It is useful to think of embodied learning (“M-BOD”), as Gee conceives it, as a dimension of EL since the pedagogy constructs learning as active and interactive, but it would be a mistake to conflate the concepts. M-BOD is a framework, a set of principles, for understanding how people become motivated to engage and re-engage cognitively challenging tasks--to "practice" at something--but this is not thinkable as an operation of (again in Fenwick's words) an "autonomous rational knowledge-making self, disembodied, rising above the dynamics and contingency of experience."
Condensing and simplifying some of Gee's ideas, I came up with the hypothesis that practice is pleasurable when it involves people in making choices that reward them somehow--choices about
who to be: (imaginative projection: some participation in story-telling or drama)
what the rules are (game recognition: the mental labor of identifying problems and how to solve them)
how to adapt (or improvise on) the rules to suit a particular context (game elaboration: some kind of recoding of some elements of the game)
Embodied Learning - 0 views
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Far more than books or movies or music, games force you to make decisions. Novels may activate our imagination, and music may conjure up powerful emotions, but games force you to decide, to choose, to prioritize. All the intellectual benefits of gaming derive from this fundamental virtue, because learning how to think is ultimately about learning to make the right decisions: weighing evidence, analyzing situations, consulting your long-term goals, and then deciding…. Those decisions are …predicated on two modes of intellectual labor that are kept to the collateral learning of playing games. I call them probing and telescoping (41) Probing: you have to probe the depths of the game’s logic to make sense of it and like most probing expeditions, you get result by trial and error, by stumbling across things, by following hunches (42-3) Telescoping is managing…simultaneous objectives… you can’t progress far in a game if you simply deal with the puzzles you stumble across; you have to coordinate them with the ultimate objectives on the horizon...Telescoping is about constructing the proper hierarchy of tasks and moving through the tasks in the correct sequence. It’s about perceiving relationships and determining priorities (54-55).
Sensation-Seeking | Education.com - 0 views
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Nevertheless, these students still pay attention to tasks, activities, and media messages that are low in sensation-value, if the topic is particularly salient to them. For example, individuals may attend to a seemingly boring documentary on cancer research, if they have close relatives or friends who is suffering from the disease; they may attend to a lecture on the stock market if they have just received the gift of a larger sum of money.
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Students with a high sensation needs benefit from instructional practices that meet those needs. It certainly is not possible to meet the needs of these students at all times, but some lessons can be altered to better hold their attention.
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Balancing Teaching and Research Experiences in Doctoral Training Programs: Lessons for ... - 0 views
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structure of doctoral training programs in many cases does not provide the flexibility necessary to pursue career experiences not directly related to a research emphasi
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upplement my traditional doctoral research training with independent teaching experiences that have allowed me to prepare myself for a career that combines both into a combined educational program
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If a research-based career is not the ultimate plan for doctoral candidates, then they must consider ways to supplement their education with experiences that directly complement their career goals.
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Integrating Web 2.0 Tools into the Classroom: Changing the Culture of Learning | CCT - 0 views
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This report presents findings from a two-year investigation of the ways in which Web 2.0 tools and social networking technologies are being used to support teaching and learning in classrooms across the United States.
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Currently, there is much discussion and excitement about Web 2.0 in education, but we still know very little about how these tools actually work in the classroom. Therefore, the goal of this research was simply to interview and observe educators and students who are experimenting with these tools in the classroom to see what uses are emerging and to explore the learning affordances of blogs, wikis, and other Web 2.0 tools.
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between school/home, public/private or youth/adult culture, it presents an emerging challenge. Web 2.0 technologies are fundamentally reshaping and realigning many aspects of the communication loop: the people with whom teachers, students, and parents communicate; how they communicate; what they communicate about; and where and when they communicate. These ongoing processes bring to the fore exciting opportunities and novel challenges for educators. As schools use these technologies to build communities, the old boundaries between public and private, in school and out of school, and youth culture and adult culture are melting away and being redrawn.
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Study on Web 2.0 tools for educational purposes. "Web 2.0 technologies are fundamentally reshaping and realigning many aspects of the communication loop: the people with whom teachers, students, and parents communicate; how they communicate; what they communicate about; and where and when they communicate."
Study Hacks » Blog Archive » Adventure Studying: An Unconventional New Approa... - 0 views
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Conventional wisdom says: studying happens on campus, or, if you’re feeling particularly crazy, maybe in a Starbucks near campus. And that’s it. It is supposed to be a grind that takes place in in the same old boring libraries surrounded by the same old boring people.
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adventure studying.
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Our minds crave novelty
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Teaching and Learning: Moodle Recipes for Educators - a community cookbook ! - 0 views
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Students use Glossary to augment their classroom discussion of a novel.
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