Design-based learning in classrooms using playful digital toolkits

K.J. Scheltenaar, J.E.C. van der Poel, Tilde Bekker

Onderzoeksoutput: Hoofdstuk in Boek/Rapport/CongresprocedureConferentiebijdrageAcademicpeer review

3 Citaten (Scopus)
3 Downloads (Pure)

Samenvatting

The goal of this paper is to explore how to implement Design Based Learning (DBL) with digital toolkits to teach 21st century skills in (Dutch) schools. It describes the outcomes of a literature study and two design case studies in which such a DBL approach with digital toolkits was iteratively developed. The outcome is described in the form of a framework that explains how to consider different perspectives, such as the DBL process, the role of the teacher, the use of a digital toolkit and the framing of the design brief in relation to setting learning goals that are suitable for a school context. The design cases indicate that DBL with digital toolkits can play a valuable role in teaching 21st Century skills, such as problem solving, creativity, and digital literacy to children in schools, if the other components of the framework, such as school’s learning goals, are taken into account
Originele taal-2Engels
TitelEntertainment Computing - ICEC 2015
Subtitel14th International Conference, ICEC 2015, Trondheim, Norway, September 29 - Ocotober 2, 2015, Proceedings
Plaats van productieBerlin
UitgeverijSpringer
Pagina's126-139
ISBN van elektronische versie978-3-319-24589-8
ISBN van geprinte versie978-3-319-24589-8
DOI's
StatusGepubliceerd - 2015
EvenementIntern - Trondheim, Noorwegen
Duur: 30 sep 20152 okt 2015

Publicatie series

NaamLNCS
Volume9353

Congres

CongresIntern
LandNoorwegen
StadTrondheim
Periode30/09/152/10/15

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  • Citeer dit

    Scheltenaar, K. J., van der Poel, J. E. C., & Bekker, T. (2015). Design-based learning in classrooms using playful digital toolkits. In Entertainment Computing - ICEC 2015: 14th International Conference, ICEC 2015, Trondheim, Norway, September 29 - Ocotober 2, 2015, Proceedings (blz. 126-139). (LNCS; Vol. 9353). Springer. https://doi.org/10.1007/978-3-319-24589-8_10