Bussiness ManagementMBAstrategyHuman ResourceMarketingHospitalityE-commerceInternational Tradingproject managementmedia managementLogisticsFinanceAccountingadvertisingLawBusiness LawEducationEconomicsBusiness Reportbusiness planresearch proposal
英语论文题目英语教学英语论文商务英语英语论文格式商务英语翻译广告英语商务英语商务英语教学英语翻译论文英美文学英语语言学文化交流中西方文化差异英语论文范文英语论文开题报告初中英语教学英语论文文献综述英语论文参考文献
ResumeRecommendation LetterMotivation LetterPSapplication letterMBA essayBusiness Letteradmission letter Offer letter
澳大利亚论文英国论文加拿大论文芬兰论文瑞典论文澳洲论文新西兰论文法国论文香港论文挪威论文美国论文泰国论文马来西亚论文台湾论文新加坡论文荷兰论文南非论文西班牙论文爱尔兰论文
小学英语教学初中英语教学英语语法高中英语教学大学英语教学听力口语英语阅读英语词汇学英语素质教育英语教育毕业英语教学法
英语论文开题报告英语毕业论文写作指导英语论文写作笔记handbook英语论文提纲英语论文参考文献英语论文文献综述Research Proposal代写留学论文代写留学作业代写Essay论文英语摘要英语论文任务书英语论文格式专业名词turnitin抄袭检查
temcet听力雅思考试托福考试GMATGRE职称英语理工卫生职称英语综合职称英语职称英语
经贸英语论文题目旅游英语论文题目大学英语论文题目中学英语论文题目小学英语论文题目英语文学论文题目英语教学论文题目英语语言学论文题目委婉语论文题目商务英语论文题目最新英语论文题目英语翻译论文题目英语跨文化论文题目
日本文学日本语言学商务日语日本历史日本经济怎样写日语论文日语论文写作格式日语教学日本社会文化日语开题报告日语论文选题
职称英语理工完形填空历年试题模拟试题补全短文概括大意词汇指导阅读理解例题习题卫生职称英语词汇指导完形填空概括大意历年试题阅读理解补全短文模拟试题例题习题综合职称英语完形填空历年试题模拟试题例题习题词汇指导阅读理解补全短文概括大意
论文作者:James Paul Gee论文属性:学术文章 Scholarship Essay登出时间:2014-02-04编辑:anne点击率:14543
论文字数:8138论文编号:org201402041748276187语种:英语 English地区:英国价格:免费论文
关键词:digital Media数字媒体Situated Cognition情境认知media literacy
摘要:我要考虑研究其他几个出现或正在出现的跨学科领域,那些密切相关的数字媒体的关注和努力学习的本质。一个是新素养研究(NLS),也就提出了学习识字(阅读和写作)的努力为社会文化的成就。
I want to consider the nature of several other emerged or emerging interdisciplinary fields of study, ones that are closely related to the concerns of the digital Media and learning effort. One is the New Literacy Studies (NLS), an endeavor that proposed to study literacy (reading and writing) as a sociocultural achievement rather than a cognitive one. Another is Situated Cognition Studies, a contemporary approach in the Learning Sciences to learning and the mind that stresses the importance of experiences in the world to human thinking and problem solving and the ways in which these experiences are mediated by various tools and technologies. Yet another is the New Litera-cies Studies (not to be confused with New Literacy Studies, described above), an area that studies new “literacies”—new types of “literacy” beyond print literacy—especially new “digital literacies” and litera-cy practices embedded in contemporary popular culture. Finally, there is New Media Literacy Studies, an area related to an older concern with “media literacy,” where “media literacy” has to do with the ways in which people give meaning to and get meaning from various media.
My own interest in Digital Media and Learning (accepting it, for the moment, as an emerging field of study) came by a route that led from the New Literacy Studies to an interest in video games and learning and thus to the New Literacies Studies. Others took other routes. We have all come from different places to this interest. But are we in the “same place” now? If so, what place is that, exactly? How can we, coming from different disciplines and having taken different routes here, collaborate to define and develop this new place, our shared interest in Digital Media and Learning?
Let me say a word about video games, a field to which I have contributed, and then continue on to what I see as some already-shared themes. After these introductory remarks I will discuss the emerged and emerging fields I mentioned above, and then pro -pose a way to achieve the commonality needed for collaboration and the accumulation of knowledge to strengthen what has been, to date, a vibrant yet nascent field at the intersection of digital media and learning.
In my book What Video Games Have to Teach Us About Learning and Literacy (Gee 2003/2007; see also Gee 2005, 2007), I argued that good video games—which are often long, difficult, and complex—incor-porate good learning principles in order to be learned and mastered. These principles, I argued, are also found in recent research in the Learning Sciences about how humans learn best (Barab and Dede 2007; Barab and Roth 2006; Bransford, Brown, and Cocking 2000; diSessa 2000; Gee 2004; Hawkins 2005; Sawyer 2006; Wilensky and Reisman 2006).
Video game designers did not acquire these learn-ing principles from the Learning Sciences, nor did the Learning Sciences use video games as a basis for research. This was convergent development. Video games are largely just problem-solving spaces and if people found them difficult to learn or unengaging, the companies that make them would go out of busi-ness. So it is perhaps not surprising that game design-ers have hit on—and even innovated—many of the learning principles that contemporary research in the Learning Sciences has argued work for deep and effec-tive human learning.
In my book I argued that we should use these princ本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。