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This book covers relevant issues such as gamification, curriculum development, using games to sup... more This book covers relevant issues such as gamification, curriculum development, using games to support ASD (autism spectrum disorder) students, choosing games for the classroom and library, homeschooling and gameschooling, working with parents and policymakers, and choosing tools for educational game development.
Each chapter provides an overview of the relevant frameworks and research findings, as well as practical case studies and useful resources.
Learning, Education & Games: Bringing Games into Educational Contexts is the second in a series written and edited by members of the Learning, Education, and Games (LEG) special interest group of the IGDA (International Game Developers Association).
Papers by Charlotte Weitze
This article presents and discusses the first iteration of a design-based research experiment foc... more This article presents and discusses the first iteration of a design-based research experiment focusing on how to create a motivating gamified learning design, one that facilitates a deep learning process for adult students making their own learning games. Using games for learning has attracted attention from many teachers as well as researchers because of their promise to motivate students and provide them with deep learning experiences. Part of the young adult target group in our current case has motivational issues in the formal learning environment, and the use of learning games is therefore worth investigating as a motivational learning strategy. As meaning can be constructed through the manipulation of materials, which facilitates reflection and new ways of thinking, the use of learning games in education is taken one step further into the building of learning games in collaborative settings. It is proposed that this may be an approach that enables deep and motivational learning processes. The paper discusses which elements, practices, and processes are essential when creating innovative and motivating learning designs for teachers and adult students. This gamified learning design enables the students to be the designers of their own learning, by allowing them to create their own digital learning games, while implementing learning goals from cross-disciplinary subject matters (Figure 1). Another focus has been to create a learning design that scaffolds the students’ own learning-game-design process, and enables teachers to evaluate whether the students have been successful in learning their subject matter. The findings suggest that the current learning design comes partway toward facilitating learning and making the experience engaging. But to enable a deeper learning process, there is room for improvement. Future topics of research are: how students are facilitated in establishing learning goals, how teachers and students engage in the learning experience, and introductory suggestions for students on how to design the learning-experience inside their learning game.
This paper presents and discusses findings about how students, teachers, and the organization exp... more This paper presents and discusses findings about how students, teachers, and the organization experience a start--up--project applying video conferences between campus and home. This is new territory for adult learning centers. The paper discusses the transition to this eLearning form and discusses pedagogical innovativeness, including collaborative and technological issues. The research is based on the Global Classroom Model as it is implemented and used at an adult learning center in Denmark (VUC Storstrøm). VUC Storstrøms (VUC) Global Classroom Model is an approach to video conferencing and eLearning using campus--based teaching combined with laptop solutions for students at home. After a couple of years of campus--to--campus video streaming, VUC started a fulltime day program in 2011 with the support of a hybrid campus and videoconference model. In this model the teachers and some of the students are present on campus in the classroom, while other students are participating simultaneously from their home using laptops. Although the Global Classroom Model is pedagogically flexible, the students are required to attend according to regulations from the Ministry of Children and Education to pass their exams. Evaluations show that the students are happy with the flexibility this model provides in their everyday life. However, our findings also show several obstacles. Firstly technical issues are at play, but also the learning design of the lessons, as well as general organizational and cultural issues. All these matters need to be taken into consideration when implementing the Global Classroom Model. Through the start--up period of a PhD study and through a research--based competence development project with senior researchers, we have gained knowledge about the experiences, challenges, and potentials of the teaching and learning within the Global Classroom Model. Both studies are action research studies with a user-centered approach. In this paper we focus on the students experience and on the organizational issues related to the transition to the Global Classroom Model as well as on the continued development of the teachers' educational designs. The research is based on interviews, on utterances in feedback sessions, and on the observed interaction taking place.
Electronic Journal of E Learning, 2014
This paper presents and discusses findings about how students, teachers, and the organization exp... more This paper presents and discusses findings about how students, teachers, and the organization experience a start-up-project applying videoconferences between campus and home. This is new territory for adult learning centers. The research is based on the Global Classroom Model as it is implemented and used at an adult learning center in Denmark, named VUC Storstrøm. . After a couple of years of campus-to-campus video streaming, VUC Storstrøm started a fulltime day program in 2011 with the support of a hybrid campus and videoconference model. In this model the teachers and some of the students are present on campus in the classroom, while other students are participating simultaneously from their home using laptops. In this paper, the case and context of VUC Storstrøm, the research design chosen, and the literature that already exists in this area constitutes the backdrop for the analysis and discussion of the first activities in this long-term project. The research is based on interviews, on utterances in feedback sessions, and on the observed interaction taking place in the first sixths month of 2013 (i.e. 1½ year after the first program commenced). Evaluations show that the students are happy with the flexibility this model provides in their everyday life. However, findings also show several obstacles: Technical issues are at play, but also the learning design of the lessons, as well as general organizational and cultural issues. In this paper we focus on the students and teachers experiences and on the organizational issues related to the transition to the Global Classroom Model as well as provide outlines to the consequences these findings may have, for example in relation to the continued development of the teachers' educational designs.
The desire to use learning games in education is increasing, but the development of games for lea... more The desire to use learning games in education is increasing, but the development of games for learning is still a growing field. Research shows that it remains difficult to develop learning games that are both instructive and engaging, although it is precisely the presence of these two elements that is believed to be an advantage when using learning games in education.
This paper presents the development of the IT-Pedagogical Think Tank for Teacher Teams (ITP4T), a... more This paper presents the development of the IT-Pedagogical Think Tank for Teacher Teams (ITP4T), a continuous competence development model. The model was co-designed following a design-based research approach with teachers from VUC Storstrøm's (VUC) Global Classroom (GC), an innovative hybrid synchronous videoconference concept (Weitze & Ørngreen 2014). The ITP4T model responds to the needs and challenges that the teachers and the organization in VUC's GC are experiencing in the new technological teaching environment. Ultimately, it aims to create a new practise for teachers, enabling them to create their own continuous competence development. This article describes how and why the different components of the model were developed in response to the teachers' challenges. Such challenges included lack of time, competence and support from the educational organisation to innovate learning design to correspond to the new technological learning environment. Using this model at a weekly two-hour meeting, we focused on creating motivating and engaging learning designs for the students, while gathering qualitative data in the process. This research found that it is possible to establish an agile ongoing practice enabling the teacher team to reflect, innovate and create. The model also provided teachers with thinking and acting technologies enabling change and the opportunity to anchor knowledge and locate new solutions for the frequent IT-pedagogical issues on a theoretical and practical level; this process empowered, engaged and motivated their daily working life.
Experimenting on how to create a sustainable gamified learning design that supports adult student... more Experimenting on how to create a sustainable gamified learning design that supports adult students when learning through designing learning games ECGBL Abstract: This paper presents and discusses the first iteration of a design-based research experiment focusing on how to create an overall gamified learning design (big Game) facilitating the learning process for adult students by letting them be their own learning designers through designing their own digital learning games (small games) in cross-disciplinary subject matters. The experiment has focused on creating a game-based learning design that enables the students to implement the learning goals into their games, and on making the game design process motivating and engaging. Another focus of the study has been to create a sustainable learning design that supports the learning game design process and gives teachers the ability to evaluate whether the students have been successful in learning their subject matter through this learning game design process. The findings are that this initial experiment with the learning design comes part of the way toward making the experience engaging and facilitating learning, but there is room for improvement and suggestions for tweaking the big Game -the gamified learning design.
This book covers relevant issues such as gamification, curriculum development, using games to sup... more This book covers relevant issues such as gamification, curriculum development, using games to support ASD (autism spectrum disorder) students, choosing games for the classroom and library, homeschooling and gameschooling, working with parents and policymakers, and choosing tools for educational game development.
Each chapter provides an overview of the relevant frameworks and research findings, as well as practical case studies and useful resources.
Learning, Education & Games: Bringing Games into Educational Contexts is the second in a series written and edited by members of the Learning, Education, and Games (LEG) special interest group of the IGDA (International Game Developers Association).
This article presents and discusses the first iteration of a design-based research experiment foc... more This article presents and discusses the first iteration of a design-based research experiment focusing on how to create a motivating gamified learning design, one that facilitates a deep learning process for adult students making their own learning games. Using games for learning has attracted attention from many teachers as well as researchers because of their promise to motivate students and provide them with deep learning experiences. Part of the young adult target group in our current case has motivational issues in the formal learning environment, and the use of learning games is therefore worth investigating as a motivational learning strategy. As meaning can be constructed through the manipulation of materials, which facilitates reflection and new ways of thinking, the use of learning games in education is taken one step further into the building of learning games in collaborative settings. It is proposed that this may be an approach that enables deep and motivational learning processes. The paper discusses which elements, practices, and processes are essential when creating innovative and motivating learning designs for teachers and adult students. This gamified learning design enables the students to be the designers of their own learning, by allowing them to create their own digital learning games, while implementing learning goals from cross-disciplinary subject matters (Figure 1). Another focus has been to create a learning design that scaffolds the students’ own learning-game-design process, and enables teachers to evaluate whether the students have been successful in learning their subject matter. The findings suggest that the current learning design comes partway toward facilitating learning and making the experience engaging. But to enable a deeper learning process, there is room for improvement. Future topics of research are: how students are facilitated in establishing learning goals, how teachers and students engage in the learning experience, and introductory suggestions for students on how to design the learning-experience inside their learning game.
This paper presents and discusses findings about how students, teachers, and the organization exp... more This paper presents and discusses findings about how students, teachers, and the organization experience a start--up--project applying video conferences between campus and home. This is new territory for adult learning centers. The paper discusses the transition to this eLearning form and discusses pedagogical innovativeness, including collaborative and technological issues. The research is based on the Global Classroom Model as it is implemented and used at an adult learning center in Denmark (VUC Storstrøm). VUC Storstrøms (VUC) Global Classroom Model is an approach to video conferencing and eLearning using campus--based teaching combined with laptop solutions for students at home. After a couple of years of campus--to--campus video streaming, VUC started a fulltime day program in 2011 with the support of a hybrid campus and videoconference model. In this model the teachers and some of the students are present on campus in the classroom, while other students are participating simultaneously from their home using laptops. Although the Global Classroom Model is pedagogically flexible, the students are required to attend according to regulations from the Ministry of Children and Education to pass their exams. Evaluations show that the students are happy with the flexibility this model provides in their everyday life. However, our findings also show several obstacles. Firstly technical issues are at play, but also the learning design of the lessons, as well as general organizational and cultural issues. All these matters need to be taken into consideration when implementing the Global Classroom Model. Through the start--up period of a PhD study and through a research--based competence development project with senior researchers, we have gained knowledge about the experiences, challenges, and potentials of the teaching and learning within the Global Classroom Model. Both studies are action research studies with a user-centered approach. In this paper we focus on the students experience and on the organizational issues related to the transition to the Global Classroom Model as well as on the continued development of the teachers' educational designs. The research is based on interviews, on utterances in feedback sessions, and on the observed interaction taking place.
Electronic Journal of E Learning, 2014
This paper presents and discusses findings about how students, teachers, and the organization exp... more This paper presents and discusses findings about how students, teachers, and the organization experience a start-up-project applying videoconferences between campus and home. This is new territory for adult learning centers. The research is based on the Global Classroom Model as it is implemented and used at an adult learning center in Denmark, named VUC Storstrøm. . After a couple of years of campus-to-campus video streaming, VUC Storstrøm started a fulltime day program in 2011 with the support of a hybrid campus and videoconference model. In this model the teachers and some of the students are present on campus in the classroom, while other students are participating simultaneously from their home using laptops. In this paper, the case and context of VUC Storstrøm, the research design chosen, and the literature that already exists in this area constitutes the backdrop for the analysis and discussion of the first activities in this long-term project. The research is based on interviews, on utterances in feedback sessions, and on the observed interaction taking place in the first sixths month of 2013 (i.e. 1½ year after the first program commenced). Evaluations show that the students are happy with the flexibility this model provides in their everyday life. However, findings also show several obstacles: Technical issues are at play, but also the learning design of the lessons, as well as general organizational and cultural issues. In this paper we focus on the students and teachers experiences and on the organizational issues related to the transition to the Global Classroom Model as well as provide outlines to the consequences these findings may have, for example in relation to the continued development of the teachers' educational designs.
The desire to use learning games in education is increasing, but the development of games for lea... more The desire to use learning games in education is increasing, but the development of games for learning is still a growing field. Research shows that it remains difficult to develop learning games that are both instructive and engaging, although it is precisely the presence of these two elements that is believed to be an advantage when using learning games in education.
This paper presents the development of the IT-Pedagogical Think Tank for Teacher Teams (ITP4T), a... more This paper presents the development of the IT-Pedagogical Think Tank for Teacher Teams (ITP4T), a continuous competence development model. The model was co-designed following a design-based research approach with teachers from VUC Storstrøm's (VUC) Global Classroom (GC), an innovative hybrid synchronous videoconference concept (Weitze & Ørngreen 2014). The ITP4T model responds to the needs and challenges that the teachers and the organization in VUC's GC are experiencing in the new technological teaching environment. Ultimately, it aims to create a new practise for teachers, enabling them to create their own continuous competence development. This article describes how and why the different components of the model were developed in response to the teachers' challenges. Such challenges included lack of time, competence and support from the educational organisation to innovate learning design to correspond to the new technological learning environment. Using this model at a weekly two-hour meeting, we focused on creating motivating and engaging learning designs for the students, while gathering qualitative data in the process. This research found that it is possible to establish an agile ongoing practice enabling the teacher team to reflect, innovate and create. The model also provided teachers with thinking and acting technologies enabling change and the opportunity to anchor knowledge and locate new solutions for the frequent IT-pedagogical issues on a theoretical and practical level; this process empowered, engaged and motivated their daily working life.
Experimenting on how to create a sustainable gamified learning design that supports adult student... more Experimenting on how to create a sustainable gamified learning design that supports adult students when learning through designing learning games ECGBL Abstract: This paper presents and discusses the first iteration of a design-based research experiment focusing on how to create an overall gamified learning design (big Game) facilitating the learning process for adult students by letting them be their own learning designers through designing their own digital learning games (small games) in cross-disciplinary subject matters. The experiment has focused on creating a game-based learning design that enables the students to implement the learning goals into their games, and on making the game design process motivating and engaging. Another focus of the study has been to create a sustainable learning design that supports the learning game design process and gives teachers the ability to evaluate whether the students have been successful in learning their subject matter through this learning game design process. The findings are that this initial experiment with the learning design comes part of the way toward making the experience engaging and facilitating learning, but there is room for improvement and suggestions for tweaking the big Game -the gamified learning design.