De Castell and Jensen identify several factors that allow commercial video games to offer a more engaging learning experience for gamers than educational games. The most prominent feature that allows deeper engagement with commercial video games is immersion.
Both Gee and Turkle introduce some terms that really resonated. However, I found myself looking for common ground in the work of the two scholars and thought that Turkle’s concept of the physical real is a locus that can be used to connect arguments from Alone Together and What Video Games Have to Teach Us. The physical real is one of those concepts that is so rudimentary that it is hard to explain.
In this week’s reading there are many interesting innovations, cases and frameworks for assessment discussed by Nicol, Redecker & Johannessen. I found that there was one common theme that tied all of these frameworks together – a movement towards greater learner self-regulation .
In Vaughan et al’s (2013) discussion of blended learning and the planning and design modifications required to facilitate effective communities of inquiry they introduce an intriguing term – presence.
Transformative pedagogy encourages the learner to critically explore attitudes and perspectives, question them in the light of social issues and attain social agency through action. Mezirow, J. and Associates. (2000) identify the following three themes central to the transformative learning framework:
Although there are many insightful readings in this week’s topic of Gender, Difference and Networked Media, the keyword (I know, it’s actually a phrase) that I found to be the most poignant was from Gray (2007): “use of Internet technologies can register as both a private experience and a suspended moment of public engagement”.