ESTUDANTES DO ENSINO BÁSICO COMO DESENVOLVEDORES DE JOGOS DIGITAIS
Fernando Celso Villar Marinho's insight:
ESTUDANTES DO ENSINO BÁSICO COMO DESENVOLVEDORES DE JOGOS DIGITAISFernando Celso Villar Marinho, Miriam Struchiner
A ideia de ter alunos como protagonistas no desenvolvimento de jogos digitais não é nova. O construcionismo de Papert (1993) tem sido revisitado por vários autores como Dondlinger & Student (2007), Squire (2003), Aguilera & Mendiz (2003) e Kafai (1995;2005;2006). A perspectiva construcionista (PAPERT, 1993) mostra-se cada vez mais viável uma vez que avanços tecnológicos tornaram mais acessíveis à programação de jogos digitais às crianças (RESNICK, 2007) e adequada para o desenvolvimento dos jogos digitais por que coloca o estudante como protagonista do seu aprendizado. Neste artigo apresentam-se elementos que sugerem que o professor tem um papel estratégico em propostas de integração entre o desenvolvimento de jogos digitais e as práticas curriculares ensino de ciências e matemática. Durante o desenvolvimento de jogos, os conceitos de diferentes disciplinas puderam ser revisados com plena atenção dos estudantes, que se engajaram para resolver problemas complexos.
Digital intelligence or “DQ” is the set of social, emotional and cognitive abilities that enable individuals to face the challenges and adapt to the demands of digital life. These abilities can broadly be broken down into eight interconnected areas.
The biggest game companies are thinking bigger when it comes to transmedia entertainment.
...In the span of a couple of weeks, I heard a couple of very interesting talks on transmedia, or entertainment properties that span multiple media like games, movies, and comic books. One talk took place at the Casual Connect conference in San Francisco, where game developer Nick Fortugno observed that the creation of a new entertainment property is best pursued in the development of a mobile game. That’s because mobile games can be made inexpensively and quickly, compared to movies or console games. You can test out new ideas more easily, with less risk. If you take a risk with a movie, you’ll go broke....'
Last week, I shared Dr. Klaus Oberauer’s research into how working memory operates and how multitasking is more fiction than reality. One of the key findings in Dr. Oberauer’s work is that there are three functional components of working memory: the active center of attention that is being processed by the brain, the active data [...]
A major theme during the Educon 2.8 conference in Philadelphia during the last week of January, 2016, was learner empowerment. Here is a Storify of tweets about empowerment from the conference: https://storify.com/jackiegerstein/what-conditions-are-necessary-for-empowerment-in-s. ; Highlighted Tweets include . . . The conference and Twitter discussions motivated me to write this post on learner empowerment. Thomas and Velthouse…
What motivates students? I’m continually asking myself this question. I can now say I’ve found my answer: Minecraft. "Why play Minecraft in school?" is a question others often ask me. For me, the answer is simple. KIDS LOVE IT! And if kids already have a passion, I try...
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