Muutke küpsiste eelistusi

E-raamat: Using Video Games to Level Up Collaboration for Students: A Fun, Practical Way to Support Social-emotional Skills Development

  • Formaat: 230 pages
  • Ilmumisaeg: 13-Jul-2022
  • Kirjastus: Routledge
  • Keel: eng
  • ISBN-13: 9781000588880
Teised raamatud teemal:
  • Formaat - PDF+DRM
  • Hind: 41,59 €*
  • * hind on lõplik, st. muud allahindlused enam ei rakendu
  • Lisa ostukorvi
  • Lisa soovinimekirja
  • See e-raamat on mõeldud ainult isiklikuks kasutamiseks. E-raamatuid ei saa tagastada.
Using Video Games to Level Up Collaboration for Students: A Fun, Practical Way to Support Social-emotional Skills DevelopmentSuurem pilt

DRM piirangud

  • Kopeerimine (copy/paste):

    ei ole lubatud

  • Printimine:

    ei ole lubatud

  • Kasutamine:

    Digitaalõiguste kaitse (DRM)
    Kirjastus on väljastanud selle e-raamatu krüpteeritud kujul, mis tähendab, et selle lugemiseks peate installeerima spetsiaalse tarkvara. Samuti peate looma endale  Adobe ID Rohkem infot siin. E-raamatut saab lugeda 1 kasutaja ning alla laadida kuni 6'de seadmesse (kõik autoriseeritud sama Adobe ID-ga).

    Vajalik tarkvara
    Mobiilsetes seadmetes (telefon või tahvelarvuti) lugemiseks peate installeerima selle tasuta rakenduse: PocketBook Reader (iOS / Android)

    PC või Mac seadmes lugemiseks peate installima Adobe Digital Editionsi (Seeon tasuta rakendus spetsiaalselt e-raamatute lugemiseks. Seda ei tohi segamini ajada Adober Reader'iga, mis tõenäoliselt on juba teie arvutisse installeeritud )

    Seda e-raamatut ei saa lugeda Amazon Kindle's. 

Using Video Games to Level Up Collaboration for Students provides a research-informed, systematic approach for using cooperative multiplayer video games as tools for teaching collaborative social skills and building social connections. Video games have become an ingrained part of our culture, and many teachers, school leaders and allied health professionals are exploring ways to harness digital gamesbased learning in their schools and settings. At the same time, collaborative skills and social inclusion have never been more important for our children and young adults.

Taking a practical approach to supporting a range of learners, this book provides a three-stage system that guides professionals with all levels of gaming experience through skill instruction, supported play and guided reflection. A range of scaffolds and resources support the implementation of this program in primary and secondary classrooms and private clinics. Complementing this intervention design are a set of principles of game design that assist in the selection of games for use with this program, which assists with the selection of existing games or the design of future games for use with this program.

Whether you are a novice or an experienced gamer, Level Up Collaboration provides educators with an innovative approach to ensuring that children and young adults can develop the collaborative social skills essential for thriving in their communities. By using an area of interest and strength for many individuals experiencing challenges with developing friendships and collaborative social skills, this intervention program will help your school or setting to level up social outcomes for all participants.
List of figures
xi
List of tables
xiii
Foreword xiv
Acknowledgements xvi
1 Setting the scene for digital games-based intervention
1(10)
Harnessing the educational power of gaming
1(1)
Developing a keen interest in gaming from a young age
2(1)
Learning to connect and teach through gaming
3(1)
Who can the Level Up Collaboration intervention help?
4(1)
Considering the language of neurodiversity
5(1)
Two audiences, one book
5(2)
Optimising learning: Using this book as a guide for implementing an effective digital games-based intervention
7(1)
Optimising game design: Creating the ideal virtual environment for collaboration
8(1)
Summary of key ideas in
Chapter 1
9(1)
References
9(2)
2 Research informing Level Up Collaboration
11(16)
Introduction
11(1)
Theories to understand the processes and barriers for learning
11(4)
Theories of instruction to optimise learning
15(3)
Prioritising which collaborative social skills we teach
18(3)
Introducing the Response to Intervention model: Who needs which level of support?
21(2)
Summary of keys ideas in
Chapter 2
23(1)
References
24(3)
3 Getting started with the Level Up Collaboration intervention
27(25)
Introduction
27(1)
The need for a consistent systematic approach to intervention
28(1)
Introducing Stage A - Skill instruction
29(1)
Introducing Stage B - Supported play
30(1)
Introducing Stage C - Group reflection
31(1)
Judging the length of each stage
32(2)
Deciding which children should participate in this intervention
34(3)
Supporting transitions between the stages
37(1)
Staffing requirements and recommendations
37(2)
Finding the right space
39(3)
Using the Intervention roadmap planner
42(2)
Summary of key ideas in
Chapter 3
44(2)
References
46(1)
Resources
47(5)
4 Stage A - Using explicit skill instruction and video review
52(37)
Introduction
52(1)
An overview of the steps for implementing Stage A
52(1)
Planning for intervention: Preparing for Stage A
53(9)
Checking in
62(2)
Recalling `who and what' of previous session
64(1)
Guided skill revision and consolidation
65(1)
Video review: Self-identification of skill performance
66(3)
Video modelling: Introducing a new skill (if participants are ready)
69(6)
Setting individual and team goals
75(2)
Introducing the game for the session
77(2)
Transitioning to Stage B
79(1)
Hotspots
80(2)
References
82(1)
Resources for Stage A
82(7)
5 Stage B - Promoting interactions during cooperative gameplay
89(25)
Introduction
89(1)
Preparing for Stage B
89(1)
Required equipment
89(3)
Recommended equipment
92(2)
Setting up the space for collaborative play
94(1)
Defining roles for players and non-players before play
95(3)
Starting play
98(1)
Time-out and Break cards
98(2)
Help cards
100(2)
The coaching role of interventionists
102(5)
Regular time-outs for feedback and for rotating roles
107(2)
Transitioning to Stage C
109(1)
Hotspots
110(2)
References
112(1)
Resources for Stage B
112(2)
6 Stage C - Guided reflection
114(1)
Introduction
114(1)
Preparing for Stage C
115(1)
Setting up the space for guided reflection
116(1)
Visual supports and organisers for prompting reflection
117(1)
Steps for implementing Stage C: Guided reflection
118(3)
Concluding the session
121(1)
Hotspots
122(2)
Summary of key ideas in
Chapter 6: Checklist for implementing Stage C
124(1)
References
125(1)
Resources for Stage C
125(1)
7 Introducing
125(3)
Target Skills
128(1)
Introduction
128(1)
Why should you focus on these 15 skills?
128(1)
Overview of all
129(1)
Target Skills
130(5)
Combining skills: Encouraging participation in group activity
135(3)
Combining skills: Considering others' perspectives on fairness
138(2)
Combining skills: Recognising when to give instructions and share information
140(3)
Combining skills: Creating an environment for constructive communication
143(2)
Combining skills: Drawing on individual and collective expertise
145(2)
Combining skills: Providing appropriate encouragement and performance feedback
147(2)
Summary of key ideas in
Chapter 7
149(1)
References
150(1)
Resources
150(4)
8 Assessing collaboration during play
154(17)
Introduction
154(1)
Assessment as part of the intervention cycle
154(1)
Generating data during Stage B
155(5)
Using the Collaborative problem-solving empirical progressions to assess learning
160(5)
Sharing assessment data with colleagues, families and caregivers
165(1)
Summary of key ideas in
Chapter 8
166(1)
References
166(1)
Resources
167(4)
9 Game design that creates the conditions for collaboration
171(25)
Introduction
171(1)
Using example games to illustrate these recommendations
171(2)
Player identity within the team
173(4)
Rules of play to manufacture interaction
177(5)
The impact of level design upon the performance of social skills
182(5)
Game design as an enabler or a barrier to inclusion of all players
187(3)
Summary of recommendations: A checklist for evaluating games
190(5)
References
195(1)
10 A guide to cooperative video games
196(13)
Introduction
196(1)
Overview of gaming systems
196(3)
Game reviews
199(1)
2D platform games
199(3)
3D platform games
202(1)
Cooperative puzzle games
203(3)
Role-playing and adventure games
206(1)
3D action games
207(1)
Next steps for you as a digital games-based interventionist
208(1)
References
208(1)
Index 209
Matthew Harrison is an experienced educator and researcher with a passion for utilising technology to enhance social learning and inclusion. He has taught in Australia, South Korea and the United Kingdom at primary, secondary and tertiary levels. Matthew is currently lecturing in Learning Intervention at the University of Melbourne.
Lisainfo e-raamatute kohta Lisainfo e-raamatute kohta
Püsilink: https://www.kriso.ee/db/97810005888802e.html
Märksõnad: