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Teacher Pioneers
Caroline C. Williams et al. 2016

Teachers are collaborators.

Teachers work with students, parents, administrators, coaches, camp counselors, education researchers, postsecondary institutions, teachers of other grades and other subjects—in short, teachers accomplish their daily miracles through collaboration by asking questions about what they don’t know and sharing what they do.

Teachers are designers.

Teachers look around their classrooms, their forests, their towns, and think, How can I make this better? How can my learners be successful today, tomorrow, next semester, next year? How can my learners change the world?

Teachers are scholars.

Teachers are constantly evaluating their classrooms, their learners, their activities, and—hardest of all—themselves. They are scientists, researchers, learners, and coaches, balancing the needs and desires of every role at the very moment of choice and enactment.

Teachers are pioneers.

And sometimes when teachers ask questions and look around at their world, they find out that there are no answers. Yet. And they go to the very very very edge of what is known, and think, What should I do next?

This book was written by teacher pioneers to share their collaborating, their designing, and their exploring.

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 2.5 License

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A Reader in Themed and Immersive Spaces
Scott A. Lukas et al. 2016

Since the late 2000s, the themed space has been the subject of widespread analysis and criticism in academic communities as well as a popular source of entertainment for people around the world. Themed spaces have, at their foundation, an overarching narrative, symbolic complex, or story that drives the overall context of their spaces. Theming, in some very unique ways, has expanded beyond previous stereotypes and oversimplifications of culture and place to now consider new and often controversial topics, themes, and storylines. At the same time, immersion—or the idea that a space and its multiple architectural, material, performative, and technological approaches may wrap up or envelop a guest within that space—has expanded to become an overarching concern of many consumer spaces around the world. Casinos, theme parks, lifestyle stores, and museums and interpretive centers alike have looked to immersion as a means of both selling products and educating the masses. This collection in themed and immersive spaces brings together researchers, critics, and design professionals from around the world to consider the many cultural, political, historical, aesthetic, existential, and design contexts of themed and immersive spaces. The text is organized in these key areas: the Past, History, and Nostalgia; the Constructs of Culture and Nature; the Ways of Design, Architecture, Technology, and Material Form; the Aspects of Immersion, Experience, and Phenomena; the Notions of Identity, Self, and Ideology; the Deployments of Rhetoric, Performance, and Affect; the Politics of the Space; the View of the Critic; and the Place of the Future.

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 2.5 License

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Wikipedia Knows Nothing
Chris Bateman 2016

What does the Wikipedia know, and how can it know it? More to the point, how can anyone using an anonymously edited source, the contents of which change on a daily basis, know that what they are reading constitutes knowledge? In this provocative challenge to contemporary concepts of objectivity, four figures of knowledge – the Wikipedia, scientific experiments, anonymous peer review, and school education – are investigated in order to question the way we understand the world around us.
Rather than support the classical view of an objective world 'out there' that our beliefs must accord with in order to count as knowledge, Wikipedia Knows Nothing argues that all facts are the residue of skilled activities and that knowledge is better understood as a practice. Furthermore, rather than a single 'real world', the many worlds that we each live within form a multiverse about which our subjective knowledge-practices give us broader understandings than the objective knowledge produced by experimental apparatus.
The merit of the sciences doesn't lie in their possessing the only path to truth, but in their capacity to develop knowledge-practices that can resist objections across all worlds. This leads to an urgent need to recognise the role of practices in creating and maintaining knowledge, and the different ways that truth can be stitched together into distinct but non-contradictory patchworks of 'real worlds'. When we do, we must question any claim that knowledge can come from anonymous individuals exercising an unchecked power to silence others – whether this happens on the internet in wikis, or in professional academic discourse.

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Diversifying Barbie and Mortal Kombat: Intersectional Perspectives and Inclusive Designs in Gaming
Yasmin B. Kafai, Gabriela T. Richard, Brendesha M. Tynes, et al. 2016

In Diversifying Barbie and Mortal Kombat, the third edited volume in the series that includes From Barbie to Mortal Kombat and Beyond Barbie and Mortal Kombat, we expand the discussions on gender, race, and sexuality in gaming. We include intersectional perspectives on the experiences of diverse players, non-players and designers and promote inclusive designs for broadening access and participation in gaming, design and development. Contributors from media studies, gender studies, game studies, educational design, learning sciences, computer science, and game development examine  who plays, how they play, where and what they play, why they play (or choose not to play), and with whom they play. This volume further explores how we can diversify access, participation and design for more inclusive play and learning.

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Analog Game Studies: Volume I
Aaron Trammell, Evan Torner, Emma Leigh Waldron, et al. 2016

Analog Game Studies is a bi-monthy journal for the research and critique of analog games. We define analog games broadly and include work on tabletop and live-action role-playing games, board games, card games, pervasive games, game-like performances, carnival games, experimental games, and more. Analog Game Studies was founded to reserve a space for scholarship on analog games in the wider field of game studies.

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Learning, Education and Games. Volume Two: Bringing Games into Educational Contexts
Karen Schrier, et al. 2016

The Learning, Education & Games book series is perfect for any educator or developer seeking an introduction to research-driven best practices for using and designing games for learning. This volume, Bringing Games into Educational Contexts, delves into the challenges of creating games and implementing them in educational settings.
 
This book covers relevant issues such as gamification, curriculum development, using games to support ASD (autism spectrum disorder) students, choosing games for the classroom and library, homeschooling and gameschooling, working with parents and policymakers, and choosing tools for educational game development.

Each chapter provides an overview of the relevant frameworks and research findings, as well as practical case studies and useful resources. 

Learning, Education & Games: Bringing Games into Educational Contexts is the second in a series written and edited by members of the Learning, Education, and Games (LEG) special interest group of the IGDA (International Game Developers Association).

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 2.5 License

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Mobile Media Learning: Innovation and Inspiration
Christopher Holden, Seann Dikkers, John Martin, Breanne Litts et al. 2015

This book is an inspirational message about what is possible and practical in the name of learning through mobile media. We present stories from a diverse set of educators, a microcosm of the landscape of mobile media learning. Each author has found a way to create something new and beautiful in their own world. And though their results are exceptional, their surroundings are not. Most are not experts in high-technology, nor highly equipped. They get as far as they do by using what is at hand, in part by making use of accessible, free and open source software. To provide both a deeper look into how these projects operate and a practical resource for those who want to join in, this book addresses most of these tools individually as well. Our detailed, down-to-earth accounts will not only be legible to newcomers but refreshingly forthright to those anxious to better understand educational experiments connecting learning and mobile media. Considering this work across many disciplines, age groups, and theaters, we also find a way toward an elusive truth, what mobile media learning might mean as a whole: what educators are after, the challenges they face, how they manage, what they and learners are getting from it all, and most importantly, what comes next. Beyond informing, we hope to encourage and provoke readers into creative action. We want your stories in our next book.

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Game Research Methods: An Overview
Petri Lankoski & Staffan Björk, et al. 2015

Games are increasingly becoming the focus for research due to their cultural and economic impact on modern society. However, there are many different types of approaches and methods than can be applied to understanding games or those that play games. This book provides an introduction to various game research methods that are useful to students in all levels of higher education covering both quantitative, qualitative and mixed methods. In addition, approaches using game development for research is described. Each method is described in its own chapter by a researcher with practical experience of applying the method to topic of games. Through this, the book provides an overview of research methods that enable us to better our understanding on games.

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Alternate Reality Games For Behavioral and Social Science Research
Ruthanna Gordon 2015

By weaving fictional narratives and problem solving into everyday life, alternate reality games (ARGs) may be able to fill gaps left by traditional studies in the behavioral and social sciences. Researchers are exploring new ways to address concerns such as ecological validity, inconsistent replication, and recruitment of large and diverse sample populations. ARG-based research design, using familiar tools and multimedia venues to engage players in meaningful interaction within complex near‐real‐world environments, offers methods that can make a difference. This book examines the potential strengths of ARG‐based social science research, the challenges that remain to be overcome, and potential starting points for testing these possibilities.

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Teachercraft: How Teachers Learn to Use Minecraft in their Classrooms
Seann Dikkers et al. 2015

Teacher Craft is about how teachers learn to use new digital media. Teacher learning is central to reform and change across subject areas and age levels, but how much do we really know about how teachers learn to try new lessons in classrooms? Minecraft is currently the game of choice for millions of youth and also for these seventeen teachers who claim it has transformed their classrooms. Its rapid adoption also provides a unique window of opportunity to look inside the recent memory of innovative teachers and unpack how they learned. Why did they pick Minecraft? More importantly, how did they pick Minecraft? Where did they hear about it? Who do they trust for ideas? How do they test new ideas? Can we begin to identify the trajectories of truly innovative teachers? It turns out, we can - and it may not be what you’d expect.

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