It will develop this theme in two ways. First, it will do this through an examination of the theory behind the gamic mode and how it uses procedural rhetoric to effectively model scholarly arguments to students. Second, the theme will also be developed by analyzing the hands-on workshop delivered at Library Orientation Exchange (LOEX) of the West 2010 at Mount Royal University, Calgary, where participants took on the role of students and designed their own games that carried arguments. The key benefits to the learner are that it emphasizes the construction of the scholarly argument, allows them to play with the content, facilitates the evaluation of their work, and generates an efficient use of class time. (Contains 10 figures and 9 notes.) |
| title | More than a Game...Teaching in the Gamic Mode: Disciplinary Knowledge, Digital Literacy, and Collaboration |
| topic | Foreign Countries History Scholarship Epistemology Heuristics Electronic Publishing Figurative Language Persuasive Discourse Teaching Methods Praxis Educational Games Design Design Requirements Strategic Planning Decision Making History Instruction Visual Aids Instructional Materials |
| url | https://eric.ed.gov/?id=EJ1002123 |