By Sara de Freitas; Paul Maharg

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Extra info for Digital games and learning

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This has been the approach of the editors in the book. As a result, readers will find touch points, issues and controversies that are threaded through chapters in the different sections and upon which different chapters have different insights. An example of one such issue is the transfer of learning from one domain to the next and which, in one form or another, is touched on by almost every chapter – how does it happen? How can we best facilitate it? Another is the role of teachers in classes and teaching moments where games and sims are used.

The context of use also affects the learning of theoretical knowledge, and . . it is misleading to think of knowledge as first being acquired and then later put to use. Not only does an idea get reinterpreted during use, but it may even need to be used before it can acquire any significant meaning for the user. Thus its meaning is likely to have been strongly influenced by previous contexts of use; and the idea will not be transferable to a new context without further intellectual effort. (Eraut, 1994, 51) 23 24 Digital Games and Learning Context, in fact, affects knowledge to such an extent that it may be said to fundamentally alter the epistemological features of learning.

In some ways, 7 8 Digital Games and Learning Osterweil and Klopfer are arguing powerfully for using games in schools but do not think that this will necessarily create a paradigmatic shift of learning culture in schools. They argue for the role of play in learning and explain this power, embedded in four main freedoms, as the freedom to fail, the freedom to experiment, the freedom to fashion identities and the freedom of effort. Together, these freedoms connect to empower the learner. According to the authors the freedoms cross the cultural boundaries of formal and informal learning, free play and formalized learning.

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