16 resultados para Digital Projects Workshop
Filtro por publicador
- JISC Information Environment Repository (8)
- Repository Napier (4)
- Aberystwyth University Repository - Reino Unido (2)
- Acceda, el repositorio institucional de la Universidad de Las Palmas de Gran Canaria. España (1)
- Applied Math and Science Education Repository - Washington - USA (1)
- Aquatic Commons (12)
- Archimer: Archive de l'Institut francais de recherche pour l'exploitation de la mer (1)
- Aston University Research Archive (8)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (1)
- Biblioteca Digital de Teses e Dissertações Eletrônicas da UERJ (2)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (13)
- Bucknell University Digital Commons - Pensilvania - USA (4)
- Bulgarian Digital Mathematics Library at IMI-BAS (11)
- Cambridge University Engineering Department Publications Database (47)
- CentAUR: Central Archive University of Reading - UK (60)
- Center for Jewish History Digital Collections (3)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (1)
- Coffee Science - Universidade Federal de Lavras (1)
- Comissão Econômica para a América Latina e o Caribe (CEPAL) (4)
- Corvinus Research Archive - The institutional repository for the Corvinus University of Budapest (1)
- CUNY Academic Works (1)
- Deakin Research Online - Australia (16)
- Digital Commons - Michigan Tech (3)
- Digital Commons - Montana Tech (1)
- Digital Commons @ DU | University of Denver Research (6)
- Digital Commons at Florida International University (18)
- Digital Peer Publishing (1)
- DRUM (Digital Repository at the University of Maryland) (5)
- eResearch Archive - Queensland Department of Agriculture; Fisheries and Forestry (2)
- Greenwich Academic Literature Archive - UK (2)
- Helda - Digital Repository of University of Helsinki (2)
- Indian Institute of Science - Bangalore - Índia (1)
- Instituto Politécnico de Viseu (1)
- Instituto Politécnico do Porto, Portugal (1)
- Memoria Académica - FaHCE, UNLP - Argentina (3)
- Ministerio de Cultura, Spain (1)
- Nottingham eTheses (4)
- Portal de Revistas Científicas Complutenses - Espanha (3)
- QSpace: Queen's University - Canada (1)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (5)
- Queensland University of Technology - ePrints Archive (633)
- RCAAP - Repositório Científico de Acesso Aberto de Portugal (1)
- ReCiL - Repositório Científico Lusófona - Grupo Lusófona, Portugal (1)
- Repositório Institucional da Universidade de Aveiro - Portugal (1)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (11)
- Royal College of Art Research Repository - Uninet Kingdom (1)
- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (1)
- School of Medicine, Washington University, United States (6)
- Universidad de Alicante (1)
- Universidad del Rosario, Colombia (1)
- Universidad Politécnica de Madrid (5)
- Universidade de Lisboa - Repositório Aberto (1)
- Universidade Federal do Rio Grande do Norte (UFRN) (1)
- Universitat de Girona, Spain (2)
- University of Connecticut - USA (2)
- University of Michigan (8)
- University of Queensland eSpace - Australia (1)
- University of Southampton, United Kingdom (3)
- University of Washington (3)
- WestminsterResearch - UK (9)
- Worcester Research and Publications - Worcester Research and Publications - UK (1)
Resumo:
Using data gathered from a three-year research project exploring digital literacy and pedagogy with respect to video games, including classroom games-based pedagogy and curriculum and ethnographic research on students' digital game playing, this article locates and explores a key conceptual problem facing the incorporation of digital games into English and literacy classroom activities. This challenge is defined as "action" and refers to the non-visual and non-textual elements of gameplay. This challenge is explored both theoretically and through a practical discussion of various strategies developed by teachers in the project to approach this issue. The article draws on contemporary game studies in order to map out and highlight several key areas where action-based projects lead to critical reflection.