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Power up your classroom : reimagine learning through gameplay /
By the time Lindsey Blass and Cate Tolnai's paths crossed, they each knew their own "why" for leveraging the power of gameplay in learning. Both had taken a path from teacher to coach to central/county office roles focused on innovative learning design, all while noticing three trends...
| Clasificación: | Libro Electrónico |
|---|---|
| Autores principales: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Portland, Oregon :
International Society for Technology in Education,
2019.
|
| Edición: | First edition. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Blass, Lindsey, |e author. | |
| 245 | 1 | 0 | |a Power up your classroom : |b reimagine learning through gameplay / |c Lindsey Blass and Cate Tolnai. |
| 250 | |a First edition. | ||
| 264 | 1 | |a Portland, Oregon : |b International Society for Technology in Education, |c 2019. | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
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| 520 | |a By the time Lindsey Blass and Cate Tolnai's paths crossed, they each knew their own "why" for leveraging the power of gameplay in learning. Both had taken a path from teacher to coach to central/county office roles focused on innovative learning design, all while noticing three trends that extended beyond their classrooms: students who weren't able to own and connect to their learning experience became disengaged; there was a general fear of failure among students and teachers; and teachers were perplexed at how to design engaging learning experiences that fostered student choice and celebrated failure as an opportunity for iteration. Together, they began to ask ... what if? What if we designed learning experiences that leveraged the power of gameplay to create more motivated learners? What if we modeled this type of learning with educators so they could experience the impact firsthand and spread the excitement and innovation in their classrooms? What if learning was fun for both students and teachers? With a uniquely engaging style, Power Up Your Classroom helps educators understand the benefits of gamification and game-based learning, and empowers them to design learning experiences that leverage gameplay to increase motivation and engagement, and build classroom community | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed June 28, 2019). | |
| 505 | 0 | |a Level 1. Beyond the instruction manual: goals of the game -- Level 2. Choose your adventure: options, choice, and ownership -- Level 3. On your mark: structure, design, and purpose -- Level 4. Their turn: students as game masters -- Level 5. Who's winning? Power up your assessment and feedback -- Level 6. Build your squad: community and culture through gameplay -- Level 7. Press start: power up your classroom now! | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Educational games. | |
| 650 | 0 | |a Educational games |x Design and construction. | |
| 650 | 0 | |a Learning. | |
| 650 | 0 | |a Lesson planning. | |
| 650 | 0 | |a Educational technology. | |
| 650 | 6 | |a Apprentissage. | |
| 650 | 6 | |a Préparation de cours. | |
| 650 | 6 | |a Technologie éducative. | |
| 650 | 7 | |a Educational games |2 fast | |
| 650 | 7 | |a Educational games |x Design and construction |2 fast | |
| 650 | 7 | |a Educational technology |2 fast | |
| 650 | 7 | |a Learning |2 fast | |
| 650 | 7 | |a Lesson planning |2 fast | |
| 700 | 1 | |a Tolnai, Cate, |e author. | |
| 758 | |i has work: |a Power up your classroom (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGGD63XFyFDjqDDHWyPtgC |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=5880779 |z Texto completo |
| 938 | |a Askews and Holts Library Services |b ASKH |n AH41189707 | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL5880779 | ||
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