Exercises in Constructive Imagination
Philosophy in this century has often self-consciously presented itself as aiming at the destruction or deconstruction of the philosophical tradition or even of theorizing as such. The basis for such self-description may well be a deep-seated anxiety about
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Department of Digital Content Design, Ling Tung University, Ling Tung Rd. 1, Taichung, 40858 Taiwan, R.O.C. 2 Department and Graduate Institute of Industrial Education & Technology, National Changhua University of Education, No.1, Jin-De Road, Changhua, Taiwan, R.O.C. {ltctht53,smc}@teamail.ltu.edu.tw, [email protected]
Abstract. Based on constructivist teaching and experiential learning, this research proposes ACIA (stands for Authentic Learning, Learning Community, Interaction, and Assessment) to structure a course of game design theory. Its framework includes: (1) an experiential learning:the college students have to design an educational game for elementary students; (2) a web-based learning community, unlimited to different majors, for inspiring cooperative learning from different stakeholders, as communicating channel for game developers, for obtaining meaningful interaction and guidance fromteachers; and (3) Evaluation, adopting self-assessment, peer and performance assessment to specifically reflect the knowledge, skills, and attitudes in students’ learning. A game design theory course with the above three elements can motivate students’ active learning and develop their advanced thinking skills. Keywords: Constructivist Teaching, Community, Interaction, Assessment.
Authentic
Learning,
Learning
1 Introduction The empirical study of game design mostly emphasizes the design method [1], or educational application of game [2], hardly teaching strategy or method in related courses, especially not the interdisciplinary cooperative learning and user involvement. The game design is distinguished from the software development for it involves experts from different areas, with various professional knowledge, creative, and artistic talents [3], who would consider the game player’s interests and needs, and create a user-centered design. Through participatory design, the stakeholders can join the research and codesign the game to ensure the products to meet the needs and usable[4]. For information and design students, game design theory is an entry level course. How do educators construct the course and provide a good training for their students to meet workplace requirements? Theorists of situated cognition advocate that learners interacting with authentic activities and situation under social context, making knowledge meaningful through experience, will be easily transferred to real life situation [5] [6]. Therefore, the authors propose a game design theory course with an approach of ACIA, A representing authentic learning activity, C learning community, I meaningful interaction, and A M. Chang et al. (Eds.): Edutainment 2011, LNCS 6872, pp. 195–203, 2011. © Springer-Verlag Berlin Heidelberg 2011
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C.-T. Wu, S.-M. Chung, and S.-S. Chang
assessment for learning. The framework of ACIA attempts toconstruct a course based on game design production process and combine game players and student designers with different majors through e-learning communities. Students are assigned to design a game for real situatio
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