Publish at December 13 2023 Updated December 13 2023
The use of serious or non-serious electronic games in the classroom offers a vast field of study for teachers who want to take the plunge. Of course, they need to be familiar with the title used, delimit its uses and, above all, develop a didactic strategy to ensure that the game really does serve as a learning tool, not a hobby.
This article is reserved for subscribers to the full edition. You can subscribe Here.
You might also like:
What if the self-proclaimed experts were just beginners?
If you want to become an expert, pay attention to the stage you are in according to the Dreyfus model, it is a good way to assess yourself. If you are around someone you think is an expert in a field, also think about the different stages of the model and the ways to recognize an expert person described above. As for the title question, the answer is in the article.
Learning without predefined objectives
What if we did things differently than with educational objectives? With no objectives, less stress and more creativity. Let's give it a try?
Wikipedia: the quality of contributions affects the quality of articles
The principles of editorial self-management and peer review on which Wikipedia builds its growth and credibility are not enough to ensure the quality of its articles. Why are some of them excellent and others just average, or even mediocre? Here are some answers.
Competitive or cooperative collective intelligence?
Collective intelligence is often inspired by the metaphor of collective sports, but what about the collective intelligence that develops in social or community action?
Is it still possible to teach the classics?
Classical works have shaped our societies and created images that continue to haunt our collective memories. And yet, for younger generations, these creations seem passé. Is there a way to teach the classics without raising a wave of sighs?
