Analytical & Integrative Thinking

Link to Dissertation Planning



The above revised framework  displays a more simplified version of  the previous.
The triad of context, content, and consumer includes: the technologies (games, apps); the procedures, processes, and proficiencies; and the end-users (teachers, students, parents, etc.).
The model brings together the designers with these end-users. Specifically, it is the "design" that brings together the content and the context, the "play" that takes consumers into the context of games, and the "teaching and learning" that occurs when consumers interact with the content.
Teachers, learner, and designers are all represented in a community of practice that share a vested interest in educational games.
At the heart of the model is "purpose." All stakeholders are intentional about their decisions. For example, the learner makes decisions during play that result in consequences, consequences that the designer intentionally embedded in the game.
Encompassing the model is the learning "ecology." This includes all of the above-mentioned components of games for learning, but also includes HOW the components function together to support the learning  (discourse, norms, etc.).

I think this framework is an improvement because it is more clear and concise.  However, I struggled to separate "play" from "learn" and now I struggle with combining "teach" and "learn." I welcome feedback .


Framework (Summer 2012)

Urgent! Incremental improvement is preferred over deferred perfection.

COMMUNITIES OF PRACTICE: Designers, Teachers, Learners

Intervention --- Digital Media in Mathematics

WE ALL Practice in Context 

{Play --- Engage, Create, Reflect, Repeat --- Learn}

DESIGN --- DEVELOP, RESEARCH, PRACTICE

Ø  Bridge Disconnect between Design and Development

o   Design by Teachers  

o   Design-Based Research

o   Informed by Learners

TEACH ---SELECT, IMPLEMENT, IMPROVE, SHARE

Ø  Professional Development, particularly Lesson Study

o   Tech -Knowledgy

o   Pedagogy

o   Mathematics Content:  & Process

LEARN --- beyond Engagement --- INTERACT, CREATE, COLLABORATE, CONQUER

Ø  Opportunity for EACH, ALL, WHOLE

o   Scope: Access, Equity, Diversity

o   Discourse – Interact for Impact

o   Multiple Representations

o   Reasoning, Sense-Making, Strategizing

o   Inherently Differentiates Instruction

o   Teach & Learn  –  Assess

Original Framework (February 2011)