comments
Respond
Comment on the article
Add a citation
Reply with an article
Start a new topic
Edit
Edit article
Delete article
Share
Invite
Link
Embed
Social media
Avatar
View
Graph
Explorer
Focus
Down
Load 1 level
Load 2 levels
Load 3 levels
Load 4 levels
Load all levels
All
Dagre
Focus
Down
Load 1 level
Load 2 levels
Load 3 levels
Load 4 level
Load all levels
All
Tree
SpaceTree
Focus
Expanding
Load 1 level
Load 2 levels
Load 3 levels
Down
All
Down
Radial
Focus
Expanding
Load 1 level
Load 2 levels
Load 3 levels
Down
All
Down
Box
Focus
Expanding
Down
Up
All
Down
Article ✓
Outline
Document
Down
All
Page
Canvas
Time
Timeline
Calendar
Updates
Subscribe to updates
Get updates
Past 24 hours
Past week
Past month
Past year
Pause updates
Contact us
09: Story playing mode of simulation and game playing is better
RELATED ARTICLES
Explain
⌅
Collaborology Course
Collaborology Course☜An internationally federated course education design project, Inter University Centre Dubrovnik, Croatia, October 1–9, 2016.☜F1CEB7
⌃
Principles of Collaborology
Principles of Collaborology☜An exploratory dialogue between Pavel, Dino and Alex&er on the principles of collaborology.☜FFB597
⌃
3. Alex&er's Principles of Collaborology
3. Alex&er's Principles of Collaborology☜Shared by Alex&er via email.☜59C6EF
■
09: Story playing mode of simulation and game playing is better
09: Story playing mode of simulation and game playing is better☜☜9FDEF6
□
The Evolutionary Challenge for Technology
The Evolutionary Challenge for Technology☜In the final analysis, the emerging soft technologies of the 21st century can bring about a Learning Society that is future-oriented , self-creating, and sustainable within the dynamically evolving planetary context.☜FFB597
□
01. Form follows function
01. Form follows function☜This corresponds to Pavel’s point 0.☜9FDEF6
□
02. The container flavors the contained
02. The container flavors the contained☜Colloquially expressed, where the sake hits the cedar.☜9FDEF6
□
03. Ethical design involves stakeholders in design
03. Ethical design involves stakeholders in design☜The only ethical design process is one that involves design with the stakeholders (and by this I mean all those who stand to benefit and/or suffer the consequences of the design), not for them. When this comes to including the voices of the voiceless or those not present (future generations, trees and animals, the rivers and lakes), the exercise of including the “empty chair” to represent their interests and their presence in the conversation and narrative weaving is an important practice.☜9FDEF6
□
04. Participation is voluntary
04. Participation is voluntary☜It is also a condition of participation. (In other words, you freeloading is not welcome)☜9FDEF6
□
05. Case study method is dead
05. Case study method is dead☜Case study method is dead (i.e., it is about dead cases, ones that area already know, and therefore is rarely inspiring).☜9FDEF6
□
06. Problem based learning is better
06. Problem based learning is better☜☜9FDEF6
□
07. Project oriented learning is best
07. Project oriented learning is best☜Project oriented learning is best - especially when the project relates directly to the learner’s lifeworld and challenges.☜9FDEF6
□
08. Story telling mode of lecturing is dead
08. Story telling mode of lecturing is dead☜Similarly to points 5, 6, and 7, story telling mode of lecturing is dead.☜9FDEF6
□
10. Story dwelling: interweaving life learning & course subject matter
10. Story dwelling: interweaving life learning & course subject matter☜Story dwelling mode of engaging the learning in their own life narrative with the subject matter of the course is best.☜9FDEF6
□
11. Learning must be fun
11. Learning must be fun☜This means moving beyond edutainment into the true gamification of education, bearing in mind points 5/8, 6/9, and 7/10, above.☜9FDEF6
□
12. Learning processes and outcomes must be life affirming
12. Learning processes and outcomes must be life affirming☜All learning processes and the outcomes to which they lead must be life affirming. There can be no utilitarian justification for destruction of life or life support systems, even if the idea is to create better or more life through doing so.☜9FDEF6
□
13. Learning processes and outcomes must be future oriented
13. Learning processes and outcomes must be future oriented☜Similarly, all learning processes and the outcomes to which they lead must be future oriented. They cannot be about returning to a “golden era” in the past or affirming the status quo.☜9FDEF6
□
14. Learning processes and outcomes must be opportunity increasing
14. Learning processes and outcomes must be opportunity increasing☜And finally along these lines, all learning & processes and the outcomes to which they lead must be opportunity increasing. They must provide more opportunities to have more opportunities to engage with life — not only for the learning, but for all the stakeholders involved (see point 3, above).☜9FDEF6
□
15. Educational technology must be transparent to the user
15. Educational technology must be transparent to the user☜Educational technology must always be as “transparent” to the user as possible. The provision of MMIEs (technologically Mediated Multisensory Interactive Environments) should be encouraged, but only to the extent that they do not require the user to shift their thinking/experiencing patterns to adapt to the technology but rather enhance the learner’s sense of being fully engaged and present with the learning at hand.☜9FDEF6
□
16. The learning process must seek to connect life with life
16. The learning process must seek to connect life with life☜This relates to point 12, above. Technologies that disconnect the learner from life by connecting them to information are not acceptable (see point 15, above).☜9FDEF6
□
17. All forms of learning should weave 4 dimensions of conviviality
17. All forms of learning should weave 4 dimensions of conviviality☜All forms of learning should seek to weave four dimensions of conviviality (either simultaneously or through the course of learning a given subject): the intra-personal dimension, the inter-personal dimension, the trans-species dimension, and the trans-generational dimension.☜9FDEF6
□
Graph of this discussion
Graph of this discussion☜Click this to see the whole debate, excluding comments, in graphical form☜dcdcdc
Enter the title of your article
Enter a short (max 500 characters) summation of your article
Click the button to enter task scheduling information
Open
Enter the main body of your article
Prefer more work space? Try the
big editor
Enter task details
Message text
Select assignee(s)
Due date (click calendar)
RadDatePicker
RadDatePicker
Open the calendar popup.
Calendar
Title and navigation
Title and navigation
<<
<
November 2024
>
<<
November 2024
S
M
T
W
T
F
S
44
27
28
29
30
31
1
2
45
3
4
5
6
7
8
9
46
10
11
12
13
14
15
16
47
17
18
19
20
21
22
23
48
24
25
26
27
28
29
30
49
1
2
3
4
5
6
7
Reminder
No reminder
1 day before due
2 days before due
3 days before due
1 week before due
Ready to post
Copy to text
Enter
Cancel
Task assignment(s) have been emailed and cannot now be altered
Lock
Cancel
Save
Comment graphing options
Choose comments:
Comment only
Whole thread
All comments
Choose location:
To a new map
To this map
New map options
Select map ontology
Options
Standard (default) ontology
College debate ontology
Hypothesis ontology
Influence diagram ontology
Story ontology
Graph to private map
Cancel
Proceed
+Comments (
0
)
- Comments
Add a comment
Newest first
Oldest first
Show threads
+Citations (
0
)
- Citations
Add new citation
List by:
Citerank
Map
+About
- About
Entered by:-
David Price
NodeID:
#378733
Node type:
Component
Entry date (GMT):
3/6/2015 5:00:00 PM
Last edit date (GMT):
3/6/2015 5:00:00 PM
Show other editors
Incoming cross-relations:
0
Outgoing cross-relations:
0
Average rating:
0
by
0
users
Enter comment
Select article text to quote
Cancel
Enter
welcome text
First name
Last name
Email
Skip
Join
x
Select file to upload