In class:
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- Work to determine study design for each group
- Discuss homework for this week and last
- Discuss the psychology of space (readings)
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Required Readings:
(for an overview of simulations -- our next technology to explore. The
reading is really dated, but I cannot find any newer overview
reading that covers issues related to learning and research. It seems
much has not changed since 1996).
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Gredler,
M. (1996). Educational games and simulations: A technology
in search of a (research) paradigm. In D.H. Jonassen (Ed.), Handbook
of Research for Educational Communications and Technology (pp.
521-540). New York: Simon & Schuster Macmillan. (download) |
Optional Readings
NOTE: I would hardly consider any of the below unbiased or research
based :
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EDU_RSS
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Foreman, J., Gee, J., Herz, J. C., Hinrichs,
R., Prensky, M., & Sawyer, B. (2004). Game-based learning:
How to delight and instruct in the 21st century. EDUCAUSE Review, 39(5),
50-66. |
Homework:
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Reminder: All work for the class is to be turned
in electronically so that others in the class may access your work.
Put it on your web-page, on the e-groups, or whichever way you can
make your work publicly visible. Assignments due next Wed
at 11:59 pm. |
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Find the coolest, mind-boggling, far-out, exciting,
and fun simulation (emphasis on simulation) there is.
Nominate it, write about it, and tell us why it's cool, exciting,
fun, ..., etc.
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GROUP HOMEWORK:
Further design of measures and procedures for your study (a
more detailed plan will emerge after individual consultation
with your group)
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Reminder: Look at some other
students work BEFORE you get to class on Thursday. Be prepared to
talk about one other student's theory of mind in depth that you found
particularly interesting or worth discussing. |
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PDFUser !pdf_user_F05! cep9091234 |
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