Video Games and Learning Principles

Prepare a Brief (5 minute) Overview of each of your Learning Principles:

Monday/Wednesday  | Tuesday/Thursday


  • [Note: Your audience is fellow students in class who want to know why this is a relevant learning/teaching principle];

  • Define / Explain your learning principle (Carefully consider the full educational description of the learning principle);

  • Is your learning principle evident in any of the games/simulations we’ve discussed as a class such as  Player 2,  The Pavlov’s Dog Game, the Phet Balance Simulation, or Funbrain Math Baseball?  If so, how? If not, why not? (additional/alternative digital examples can be used as well);

  • Based on your learning principle, briefly describe a learning experience for your grade level and/or discipline.

I. Empowered Learners

1. Co-design | group 1

2. Customize | group 2

3. Identity | group 3

4. Manipulation and Distributed Knowledge | group 4

II. Problem Solving

5. Well- Ordered Problems | group 1

6. Pleasantly Frustrating | group 2

7. Cycles of Expertise | group 3

8. Information “On Demand” and “Just in Time” | group 4

9. Fish Tanks | group 1

10. Sandboxes | group 2

11. Skills as Strategies | group 3

III. Understanding

12. System Thinking | group 4

13. Meaning as Action Image |  Dr. Shutkin)

One thought on “Video Games and Learning Principles

  1. 1. Co-Design: In this context, I turn a reflective gaze to this course where I attempt to design a meaningful sequence of learning experiences and units to introduce students to the field of Educational Technology. At the same time, each student brings his or her emerging knowledge and expertise of their discipline, their students, and educational technology to the class. (cf. their TPACK). To respect this knowledge and expertise, explorations are designed to invite as much student choice as possible. This also occurs on a daily basis with daily lessons which are designed to encourage student choice and participation.

    2. Customize: The Video Gaming exploration explicitly and by design creates the possibilities for students to customize, that is, to reflect on their own learning styles. Further, across all explorations I encourage students to figure out problem solutions; there is never just one right answer.

    3. Identity: In this course and through course explorations, I encourage students to explore from the perspective of an educational technologist. I attempt this by emphasizing “design,” i.e. the design of technologically enhanced learning environments. More broadly, pre-service teachers are often very successful students of education, in part, because we are not only teaching a discipline but the study of education is also a process of socialization and identity formation. And all your best learning is from the POV of a pre-service teacher.

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