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Gleaning Strategies for Knowledge Sharing and Collective Assessment in the Art Classroom from the Videogame, “Little Big Planet’s Creator Spotlights”
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Author(s): Renee Jackson (Concordia University, Canada), William Robinson (Concordia University, Canada)and Bart Simon (Concordia University, Canada)
Copyright: 2014
Pages: 19
Source title:
Educational, Psychological, and Behavioral Considerations in Niche Online Communities
Source Author(s)/Editor(s): Vivek Venkatesh (Concordia University, Canada), Jason Wallin (University of Alberta, Canada), Juan Carlos Castro (Concordia University, Canada)and Jason Edward Lewis (Concordia University, Canada)
DOI: 10.4018/978-1-4666-5206-4.ch002
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Abstract
This chapter examines the notion of videogames as a resource for teaching practice. Games are often used as teaching tools, but not often used as resources for informing pedagogical practice. Media Molecule’s game, Little Big Planet (LBP) for the Playstation 3, is a constructivist game with a niche online community of practice known as LBP Central. The game, along with the community, exemplifies multiple learning strategies in a constructivist environment, lending itself as a potentially powerful resource for studying constructivist teaching/learning strategies. In this chapter, the authors look closely at a community assessment and knowledge sharing strategy known as the “creator spotlight” and, based on the premise that art classrooms tend to be more constructivist by nature than other subject areas and because LBP has strong links to visual art, they suggest ways in which this process could be explored and applied with secondary visual arts students within a constructivist learning environment.
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