Making Games: The Ultimate Project-Based Learning | MindShift
However, virtual simulations of hands-on experience are not the same as tangibly engaging with the world. Simulating doing is, by definition, not the real thing. Plus, some of game-based learning’s strengths can also be seen as weaknesses. Games provide sequenced instruction blended with practice, feedback, and assessment. But even adaptive games have a finite number of sequential variations. Structures, and therefore, frameworks and perspectives, all remain fixed in a game. Certainly it is part of an educator’s job to frame content, but we don’t want to do it in a way that prevents students from figuring out their own way to make meaning out of the material. In order to model a respect for diverse perspectives, we need to employ a variety of teaching methods.
Posted on June 7, 2014, in Uncategorized. Bookmark the permalink. Comments Off.