| 1. |
- Bennerstedt, Ulrika, 1979, et al.
(författare)
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How gamers manage aggression: Situating skills in collaborative computer games
- 2012
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Ingår i: International Journal of Computer-Supported Collaborative Learning. - : Springer Science and Business Media LLC. - 1556-1607 .- 1556-1615. ; 7:1, s. 43-61
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Tidskriftsartikel (refereegranskat)abstract
- In the discussion on what players learn from digital games, there are two major camps in clear opposition to each other. As one side picks up on negative elements found in games the other side focuses on positive aspects. While the agendas differ, the basic arguments still depart from a shared logic: that engagement in game-related activities fosters the development of behaviors that are transferred to situations beyond the game itself. With an approach informed by ethnomethodology, in this paper we probe the underlying logic connected to studies that argue for such general effects of games. By focusing on proficient gamers involved in the core game activity of boss encounters in a massively multiplayer online game, we examine the fundamentals that must be learnt and mastered for succeeding in an ordinary collaborative gaming practice where aggression is portrayed. On the basis of our empirical analysis we then address the contentious links between concrete instances of play and generic effects. As expected, the results point to “aggression” as well as “collaboration” as major components in the gaming experience, but our analysis also suggests that the practices associated with these notions are locally tied to the game. Based on these results, we propose that to reverse this relationship and claim that game environments foster collaboration or aggression in general first assumes strong theoretical claims about the nature of cognition and learning, and second, risks confusing the debate with hyperbole.
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| 2. |
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| 3. |
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| 4. |
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| 5. |
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| 6. |
- Alklind Taylor, Anna-Sofia, 1975-
(författare)
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Facilitation matters : A framework for instructor-led serious gaming
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores the use of serious games from an instructor perspective. More specifically, it aims to study the roles of instructors and how they can be facilitated within an instructor-led game-based training environment. Research within the field of serious games has mostly focused on the learners' perspective, but little attention has been paid to what the instructors do and what challenges that entails. In this thesis, I argue that serious games, as artefacts used for learning and training, cannot fully replace the instructors' tasks, but must rather be designed to facilitate the various activities of the instructors. Thus, instructors form an important target audience in serious game development – not just as subject matter experts, but also as users and players of the game – with a different set of needs than the learners. Moreover, serious gaming (the actualisation of a serious game) involves more than in-game activities, it also involves actions and events that occur off-game. These activities must also be considered when designing and utilising games for learning and training.Using a qualitative approach, instructor-led serious gaming has been explored from a range of contexts, from rehabilitation to incident commander training and military training. Several different instructor roles have been identified and characterised, including in-game facilitator, puckster, debriefer, technical support and subject matter expert. Based on empirical and theoretical material, a framework for instructor-led serious gaming has been developed. It involves best practices in different phases of game-based training, such as scenario authoring, coaching-by-gaming, assessing in-game and off-game performance, giving feedback, and conducting a debriefing or after-action review. Furthermore, specific needs and challenges for instructors have been identified and reformulated into guidelines for instructor-led serious gaming. The guidelines highlight the importance of usability and visualisation, as well as the need for carefully designed support tools for instructors' situation awareness, assessment and debriefing. Lastly, a number of success factors pertaining to both the development and actualisation of serious games are presented. Since serious games aim to be both productive and engaging, it is advantageous to work with interdisciplinary teams when developing serious games. This includes subject matter experts well versed in serious gaming practices. Furthermore, a successful serious game should adhere to sound pedagogical theories, be easy to use and maintain, and include system support for instructors' tasks. Successful serious gaming practices also involve having an organisational culture that fosters knowledge sharing among practitioners.
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| 7. |
- Bennerstedt, Ulrika, 1979, et al.
(författare)
-
The Spellbound Ones: Illuminating Everyday Collaborative Gaming Practices in a MMORPG
- 2009
-
Ingår i: In C. O'Malley, D. Suthers, P. Reimann, A. Dimitracopoulou (Eds.), Proceedings of Computer Supported Collaborative Learning. ; (CSCL 2009):Rhodes, Greece, s. 404-413
-
Konferensbidrag (refereegranskat)abstract
- A common argument about computer games and learning is that the commitment gamers have might be transformed and used in educational practices. In order to unpack gamers’ commitment, the present study investigates collaboration in a Multiplayer Online Role-Playing Game (MMORPG). It investigates gamers’ practices in order to expose their everyday gaming activities and knowledge domains. Drawing on detailed descriptions of team gaming practices, the paper highlights that gamers’ of MMORPGs are hands-on experts in handling a game interface. Their expertise is about skilled stances tied to gaming structures. Also, gamers are members in certain communities and adhere to both community specific epistemologies and to generic ones. These gaming stances are from certain educational approaches difficult to make-sense of, while gamers’ commitments in other perspectives become means for learning. Lastly, in relation to MMORPGs and education, a neglected issue concerns social pressure in gaming communities, resulting in various forms of participation.
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| 8. |
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| 9. |
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| 10. |
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| 11. |
- Chapman, Adam, et al.
(författare)
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Wargames as reenactment : An ecological framework for the development of military games for education
- 2023
-
Ingår i: Sjöblom, Linderoth & Frank (Eds.) (2023). Representing Conflicts in Games Antagonism, Rivalry, and Competition. Routledge. - Abingdon, Oxon : Routledge. - 9781003297406 ; , s. 97-115
-
Bokkapitel (refereegranskat)abstract
- This chapter departs from the perspective that all wargames are in some way historical in the broadest sense. Wargames are inevitably based on some previous instance(s) of activity deemed useful to present future concerns. In this chapter we conceptualise educational wargames as systems offering opportunities for learning through reenactment. Using ecological psychology as a theoretical approach, the chapter offers a framework that has potential for both the analysis and design of educational wargaming activities. This perspective on wargames is concerned with providing players with opportunities for environmental attunement through direct experience of the information fields and challenges of an environment, rather than by providing explanations about that environment. This is an approach that often black boxes information in order to present the player with perceptual challenges. This framework suggests that the content of an educational wargame is less important than its presentation to the player.
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| 12. |
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Datorspelandets dynamik : lekar och roller i en digital kultur
- 2007
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Datorspel är en snabbt växande kulturform som har blivit ett självklart inslag i vår medievardag. Miljoner människor tillbringar mer tid i virtuella världar än vad de gör framför teven och datorspelsindustrin har sedan länge passerat filmindustrin i omsättning. Detta förändrade medielandskap för med sig nya socialisationsprocesser och nya estetiska möjligheter. Grundläggande mänskliga företeelser som lek och berättande anpassas till datorspelets format.
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| 13. |
- Gulz, Agneta, et al.
(författare)
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Datorspelets mening och potential
- 2009
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Ingår i: Lärande och IT. - : Carlsson Bokförlag. - 9789173312899 ; , s. 139-150
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Vad kan man lära sig av att spela datorspel? Den som spelar finner nog frågan tämligen ointressant. För spelaren är vitsen med spelandet inte att lära sig något. Meningsfulla frågor är istället: Vad kan jag göra med det här spelet? Vilka regler har jag att förhålla mig till och hur kan jag hantera dem? Hur kan jag komma vidare i spelet? Hur gör jag för att vinna?Många barn och ungdomar, och även vuxna för den delen, tillbringar idag delar av sin tillvaro med att spela datorspel. För många är datorspelandet också ett stort intresse som upptar många timmar. Uppenbarligen finns det starka drivkrafter som gör att man ägnar sig åt att spela datorspel. Det ligger då nära till hands att fundera både över om spelandet kan ha någon positiv eller negativ effekt på individens utveckling och lärande. För pedagoger blir det också intressant att fundera över om datorspel kan ha någon potential som redskap i undervisningen. Men för att kunna förstå datorspelandets eventuella negativa eller positiva effekter behöver vi först förstå datorspelets speciella struktur och den mening som spelandet har för spelarna själva. För en sådan förståelse kan forskningen ge ett viktigt bidrag.
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| 14. |
- Gulz, Agneta, et al.
(författare)
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Virtuella rollmodeller och androgynitetens potential
- 2009
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Ingår i: <em>Individen, tekniken och lärande</em>. - Stockholm : Carlssons förlag. - 9789173312516
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Bokkapitel (populärvet., debatt m.m.)abstract
- Virtuella karaktärer, det vill säga mer eller mindre människoliknande och interaktiva datorgenererade figurer, har sedan länge förekommit i datorspel. På senare år har de även blivit allt vanligare i digitala lärmiljöer. De uppträder där i form av virtuella instruktörer, coacher, rollspelskaraktärer, lärkompanjoner och avatarer (alter egos) i pedagogiskt material från förskola till högskola likväl som i specialistutbildningar. I bredare pedagogiska sammanhang träffar man på dem i egenskap av till exempel virtuella rådgivare och informatörer. Skälen till att använda virtuella pedagogiska karaktärer kan variera och i Gulz (2004) ges en översikt samt kritisk diskussion av olika möjliga pedagogiska vinster. Veletsianos Scharber och Doering (2008) fördjupar den kritiska diskussionen i en artikel med titeln ”När sex, droger och våld kommer in i klassrummet: Konversation mellan ungdomar och en kvinnlig pedagogisk agent”. Den analys de presenterar av loggade konversationer visar en kraftig diskrepans mellan pedagogisk intention, å ena sidan, och vardaglig praktik där elever interagerar med virtuella pedagogiska karaktärer, å andra sidan. Former av interaktion, kommunikation och språkbruk, som normalt är otillåtna och förekom sparsamt i de aktuella klassrummen, gjorde här ett inträde på bred front. I denna text kommer vi emellertid att titta närmare på pedagogiska möjligheter. Specifikt fokuserar vi på följande fråga: ”Kan virtuella pedagogiska karaktärer vara ett redskap för att erbjuda alternativa kulturella bilder inom områden med starka genusassociationer som till exempel ingenjörsutbildning och datorteknik?”. Innan vi går in på huvudtemat inleder vi med att presentera en begreppslig och temamässig bakgrund till den kommande analysen och diskussionen kring kulturella bilder, rollmodeller och genusproblematik.
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| 15. |
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Individ, teknik och lärande
- 2009
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Informationstekniken har mer förändrat vad vi lär än hur vi lär. I boken berättas om hur IT används i olika utbildningssammanhang, i digitala läromedel och i förskolans verksamhet. Boken behandlar även bl. a. datorspelskulturen och hur tekniken inneburit nya möjligheter för människor med funktionshinder. Sammantaget ger de 11 olika bidragen en bild av IT:s roll i kunskapsbildning som inte alltid stämmer med de vedertagna föreställningarna om människors möte med tekniken.
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| 16. |
- Lantz-Andersson, Annika, 1961, et al.
(författare)
-
The 'voice' of absent designers
- 2011
-
Ingår i: Nordic Journal of Digital Literacy. - 1891-943X. ; 6:1/2, s. 52-74
-
Tidskriftsartikel (refereegranskat)abstract
- This empirical case study explores how the design of educational software co-determines students’ reasoning when solving mathematical problems. The results indicate that the students’ awareness of the design process behind the software became a resource for them when solving the task. The student’s actions were guided by their understanding of the intentions of the designers, i.e. by listening to the ‘voice’ of the absent designers.
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| 17. |
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| 18. |
- Lantz-Andersson, Annika, 1961, et al.
(författare)
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What’s the problem? Meaning making and learning to do mathematical word problems in the context of digital tools
- 2009
-
Ingår i: Instructional Science. - : Springer Science and Business Media LLC. - 1573-1952 .- 0020-4277. ; 37:4, s. 325-343
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Tidskriftsartikel (refereegranskat)abstract
- The general background of this study is an interest in how digital tools contribute to structuring learning activities. The specific interest is to explore how such tools co-determine students’ reasoning when solving word problems in mathematics, and what kind of learning that follows. Theoretically the research takes its point of departure in a sociocultural perspective on the role of cultural tools in thinking, and in a complementary interest in the role of the communicative framing of cognitive activities. Data have been collected through video documentation of classroom activities in secondary schools where multimedia tools are integrated into mathematics teaching. The focus of the analysis is on cases where the students encounter some kind of difficulty. The results show how the tool to a significant degree co-determines the meaning making practices of students. Thus, it is not a passive element in the situation; rather it invites certain types of activities, for instance iterative computations that do not necessarily rely on an analysis of the problems to be solved. For long periods of time the students’ activities are framed within the context of the tool, and they do not engage in discussing mathematics at all when solving the problems. It is argued that both from a practical and theoretical point of view it is important to scrutinize what competences students develop when using tools of this kind.
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| 19. |
- Linderoth, Jonas, 1970
(författare)
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Animated game pieces, avatars as roles, tools and props
- 2005
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Ingår i: Proceedings of the {player} conference. ; :IT University of Copenhagen
-
Konferensbidrag (refereegranskat)abstract
- Since Turkle’s seminal work Life on the screen (1995), avatars have been described as a form of alter egos, being means for exploring and playing with identity. Following this line of reasoning, computer gaming is seen as an activity where we become immersed in a fictitious world, pretending to be the character we play. Drawing upon empirical observations of children’s game-play I argue that the relation between the avatar and the player is a more multifaceted affair. The meanings of avatars depend upon how they are framed by the player, thus they can have at least three different functions. Avatars can become roles for socio-dramatic interaction. As extensions of the player’s agency, avatars can become tools for handling the game state. Finally when choosing and using avatars in the presence of others, avatars can become a part of our identity, not as alter egos but as props for our presentation of self on the social arena surrounding the game.
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| 20. |
- Linderoth, Jonas, 1970, et al.
(författare)
-
Att leva i World of Warcraft: Tio ungdomars tankar och erfarenheter : Living in World of Warcraft: The thoughts and experiences of ten young people
- 2007
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Vad gör ungdomarna egentligen framför datorn? Varför kan de inte sluta spela och äta tillsammans med familjen? Hur ska de orka med skolan när de spelar hela nätterna? Frågorna tyder på att okunskapen kring dataspel är stor, speciellt kring de genrer som innebär spelande online, dvs. tillsammans med andra spelare runtom i världen. I denna rapport studeras högkonsumtion av det populära online-spelet World of Warcraft genom intervjuer med ett antal ungdomar som berättar om livet kring spelet, vad som lockar och vad som leder till konflikter. Rapporten ger en unik insyn i vad omfattande online-spelande innebär och nyanserar den problembild som förekommer i mediedebatten. Studien är genomförd av fil.dr. Jonas Linderoth och fil. mag. Ulrika Bennerstedt på institutionen för pedagogik och didaktik vid Göteborgs universitet.
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| 21. |
- Linderoth, Jonas, 1970-, et al.
(författare)
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Being an Educator and Game Developer : The Role of Pedagogical Content Knowledge in Non-Commercial Serious Games Production
- 2019
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Ingår i: Journal Simulation & Gaming. - : Sage Publications. - 1046-8781 .- 1552-826X. ; 50:6, s. 771-788
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Tidskriftsartikel (refereegranskat)abstract
- Background and aim. Previous literature has discussed tensions between the field of game design and the field of education. It has been emphasized that it is important to address this tension when developing game based learning (GBL). In order to find potential ways of approaching this problem, we investigate the development of GBL when performed by those who have both pedagogical content knowledge (PCK) and experience in game development. Method. Two case studies about serious games production were conducted, a game section at a national defense college and a university course in educational game design. The cases, as well as individual development projects within the settings, were analyzed with a focus on the role of PCK during serious games development. Results. While the developers and instructors at the defence college, who designed games for their in-house needs, had both PCK and knowledge about game development, these competencies varied a lot among the participants at the university course. The results show that educational goals added complexity to the design process. By comparison, some studied game projects at the university course avoided this complexity. These projects legitimized their games as educational by suggesting unproven far transfer. In other cases, where the developers did have PCK, the instructional goals where taken as a starting point that guided the whole development process. This lead to games that were designed to match highly specific educational contexts. The developers, instructors and teachers in both of the settings who used their PCK tended to break a number of established game design heuristics that would have been counter productive in relation to the learning objectives of the games. Conclusions. The paper suggests that there is a need for people with pedagogical content knowledge AND knowledge about game development. Enhancing these dual competencies in game workers could forward the field of GBL.
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| 22. |
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| 23. |
- Linderoth, Jonas, 1970
(författare)
-
Beyond the digital divide: An ecological approach to gameplay
- 2011
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Ingår i: Think Design Play: The fifth international conference of the Digital Research Association (DIGRA).
-
Konferensbidrag (refereegranskat)abstract
- This paper outlines a framework for understanding gameplay from the perspective of ecological psychology. According to this perspective, gameplay can be described in terms of perceiving, acting on and transforming the affordances that are related to a game system or to other players in a game. Challenges in games have an emphasis on perceiving suitable actions and/or performing suitable actions, often with emphasis on one aspect. For example, in many board games, strategy games and puzzle games, the challenge is to perceive appropriate affordances while in many sports, multiplayer shooter games, racing games, etc. the challenge is to use appropriate affordances. From this follows that the ecological approach to gameplay overrides the division of games as being digital and non-digital games.
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| 24. |
- Linderoth, Jonas, 1970
(författare)
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Beyond the digital divide: An ecological approach to gameplay
- 2013
-
Ingår i: Transactions of the Digital Games Research Association. - 2328-9422. ; 1:1
-
Tidskriftsartikel (refereegranskat)abstract
- This paper outlines a framework for understanding gameplay from the perspective of ecological psychology. According to this perspective, gameplay can be described in terms of perceiving, acting on and transforming the affordances that are related to a game system or to other players in a game. Challenges in games have an emphasis on perceiving suitable actions and/or performing suitable actions, often with emphasis on one aspect. For example, in many board games, strategy games and puzzle games, the challenge is to perceive appropriate affordances while in many sports, multiplayer shooter games, racing games, etc. the challenge is to use appropriate affordances. From this follows that the ecological approach to gameplay overrides the division of games as being digital and non-digital games.
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| 25. |
- Linderoth, Jonas, 1970
(författare)
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Bland gnomer och nattalver
- 2006
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Ingår i: Pedagogiska magasinet. - 1401-3320. ; :3, s. 56-61
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 26. |
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| 27. |
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| 28. |
- Linderoth, Jonas, 1970, et al.
(författare)
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Chivalry, subordination and courtship culture: Being a ‘Woman’ in online games
- 2014
-
Ingår i: Journal of Gaming & Virtual Worlds. - : Intellect. - 1757-191X .- 1757-1928. ; 6:1, s. 33-47
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Tidskriftsartikel (refereegranskat)abstract
- Computer and video gaming are social activities, where people with different backgrounds, different nationalities and different ages meet. Research dating back to the early years of online gaming proposed that individual backgrounds were especially irrelevant online and that, consequently, games could be arenas for exploring new identities, gender relations and sexualities. Taking this as a starting point, we report in this article from an interview study. The results confirm that gaming is an activity where the participants’ backgrounds might be largely ignored. This also includes gender insofar as the participants can choose what gender to assume. However, whereas individual online gender (female or male) can be chosen freely, femininity and what it is like to be a woman are represented as being rather rigid. The article explores this tension between the free choice of the female position and its fixed content in relation to assumptions of the transgressive nature of computer gaming.
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| 29. |
- Linderoth, Jonas, 1970
(författare)
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Creating stories for a composite form: Video game design as frame orchestration
- 2015
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Ingår i: Journal of Gaming & Virtual Worlds. - : Intellect Ltd.. - 1757-191X .- 1757-1928. ; 7:3, s. 279-298
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Tidskriftsartikel (refereegranskat)abstract
- Storytelling in games in the early years of game studies was seen as being in conflict with gameplay. Departing from that debate, I argue that it is productive to see video games as a composite form supporting different frames for involvement. Against this backdrop the article reports an interview study with game developers, asking what it means to author stories for a composite form. The main results show that the developers do not see storytelling as the defining trait of video games, but as a component in a whole product. The developers display a specific gaze for how players shift their attention between frames. An important skill for the developers is to try to control these shifts in order to enforce the emotions they want the player to have. This specific skill is labelled framework orchestration. Stories are here but one of the tools the developers have at their disposal. © 2015 Intellect Ltd Article.
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| 30. |
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| 31. |
- Linderoth, Jonas, 1970
(författare)
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Datorspel, lärande och interaktion
- 2001
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Ingår i: Paper presenterat på NFPF2001. ; :Stockholm
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 32. |
- Linderoth, Jonas, 1970
(författare)
-
Datorspel rör ingen till tårar
- 2004
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Ingår i: Pedagogiska Magasinet. - 1401-3320. ; :4, s. 74-78
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 33. |
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| 34. |
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| 35. |
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| 36. |
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| 37. |
- Linderoth, Jonas, 1970, et al.
(författare)
-
Electronic Exaggerations and Virtual Worries – Mapping research of computer games relevant to the understanding of children’s game play
- 2002
-
Ingår i: Contempory Issues in Early Childhood. - : SAGE Publications. - 1463-9491. ; 3:2, s. 226-250
-
Tidskriftsartikel (refereegranskat)abstract
- There can be no doubt that computer games are artefacts with an increasing importance for our culture. Game design is one of the prime movers for the development of information technology and is leading the way for other sectors. Computer games have brought us cultural activities that were technically impossible before. We now have the possibility to manipulate and interact with people from all over the world in a virtual game space constituted of realistic photographic images. These new activities have created some uneasiness among educators, researchers, designers and parents who have raised a variety of arguments about the effects of computer games on childhood. Many have strong beliefs that the use of computer games can contribute to different aspects of children's development. On the other hand, there is an even stronger anxiety that computer games have negative social and cognitive effects on children. Even though this means that there is a clear need for research on the issue of computer games as a part of contemporary childhood, academic study in this area has been divided, with fragments of knowledge scattered over a wide field of different discourses and traditions. In this article, the authors seek to summarise and discuss some of the studies and theoretical arguments about children and computer games. In order to do this, they outline and sketch some of the different empirical findings and research traditions that they find relevant for the understanding of computer games as a part of childhood. The purpose of this is to contribute with an overview that can be utilised as a resource for educators, parents, designers and others who deal with matters concerning children and computer games.
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| 38. |
- Linderoth, Jonas, 1970
(författare)
-
Exploring anonymity in cooperative board games
- 2011
-
Ingår i: Think Design Play: The fifth international conference of the Digital Research Association (DIGRA).
-
Konferensbidrag (refereegranskat)abstract
- This study was done as a part of a larger research project where the interest was on exploring if and how gameplay design could give informative principles to the design of educational activities. The researchers conducted a series of studies trying to map game mechanics that had the special quality of being inclusive, i.e., playable by a diverse group of players. This specific study focused on designing a cooperative board game with the goal of implementing anonymity as a game mechanic. Inspired by the gameplay design patterns methodology (Björk & Holopainen 2005a; 2005b; Holopainen & Björk 2008), mechanics from existing cooperative board games were extracted and analyzed in order to inform the design process. The results from prototyping and play testing indicated that it is possible to implement anonymous actions in cooperative board games and that this mechanic made rather unique forms of gameplay possible. These design patterns can be further developed in order to address inclusive educational practices.
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| 39. |
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| 40. |
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| 41. |
- Linderoth, Jonas, 1970
(författare)
-
Gaming and identity: Rethinking the player avatar relation
- 2005
-
Ingår i: Paper presented at the Conference The Virtual - A room without borders ?. ; :15-16 September
-
Konferensbidrag (refereegranskat)abstract
- Avatars have been described as a form of alter egos, being means for playing with identity in virtual worlds. Using avatars of the opposite sex is for instance sometimes depicted as ‘exploring’ sexuality, letting the player experience a virtual sex change on their ‘second self.’ In my talk I will criticize this idea by using Erving Goffmans theory of the presentation of self as a tool for analyzing children playing computer games. I will show that avatars can be seen as a part of the player’s “setting” giving her/him resources for letting out information to other players about whom they are, what they appreciate, what they dislike and what they dare to do. Game play is then not seen as an exclusive arena, having unique properties for exploring alternative identities but as a setting for the everyday construction and re-construction of identity.
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| 42. |
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| 43. |
- Linderoth, Jonas, 1970
(författare)
-
Hur datorspel kan ge en illusion av lärande
- 2009
-
Ingår i: Didaktisk design i digital miljö : nya möjligheter för lärande. - Stockholm : Liber. - 9789147093281 ; , s. 202-221
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 44. |
- Linderoth, Jonas, 1970, et al.
(författare)
-
“In here I am pretty” – Onlinerollspel, stigma och identitet
- 2008
-
Ingår i: H. Rystedt & R. Säljö (Eds.), Kunskap och människans redskap: teknik och lärande. - Lund : Studentlitteratur. - 9789144048321 ; , s. 31-50
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 45. |
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| 46. |
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| 47. |
- Linderoth, Jonas, 1970
(författare)
-
Kreativitet, informationsteknik och mediekultur
- 2002
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Ingår i: Säljö, R. & Linderoth, J. (Eds.) Utm@ningar och e-frestelser. IT och skolans lärkultur. - Stockholm : Prisma. - 9151840286 ; , s. 233-254
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 48. |
- Linderoth, Jonas, 1970, et al.
(författare)
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Learning with computer games
- 2004
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Ingår i: J. Goldstein, D. Buckingham & G. Brougere (Eds.), Toys, games and media. - London : Lawrence Earlbaum. - 0805849033 ; , s. 157-176
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 49. |
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| 50. |
- Linderoth, Jonas, 1970
(författare)
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Lärarens återkomst : från förvirring till upprättelse
- 2016
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- I debattboken Lärarens återkomst ger pedagogikprofessorn och spelforskaren Jonas Linderoth upprättelse till den svenska lärarkåren. De lärare som tror på att undervisa har under lång tid demoniserats av politiker, skolforskare, fackförbund och lärarutbildare. Detta menar författaren är en av orsakerna till Sveriges lärarbrist och en delförklaring till svensk skolas stora problem. Idéer om att elever lär sig bäst när de söker kunskap på egen hand, att man inte bör dela in skolan i olika ämnen och att all kunskap endast är konstruktioner har skadat läraryrkets själva kärna. Denna konstruktivistiskt inspirerade pedagogik berövar elever rätten till en god utbildning. Linderoth visar på skadeverkningarna inom svensk skola på flera nivåer: från grundskolan till lärarutbildningen. Lärarens återkomst är en debattbok som introducerar ett alternativt perspektiv på lärande, samt gör en mycket kritisk genomlysning av skolans digitalisering. Det är hög tid att bryta förvirringen och åter respektera lärarprofessionen. Håller du med om detta är du redo för Lärarens återkomst.
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