Transformative Learning: Patterns of Psychophysiologic Response and Technology-Enabled Learning and Intervention Systems

2008 ◽  
Author(s):  
Leigh W. Jerome ◽  
Patricia J. Jordan ◽  
Rebekah Rodericks
Author(s):  
Konstantin Mitgutsch

Players use digital games as playgrounds for their interests, passions, values, and beliefs. Computer games entertain us, please our needs, challenge our abilities, make us engage with other players, and confront us with novel experiences. Today, video games foster learning, but how players connect their learning through playing games to their biographies is a question yet unanswered. This paper outlines basic theoretical assumptions on playful learning experiences and empirical insights into meaningful learning patterns. On this basis it presents the central results of an innovative qualitative study on playful learning biographies undertaken in 2010, and thereby aims to provide a reflected understanding of how today’s generation experiences deep and meaningful learning in their playful biographies. Furthermore, this paper examines the question on how games foster transformative learning and discusses consequences for educational settings and future research.


Author(s):  
Konstantin Mitgutsch

Players use digital games as playgrounds for their interests, passions, values, and beliefs. Computer games entertain us, please our needs, challenge our abilities, make us engage with other players, and confront us with novel experiences. Today, video games foster learning, but how players connect their learning through playing games to their biographies is a question yet unanswered. This paper outlines basic theoretical assumptions on playful learning experiences and empirical insights into meaningful learning patterns. On this basis it presents the central results of an innovative qualitative study on playful learning biographies undertaken in 2010, and thereby aims to provide a reflected understanding of how today’s generation experiences deep and meaningful learning in their playful biographies. Furthermore, this paper examines the question on how games foster transformative learning and discusses consequences for educational settings and future research.


2011 ◽  
Author(s):  
Kevin J. Pugh ◽  
Cassendra M. R. Bergstrom ◽  
Bryden Spencer

Relay Journal ◽  
2018 ◽  
pp. 293-295

Welcome to the second reflective practice column where we are pleased to share another series of active advisors’ voices with our professional community. The first column of Reflective Practice in Advising in Volume 1(1) became a prelude for creating a global community of learning advisors with the aim of building a platform to share our professional development experiences and further seek opportunities for growth. As in Issue 1, in this issue of Relay Journal, all the contributors are engaged in a different advising context with various sociocultural backgrounds, but each of the case studies illustrates how their reflective practice enables learning advisors to continue exploring potential growth at any point in their career. In other words, the journey of becoming a learning advisor is ever-lasting, as long as the learning advisor is willingly seeking an opportunity for transformative learning. The post-publication reflective dialogues in Issue 1, although experimental, were a great success. They triggered active discussions among learning advisors, which lead to further reflection-on-action and reflection-for-action (Farrell, 2015) among the contributors. These open and collaborative dialogues across the sociocultural boundaries exemplify professional development for learning advisors.


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