|
|
ix | |
Foreword |
|
xi | |
|
Acknowledgments |
|
xiii | |
Introduction |
|
1 | (3) |
Structure of This Book |
|
4 | (1) |
References |
|
5 | (2) |
|
Part I An Affinity Group of Game-Based Learning Educators |
|
|
7 | (54) |
|
|
9 | (18) |
|
Red Bandanas and Educational Anarchists |
|
|
9 | (3) |
|
The Tribe as Community of Practice |
|
|
12 | (2) |
|
The Games in Education Symposium as Affinity Space |
|
|
14 | (3) |
|
Selecting the Keynote Speakers |
|
|
17 | (1) |
|
|
18 | (2) |
|
Birds of a Feather Play Together |
|
|
20 | (1) |
|
Birds of a Feather Tweet Together |
|
|
21 | (3) |
|
|
24 | (1) |
|
|
24 | (3) |
|
Chapter 2 Learning From the Experts |
|
|
27 | (14) |
|
|
27 | (2) |
|
The Tribe as Affinity Group |
|
|
29 | (2) |
|
Taking Risks and Changing Paradigms |
|
|
31 | (2) |
|
Game-Based Learning Evangelism |
|
|
33 | (2) |
|
|
35 | (1) |
|
|
36 | (1) |
|
|
37 | (2) |
|
|
39 | (1) |
|
|
40 | (1) |
|
Chapter 3 Games in School |
|
|
41 | (20) |
|
The "Horizontal Learning Space" in Quest Atlantis |
|
|
42 | (2) |
|
|
44 | (2) |
|
|
46 | (1) |
|
|
47 | (1) |
|
|
48 | (2) |
|
|
50 | (2) |
|
|
52 | (1) |
|
The Intersection of Games and Learning |
|
|
53 | (1) |
|
|
54 | (2) |
|
|
56 | (1) |
|
|
56 | (5) |
|
Part II A Close Look at The Tribe in Action |
|
|
61 | (50) |
|
Chapter 4 "The Godmother of Educational Gaming" |
|
|
63 | (16) |
|
Room 339: Home to Epic Learners |
|
|
65 | (2) |
|
|
67 | (1) |
|
|
67 | (5) |
|
|
72 | (5) |
|
|
77 | (2) |
|
Chapter 5 "For the Next 3 Hours, You Have a License to Snoop Around the House" |
|
|
79 | (16) |
|
|
80 | (2) |
|
|
82 | (1) |
|
Observing Gone Home in the Classroom |
|
|
83 | (11) |
|
|
94 | (1) |
|
Chapter 6 "Life Just Got Epic!" |
|
|
95 | (16) |
|
Room 322: Iterative Design and Student Choice |
|
|
96 | (1) |
|
|
97 | (7) |
|
|
104 | (6) |
|
|
110 | (1) |
|
Part III "Go Where the Game Takes You!" |
|
|
111 | (110) |
|
Chapter 7 Playful Learning |
|
|
113 | (14) |
|
|
114 | (1) |
|
|
115 | (3) |
|
|
118 | (3) |
|
|
121 | (1) |
|
Playful Learning Environments |
|
|
122 | (2) |
|
|
124 | (1) |
|
|
124 | (3) |
|
Chapter 8 Gameful Learning |
|
|
127 | (18) |
|
Gameful Learning Practices |
|
|
128 | (2) |
|
|
130 | (3) |
|
|
133 | (2) |
|
|
135 | (2) |
|
Scaffolding Student Choice |
|
|
137 | (3) |
|
Designing Branched Quests |
|
|
140 | (1) |
|
|
141 | (1) |
|
|
142 | (3) |
|
Chapter 9 Games as High Quality Curricular Materials |
|
|
145 | (16) |
|
|
146 | (3) |
|
Video Games and Literary Devices |
|
|
149 | (2) |
|
Humanities Games as "Standalone Pieces" |
|
|
151 | (2) |
|
The Versatility of Humanities Games |
|
|
153 | (1) |
|
Turning Literature Into Role-Playing Games |
|
|
154 | (2) |
|
|
156 | (3) |
|
|
159 | (1) |
|
|
159 | (2) |
|
Chapter 10 "How Can I Twist This Game to My Purposes?" |
|
|
161 | (14) |
|
How World of Warcraft Became Sheehy's Curriculum |
|
|
162 | (3) |
|
|
165 | (1) |
|
The Malleability of Minecraft |
|
|
166 | (2) |
|
|
168 | (3) |
|
Applying the EPIC Framework |
|
|
171 | (1) |
|
Using The Walking Dead to Teach Ethics |
|
|
172 | (1) |
|
|
173 | (1) |
|
|
174 | (1) |
|
Chapter 11 The Case for Experiential Learning |
|
|
175 | (16) |
|
|
176 | (1) |
|
Games as Digital Field Trips |
|
|
177 | (2) |
|
Lesson Planning for Experiences |
|
|
179 | (2) |
|
Games and Mentorship Learning |
|
|
181 | (2) |
|
|
183 | (3) |
|
Virtual Internship Authorware |
|
|
186 | (1) |
|
How The Tribe Engaged Students in Affinity Groups |
|
|
187 | (2) |
|
|
189 | (1) |
|
|
190 | (1) |
|
Chapter 12 Open-Ended Assessments for Open-Ended Games |
|
|
191 | (18) |
|
Games, the Curriculum, and Assessments |
|
|
192 | (2) |
|
The Tribe's (Non)Use of Dashboard Analytics |
|
|
194 | (2) |
|
"The Ultimate Assessment" |
|
|
196 | (2) |
|
The Case for Schonian Reflective Practices |
|
|
198 | (2) |
|
Narrativizing Game Events |
|
|
200 | (1) |
|
|
201 | (2) |
|
Games and Dispositional Behaviors |
|
|
203 | (2) |
|
|
205 | (1) |
|
|
205 | (4) |
|
Chapter 13 The Role of the Game-Based Teacher |
|
|
209 | (12) |
|
The Teacher as Game-Master |
|
|
210 | (2) |
|
Flash Lessons and Teaching on the Fly |
|
|
212 | (2) |
|
|
214 | (1) |
|
The Husøy/Staaby Pendulum |
|
|
215 | (3) |
|
Teachers as Learning Designers |
|
|
218 | (1) |
|
|
219 | (1) |
|
|
219 | (2) |
Conclusion |
|
221 | (1) |
Lessons Learned |
|
222 | (2) |
Follow---and Join---The Tribe! |
|
224 | (3) |
Index |
|
227 | |