64 Matching Annotations
  1. Oct 2019
    1. Choral reading of simple English passages will also be introduced in year 6 as a step towards developing phonetic awareness. The aim is for pupils to ‘notice’ similar sounds in the text naturally, rather than for phonics to be formally taught at this stage

      It's super obvious in the text which phonemes they are targetting. At last, in "We Can!" it is.

    1. However, presentingmultiple game options also means that teachers will probably not be aware of the distinctdiscourse practices within the gaming spaces chosen by students. Another option is to selectone game for the entire class, become proficient in it, and lead students through it (e.g. Zhenget al., 2012). This option may allow the teacher to better understand fai led participation attemptsand more precisely direct student attention to particular practices than an approach that includesthe option of students selecting their own game and using general prompts in a gaming journal

      Teacher knowledge of the game could be a vital component of game-enhanced learning and teaching

    2. Additionally, the study did not attemptto explore facilitative or impeding language awareness and participation phenomena in relation toparticular player variables or particular games

      OK, good realisation that this is a limitation of the study.

    3. The need to progress in the games they were playing also supported participation

      Would be nice to see a breakdown of participation level and game played.

    4. Game communities were not that active, even the officialcommunity or Facebook

      because of the game choice I think...

    5. six of them (38%) participated in gaming discourses

      direct participation in gaming discourses was not required..

      Maybe this is why?

    6. direct participation in gaming discourses was not required

      This is very sad....

    7. The instructor and teaching volunteers offered guidance in the activities within this BA phaseand others

      mention of teacher mediation.

    8. In order to assist students in identifying the functionin the interactions they had captured, a link to a website was added to the journal. The websiteillustrated various language functions and informal and formal linguistic forms to perform them.

      I wonder what this site is...

    9. play the game

      extracurricular gameplay

    10. free, couldbe played on mobile devices, and had active associated online spaces.

      like warner et al.

    11. meaning that these students can participate in class discussions and writeassignments in English

      Advanced level students

    12. The first half of the semester focuses on multimedia literacy skills

      what skills are focused on

    13. game-enhanced

      Hmm... I don't recall him mentioning this term and where it is from...

    14. aming worlds, do not offer detailsabout the pedagogical activities that may have been utilized to direct student attention to the wayslanguage is used to perform gaming practices

      Good observation

    15. Moreover, Rama et al.(2012) described how the socialization affordanceswithin an online multiplayer game differed for two learners at different L2 proficiency and gaminglevels.

      yep, classic!

    16. places to not only practice a languagebut also to participate in language (and other) practices

      nice conceptualization

    17. However, some students have resistedpedagogies employing guided analysis of game-related discourses


    18. mixed findings from studies focused specifically on L2 teaching with digitalgames


    19. social aspects of social media by focusing learner attention on situated uses of languagein the performance of gaming and social-networking practices

      social aspects of social media?

  2. Feb 2019
    1. For my case, I have included a flipped classroom model to fill in the gap between the game and the teaching objectives.

      I'm lost. Honestly

    2. critical thinking

      not authentic and meaningful language production?

    3. Interactive games give students purpose and meaning in their language production, and language learning is a by-product of this game playing.

      games are considered useful for promoting authentic and meaningful language production

    4. I have tried to make my explanation of grammar point and words as short as possible so that students can practice and produce output as much as possible.

      maximize student talk time

  3. Jan 2019
    1. Games-based learning is different in the sense that it will ask you to learn by playing the game, that the game itself is part of the learning process

      Good. I'm glad he makes the distinction!

  4. Oct 2018
    1. one student will physically hold the game  pad while other students will “guide” him/her through a series of commands

      As an entry level activity around GBLL this is probably ok, but it seems like there will be a lot of dead time for most students. I.e. it's going to be hard to get all students to participate.

      It could be expanded into a pairwork activity if you had one PS3 for each pair? But then, how are you making sure they are using the L2? Yes, the input they get is going to be L2, but not their own production.

    2. that worked well when combined with preliminary work-sheets focusing on new vocabulary and reinforcing verbal forms and follow-up activities on the e-learning platform Blackboard, all aimed at reinforcing/fostering effective language learning and practice

      good. Use of pre- / post-tasks to emphasise learning outside of the gaming context

    3. communicative-oriented games becoming available,

      is assassin's creed a communicative-oriented game though??

    4. While gaming in the language classroom is, by its nature, an experience that is limited in terms of time that could be dedicated to it, cinematic games are a medium that has the potential to turn our stu dents’ living space (and, possibly, through handheld or portable gaming devices, virtually any place) into a potentially persistent, easily and always accessible language lab (very much fitting the concept of the “ubiquitous language lab.”

      Interesting concept -- the pervasive language lab

    5. is merely a revamped reward system

      Good stance to have 👍🏻

    6. and none, at present, focuses on language acquisition

      big claim... what about deHaan's warioware and parappa the rapper papers?

    7. problem-solving, which can be applied to physical group interaction in the classroom

      i.e. problems in the game can be solved in classroom-based groups?

    8. within a context.


    1. We must integrate these new knowledge cultures into our schools, not only through group work but also through long-distance collaborations across different learning communities. Students should discover what it is like to contribute their own expertise to a process that involves many intelligences, a process they encounter readily in their participation in fan discussion lists or blogging. Indeed, this disparate collaboration may be the most radical element of new literacies: they enable collaboration and knowledge-sharing with large-scale communities that may never personally interact. Schools are currently still training autonomous problem-solvers, whereas as students enter the workplace, they are increasingly being asked to work in teams, drawing on different sets of expertise, and collaborating to solve problems.

      Again, reminds me of Gee in "The Anti-Education Era"

    2. collective intelligence

      Gee uses this concept as well.

  5. Jul 2018
    1. if you want students to slow down and think about the questions, especially since you can completely turn off the timer

      Seems like a reasonable thing to want from students occasionally.

  6. Apr 2018
    1. There should be a statute of limitations on the use of consumer data by a platform and its customers. Perhaps that limit should be ninety days, perhaps a year.

      Another very interesting point

    2. “Forking” platforms between old and new versions would have several benefits

      Seems very unfeasible.

    3. I recommend that Facebook, Google, Twitter, and others be required to contact each person touched by Russian content with a personal message that says, “You, and we, were manipulated by the Russians. This really happened, and here is the evidence.” The message would include every Russian message the user received.

      I can't see them doing this, but I'm sure they have the data in order for it to be possible.

    4. hurt the country’s global competitiveness

      They are global leaders with no competitor in sight... what do they have to worry about?!

    5. formerly the design ethicist at Google


  7. Feb 2018
    1. driven by a particular application or simulation that captures stakeholder interest before receding back into the background as it is replaced by something else with a different set of characteristics [18]: essentially a gimmick.

      On point again

    2. promising a silver bullet rather than on the quantifiable learning outcomes

      Great quote here. Really points at the problem

    3. new model


    4. students are studying at a distance

      Context: Not co-located

  8. Jan 2018
    1. With a partner, the students will try to play the first two rounds of the game. Based on the strategies they examined and how their partner performed the game actions, students will try to guess which cards their partner has. Students can do this activity several times before playing a real game with four players.

      Another great step -- play a character but be observed by another player in order to get feedback on how you played, or on what language issues you had. This offloads a lot of the cognitive demands of the game perhaps? Or at least gives the "player" the opportunity to get appropriate feedback!

    2. BA tasks operationalize these ideas into a sequence of three phases: Explore, Examine and Extend.

      Complete Sykes and Reinhardt disciple

    3. Additionally, language awareness principles of noticing and analyzing differences of and about different genres (e.g. narratives vs informative texts) and modes (video and writing) have been used to build up to this cycle.

      Great input / pre-play tasks

    4. in-game discourses (or the information presented by the rules and the cards) and the emergent discourses, or how the players enact the rules and strategy

      I do this post-play as they have more experience of what they are watching.

    5. For the second class, the students will be given a blank version of Coup’s reference chart and asked to fill as much information as they know.

      Very deep analytical approach, but seems like too much before letting the students loose on the game themselves?

    1. これが実際の仕事のミスなら大変です。ボードゲームなら、実際の生活には問題がないところで経験値をあげていけるので安心です

      Basically hyping the fact that board games are low pressure and therefore promote hypothesis testing.

    2. 藤本さんの言う「人の振る舞いを見て学ぶ=ソーシャルラーニング」

      Fujimoto-san quoted saying that "watching the behaviour of others is social learning"

  9. Oct 2017