In conducting my observational studies of learning I felt that objective observation alone provided insufficient sensory and experiential data to truly understand what was happening in the learning process. For this reason I revised my approach and adopted a duality of perspective. Rather than simply observe students involved in the learning process I subjected myself to the very same process, thereby experiencing a richer influx of data, simultaneously interpreting the events that unfolded before me with the perspectives of both a bystander and a participant.
James Paul Gee's 36 principls of learning from What Video Games Have to Teach Us about Learning and Literacy
In his book, What Video Games Have to Teach Us about Learning and Literacy , James Paul Gee identifies 36 principles of learning: Active, Critical Learning principle All aspects of the learning environment (including the ways in which the semiotic domain is designed and presented) are set up to encourage active and critical, not passive, learning. Design Principle Learning about and coming to appreciate design and design principles is core to the learning experience. Semiotic Principle Learning about and coming to appreciate interrelations within and across multiple sign systems (images, words, actions, symbols, artifacts, etc) as a complex system is core to the learning experience. Semiotic Domains Principle Learning involves mastering, at some level, semiotic domains, and being able to participate, at some level, in the affinity group or groups connected to them. Metalevel Thinking about Semiotic Domains Principle Learning involves active and cr...
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