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Games and Education : Designs in and for Learning
- 2018
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Editorial collection (peer-reviewed)abstract
- We live in a time of educational transformations towards more 21st century pedagogies and learning. In the digital age children and young people need to learn critical thinking, creativity and innovation and the ability to solve complex problems and challenges. Traditional pedagogies are in crisis and many pupils experience school as both boring and irrelevant. As a response educators and researchers need to engage in transforming education through the invention of new designs in and for learning. This book explores how games can provide new ideas and new designs for future education. Computer games have become hugely popular and engaging, but as is apparent in this book, games are not magical solutions to making education more engaging, fun and relevant. Games and Education explores new designs in and for learning and offer inspiration to teachers, technologists and researchers interested in changing educational practices. Based on contributions from Scandinavian researchers, the book highlights participatory approaches to research and practice by providing more realistic experiences and models of how games can facilitate learning in school.
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| 2. |
- Hakkarainen, Kai, et al.
(author)
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Artefacts mediating practices across time and space: Sociocultural studies of material conditions for learning and remembering.
- 2015
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In: Exploring the Material Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015. - 1573-4552. - 9780990355076 ; 2, s. 593-598
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Conference paper (peer-reviewed)abstract
- The theme of this symposium is to explore the material conditions of learning and remembering from a sociocultural perspective. We do this in four different empirical contexts. Learning and remembering are understood as meaning-making processes that are dependent on and co-constituted by mediating tools that enable practices to extend across time and space. Our interests are precisely in what ways the “tools” people employ in these studies mediate activities of learning and remembering, and how they contribute to the organization of collective forms of knowing. We also address how we analyze the specific material features of tools that co-determine the unfolding of the activities.
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| 3. |
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| 4. |
- Lindqvist Bergander, Anna, 1969-
(author)
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Att göra literacy online och offline : Digitala medier i barns kamratkulturer
- 2015
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Doctoral thesis (other academic/artistic)abstract
- This video ethnographies study examines the everyday interaction of two groups of children (aged between 10 and 13) as they use digital media in their spare time. One group of boys has been studied in their recreation centre and one group of girls has been studied at home and at the stable. The participants have different social and cultural affiliations. The purpose of the study is to examine how the children in the different groups organize their peer cultures as they participate with other children in different kinds of digital literacy events. Furthermore, the study aims at examining what kind of competencies the children display when they participate in these digital literacy events. Theoretically, and in the analysis of the material, the study is based on New literacy studies, in which literacy is approached as a social, cultural and situated practice.The empirical material consists of ethnographical fieldwork combined with video recordings of everyday digital literacy events of the children, as well as informal conversations and screen-shots of the online interaction of the children. The children’s participation in digital literacy events are analysed with a CA-inspired interaction analysis. The analysis focus on how the children organise their participation in the midst of face-to-face interaction and how they use writing, symbol and image based communication on the internet. In the analysis the children’s use of non-verbal resources and the body have also been taken into consideration.The study shows that the children in the two groups develop different forms of technical and social literacy competencies that draws on their experiences, hobbies and participation in local practices. Through their participation the children strengthen relationships and organize their peer cultures. Their digital literacy events also involve navigating on the internet, communication with friends via internet as well as critically evaluating information on the internet in interaction with their peers.
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