Editorial: Play and learn: potentials of game-based learning - Pivec - 2007 - British Journal of Educational Technology. Video Games: A Vehicle for Problem-based Learning. Leonard A.
AnnettaNorth Carolina State University Michelle CookClemson University Maya SchultzEast Chapel Hill High School Since the popularity of video games is at its highest in the high school student age group, it is becoming more critical to find a way to integrate video games into the science classroom. Today’s video games are designed around a rich storyline that mimics that of a Hollywood movie.
Inquiry instruction has long been considered the most effective approach to teaching and learning. Because today’s students are diverse in their learning styles and technology experiences, video games have the potential to meet the growing needs of this diverse population. In 2003, a movement among educational, governmental, corporate, medical, and military fields started using video games for teaching and training.
In order to obtain the cognitive and affective benefits of video games in the classroom, a well-designed technology program needs to be grounded in sound pedagogy. Mr. Overview of Problem-based Learning: Destnitions and Distinctions - viewcontent.cgi. TechCast - A Virtual Think Tank. Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Flip_class_basics. Flip the Classroom. This is the final post in a four part series discussing an excellent article written by Harvard Project Zero’s David Perkins. In a previous post, we discussed some of the challenges of using a constructivist approach to teaching and learning.
Today, we will present Perkins’ idea of Pragmatic Constructivism. The ideas in this post come from the following: Perkins, D. (1999). The many faces of constructivism. One of the common pitfalls of any innovative idea or practice in education is to treat it as though it were a “silver bullet”, a panacea for all that ails education. Inert Knowledge Inert knowledge is the type of knowledge that just sits in the brain awaiting recall before it is activated. A constructivist approach to teaching knowledge that is likely to become inert is to connect that knowledge with the student’s world by engaging them in active problem solving or problem-based learning.
Ritual Knowledge Conceptually Difficult Knowledge. Brian Bennett on the key principles that the Flipped Classroom leads to. Flipped Learning Network / Homepage. CCK12 Is flipped classroom the solution to education? I wonder! Is flipped classroom the solution to education?
To what extent is flipped classroom effective in education and learning? Flipped classroom is on the spotlight. Have I used flipped classroom to a certain extent? Yes. How about you? What are the assumptions relating to flipping the classroom? 1. 2. 3. 4. 5. 6. I have argued here that the solution may not lie with flipped classroom. It is not just about theory, it is about exploration, experimentation, learning in action, reflection, and immersion in the virtual world of networks, together with the real world of education and learning. Finally, I think flipped classroom is just one way of re-structuring education and learning, and so I don’t think it provides a holistic and innovative educational solution on its own. 21st century skills: Flip the classroom. Flipping the classroom. Infographic. How 'Flipping' the Classroom Can Improve the Traditional Lecture - Teaching - The Chronicle of Higher Education.
Flipping the classroom zet de les op zijn kop op Klasse voor Leraren. Er staat wel nog een leraar voor de klas.
Maar de les, die hebben de leerlingen al thuis op YouTube gezien. “De lestijd op school gebruiken we om oefeningen te maken”, zegt wiskundeleraar Erwin Meyers. Klassikale les en huiswerk omwisselen, dat is het idee achter flipping the classroom. Geven we binnenkort allemaal omgekeerd les? “De theorie kennen ze al van thuis” “Ik heb screencasts gemaakt”, zegt Erwin Meyers (leraar wiskunde WICO Campus Tio Overpelt). “Natuurlijk kan je niet alle lessen verfilmen. “Al mijn filmpjes staan op YouTube. “Ik laat ze zelf leraar spelen” “Toen ik ooit een screencast met Power- Point maakte, viel me op dat ik heel hard moest nadenken over hoe ik de theorie zo goed mogelijk kon uitleggen”, zegt Bram Faems (ICT-coördinator Jonatanschool, Sint-Niklaas). “Zelfs mijn zwaar leergestoorde leerlingen jongleren met PowerPoint. “Belangrijk is wel dat je de flipped classroom als een extra tool beschouwt, naast alle andere werkvormen. “Wie leest nu nog handleidingen?”