Toward a Theory of Game-Media Literacy

2014 ◽  
pp. 1-17 ◽  
Author(s):  
Idit Harel Caperton
Keyword(s):  
Stem Education ◽  
Media Literacy ◽  
21St Century ◽  
Digital Literacy ◽  
Game Playing ◽  
Computing Education ◽  
Skill Sets ◽  
21St Century Education ◽  
Global Computing ◽  
Creativity And Innovation

This paper discusses varied ideas on games, learning, and digital literacy for 21st-century education as theorized and practiced by the author and James Paul Gee, and their colleagues. With attention to games as means for learning, the author links Gee’s theories to the learning sciences tradition (particularly those of the MIT Constructionists) and extending game media literacy to encompass “writing” (producing) as well as “reading” (playing) games. If game-playing is like reading and game-making is like writing, then we must introduce learners to both from a young age. The imagining and writing of web-games fosters the development of many essential skill-sets needed for creativity and innovation, providing an appealing new way for a global computing education, STEM education, for closing achievement gaps. Gee and the author reveal a shared aim to encourage researchers and theorists, as well as policymakers, to investigate gaming with regard to epistemology and cognition.

Toward a Theory of Game-Media Literacy

2010 ◽  
Vol 2 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Idit Harel Caperton
Keyword(s):  
Stem Education ◽  
Media Literacy ◽  
21St Century ◽  
Digital Literacy ◽  
Game Playing ◽  
Computing Education ◽  
Skill Sets ◽  
21St Century Education ◽  
Global Computing ◽  
Creativity And Innovation

This paper discusses varied ideas on games, learning, and digital literacy for 21st-century education as theorized and practiced by the author and James Paul Gee, and their colleagues. With attention to games as means for learning, the author links Gee’s theories to the learning sciences tradition (particularly those of the MIT Constructionists) and extending game media literacy to encompass “writing” (producing) as well as “reading” (playing) games. If game-playing is like reading and game-making is like writing, then we must introduce learners to both from a young age. The imagining and writing of web-games fosters the development of many essential skill-sets needed for creativity and innovation, providing an appealing new way for a global computing education, STEM education, for closing achievement gaps. Gee and the author reveal a shared aim to encourage researchers and theorists, as well as policymakers, to investigate gaming with regard to epistemology and cognition.

scholarly journals PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS TEKNOLOGI INFORMASI DALAM MENINGKATKAN MUTU PEMBELAJARAN PENDIDIKAN AGAMA HINDU ABAD 21

2019 ◽  
Vol 4 (2) ◽  
pp. 168
Author(s):  
Niluh Ari Kusumawati ◽  
Kadek Aria Prima Dewi PF
Keyword(s):  
Information Technology ◽  
Problem Solving ◽  
21St Century ◽  
Transfer Of Knowledge ◽  
21St Century Education ◽  
Process Learning ◽  
Teachers And Students ◽  
Main Support ◽  
Creativity And Innovation

<p>In this globalization era the role of science and technology covers various aspects of life, especially the world of Education. Education is an aspect of supporting the success of a nation. Hinduism Education is a subject that instills Hinduism. In learning Hinduism Education learning media becomes the main  support of the learning process. Learning  media as a channel for information and messages in learning. Information technology-based learning media is a demand in facing the challenges of 21st century Education. 21st century education has four skills in learning communication (Communication), Collaboration (Collaboration), Critical Thingking and Problem Solving (Critical Thinking and problem solving) and Creativity and Innovation (Creativity and Innovation). With the guidance of the age development, the use of IT-based learning  media  in  learning  Hinduism Education  will  facilitate the transfer  of knowledge  in learning. The benefit of using IT-based learning media is to facilitate the interaction between teachers and students so that learning activities become effective and efficient The use of Information Technology-based learning media such as the internet, mobile phones, flash disks, etc. facilitates the transfer of knowledge in learning.</p>

scholarly journals PEMANFAATAN MEDIA DAN SUMBER BELAJAR ABAD 21

2021 ◽  
Vol 9 (2) ◽  
pp. 93-112
Author(s):  
Mulyono ◽  
Ilham Ampo
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
21St Century ◽  
Life Skills ◽  
Rapid Development ◽  
Learning Problems ◽  
Learning Resources ◽  
21St Century Education ◽  
The Media ◽  
Creativity And Innovation

ABSTRAK Artikel ini bertujuan  untuk mendeskripsikan tentang pemanfaatan sumber dan media belajar di era modernisasi dan globalisasi seperti di abad ke 21 ini, pendidikan menjadi semakin penting untuk menjamin peserta didik memiliki keterampilan (life skills). Hal ini sesuai dengan tuntutan abad 21 dimana peserta didik harus memiliki kompetensi berpikir dan belajar. Kompetensi-kompetensi tersebut diantaranya adalah kompetensi komunikasi (communication), kolaborasi (collaboration), berpikir kritis dan memecahkan masalah (critical thinking and problem solving) kreatif dan inovatif (creativity and innovation). Dalam  pesatnya perkembangan IPTEK menuntut berbagai perubahan mendasar termasuk perubahan dalam memanfaatkan penggunaan media dan sumber belajar. Sehingga dengan adanya media dan sumber belajar yang lebih bervariatif, maka akan menjawab berbagai permasalahan pembelajaran sehingga akan menciptakan tujuan hasil pembelajaran yang lebih maksimal. Kata kunci: Media, Sumber, Belajar   ABSTRACT   This article aims to describe the use of learning resources and media in the era of modernization and globalization such as in this 21st century, Education to be more and more important to guarantee the member of education to have skills (life skills).It is in accordance with the 21st century pursuit , where they should have the competence of thinking and learning. Those competences are such as competence to communicate, collaborate, think critically, solve problems, and to be creative and innovative. Along with rapid development of Science and Technology it pursue many basic – changes including the changes in utilizing the use of media and learning resources.So that with the media and learning resources that are more varied, it will answer various learning problems so that it will create a goal of learning outcomes that is more leverage.Keyword: Media, Resources, Learning

scholarly journals Developing 21st Century Education and Digital Literacy Skills through Intercultural City Stories Project

2021 ◽  
Vol 13 (1) ◽  
pp. 1
Author(s):  
Adesti Komalasari
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
Communicative Competence ◽  
Education Institution ◽  
Literacy Skills ◽  
Cross Cultural ◽  
Intercultural Communicative Competence ◽  
Cultural Groups ◽  
21St Century Education ◽  
The City

As a higher education institution that highlights the 21st education, Sampoerna University has encouraged the lecturers to do projects that give students opportunities to develop skills needed in Industry 4.0 so they can participate in global competition. Besides having the skills, the students must also have Intercultural Communicative Competence (ICC) to be able to participate in the competition and by knowing the importance of the skills and the competence, students of Sampoerna University participated in a collaborative project with students from Malmo University in Sweden. The project encouraged learners to develop their critical, creative and digital skills by collaboratively studying the city as text. The focus was on critical multiliteracy and the promotion of intercultural communicative competence through first-hand experiences of virtual exchange in cross-cultural groups. The objectives of this research are to find out how Intercultural City Stories project applies the elements of Intercultural Communicative Competence, to analyze how Intercultural Communicative Competence gives impacts for Cross Cultural Understanding, to observe how the digital outcome of multimodal narratives improves the understanding of Intercultural Communicative Competence and digital literacy and to identify the reasons why Intercultural Communicative Competence plays important roles in 21st century education and in literacy.

scholarly journals PENGEMBANGAN MEDIA BRIGHT BARCODE BOX STORAGE BERBASIS DIGITAL LITERACY ACCELERATION SKILLS IN THE KNOWLEDGE AGE UNTUK MENINGKATKAN KETERAMPILAN BELAJAR ABAD 21

WAHANA ◽  
2020 ◽  
Vol 72 (1) ◽  
pp. 29-42
Author(s):  
Feri Tirtoni
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Digital Literacy ◽  
21St Century Skills ◽  
Knowledge Age ◽  
Game Board ◽  
Creativity And Innovation

Abstrak : Latar belakang dan Urgensi dalam penelitian ini adalah sejalan dengan perkembangan isu-isu pendidikan yang telah memasuki Era Literacy Acceleration In The Knowledge Age yang mewajibkan peserta didik wajib menguasai Keterampilan Belajar Abad 21(The 21st  Century Skills). Untuk itu peneliti melakukan pengembangan desain media yang inovatif yaitu “(B3-S) Bright Barcode Box Storage Berbasis Digital Literacy Acceleration Skills In The Knowledge Age “Media yang dapat meningkatkan kemampuan skill literasi  digital sejalan dengan tuntutan pendidikan di Era Pembelajaran Abad 21 (The 21st  Century Skills) pada siswa kelas III SD pada saat proses pembelajaran. Adapun system Penggunaan media yang dikembangkan tersebut bersubstansi pada penguasaan keterampilan  belajar Abad 21 dimana akan membekali siswa dengan pengalaman belajar yang kreatif inovatif dan menyenangkan dalam suasanan belajar melalui optimalisasi 4 jenis keterampilan sekaligus yaitu Communication, Collaboration,  Critical Thinking and Problem Solving, Creativity and Innovation (C. Asri Budiningsih ,2010 : 46), dimana dalam penggunaan media (B3-S) Bright Barcode Box Storage siswa diberikan kesempatan menggunakan kemampuannya untuk mengutarakan ide-ide dari siswa pada saat melakukan aktifitas literacy  melalui problem solving melalui fitur tools berupa game board advance berteknologi barcode system, serta barcode flash card  baik itu pada saat berdiskusi dengan teman-temannya maupun ketika siswa menyelesaikan soal yang berisi problem solving secara mandiri pada mata pelajaran tematik tersebut.  

scholarly journals Media Education, Media Literacy and Digital Competence

Comunicar ◽  
2012 ◽  
Vol 19 (38) ◽  
pp. 31-39 ◽  
Author(s):  
Alfonso Gutiérrez-Martín ◽  
Kathleen Tyner
Keyword(s):  
New Media ◽  
Media Literacy ◽  
21St Century ◽  
Digital Literacy ◽  
Formal Education ◽  
Literacy Skills ◽  
Media Education ◽  
Digital Competence ◽  
International Media ◽  
Competencia Digital

This article addresses some possible relationship between education and media in contemporary society and explores the role that formal education should play in both the integration of media in the curriculum and the digital literacy skills necessary for the 21st century. The authors discuss here different theories and approaches that have dominated international media studies, media education and media literacy in recent decades. Confusion and misunderstandings in terminology for contemporary literacy in a complex, global and intercultural environment are explored and the authors present some inclusive categories for 21st century literacy such as media literacy, digital, multimodal, critical and functional. Interpretations of media literacy and digital competencies are discussed with particular emphasis on the current European regulatory framework. The authors warn that reductionist interpretations that focus on applied technical competencies with devices, hardware and software have the potential to severely limit media literacy education. Instead, the authors stress critical approaches as central to media literacy. In addition to technical competency, the authors highlight the need to include a broader and deeper analysis of the social uses, attitudes, and values associated with new media tools, texts and practices. El presente trabajo aborda las posibles relaciones entre educación y medios en la sociedad actual, y el papel que le corresponde a la educación formal tanto en la integración curricular de los medios como en la alfabetización digital necesaria para el siglo XXI. Se parte de distintas concepciones y enfoques que en las últimas décadas han predominado en el estudio de los medios y en la educación y alfabetización mediáticas en el panorama internacional; se intentan subsanar algunos problemas terminológicos derivados de la riqueza idiomática del mundo global e intercultural en el que nos movemos; se buscan posturas integradoras y se propone una alfabetización para el siglo XXI que se caracteriza por ser mediática, digital, multimodal, crítica y funcional. Se analizan posibles interpretaciones de educación mediática y competencia digital prestando especial atención al actual marco normativo europeo y se advierte de dos posibles peligros: reducir la educación mediática al desarrollo de la competencia digital, y reducir la competencia digital a su dimensión más tecnológica e instrumental: centrarse en los conocimientos técnicos, en los procedimientos de uso y manejo de dispositivos y programas, olvidando las actitudes y los valores. Para evitar el reduccionismo y el sesgo tecnológico se recomienda recuperar para el desarrollo de la alfabetización mediática y de la competencia digital los enfoques más críticos e ideológicos de la educación para los medios.

scholarly journals Nurturing Creativity and Professional Learning for 21st Century Education: ResponsiveDesign and the Cultural Landscapes Collaboratory

2012 ◽  
Vol 6 (1) ◽  
pp. 155-178 ◽  
Author(s):  
Ralph A. Córdova Jr. ◽  
Kristiina Kumpulainen ◽  
Jeff Hudson
Keyword(s):  
Professional Learning ◽  
21St Century ◽  
Cultural Landscapes ◽  
Shared Understanding ◽  
21St Century Education ◽  
Powerful Approach ◽  
Leadership Institute ◽  
Creativity And Innovation ◽  
Theory Of Inquiry

This study examines events within a CoLab1 3RDSpace: Summer Leadership Institute on Creativity & Innovation. The analyses are organized into two telling cases and reveal how participants develop a shared understanding of ResponsiveDesign, CoLab’s theory of inquiry and innovation. Drawing on an interactional ethnographic perspective, the analyses make visible the ways in which concepts of space, language, creativity, and innovation complement one another to form ResponsiveDesign as a powerful approach for educators in any setting to transform their ordinary places into extraordinary spaces for creatively confident learning.

scholarly journals 21-AM KATRAL KARPPITTALIL NAAVALKALAIT TALUVI URUVAAKKAPPADUM TIRAIPPADANGGAL OOR AAIVU [21-ST CENTURY STUDY ON ADAPTATION OF NOVELS IN FILMS]

2020 ◽  
pp. 53-59
Author(s):  
R. KANESAN ◽  
S. ILANGKUMARAN ◽  
T. JANSIRANI
Keyword(s):  
Human Capital ◽  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Digital Literacy ◽  
Core Competencies ◽  
Thinking Skills ◽  
21St Century Education ◽  
Written Form

21st-century education is generally used to refer certain core competencies such as collaboration, digital literacy, critical thinking, and problem-solving that advocates believe schools need to teach to help students thrive in today's world. However, the idea of what learning in the 21st century should look like is open to interpretation and controversy. The quality of human capital is an important component for the country. In this case, teachers have to produce multitalented generation by their teaching skill in classroom. This article is aimed at scrutinizing the transformation across genre, that is from novels to films. Seen from the perspective of literature, this effort could increase the reading motivation. The adaptation of literary into film have to be analyse to improve thinking skills among students. In relation to this, the objective of this article is to analyse the changes of written form novel into visual form of film. The result of this adaptation shows that how far literary values are adapted into visual forms. The students get more interested to read a novel and visualise it into his own imagination. They will get various interesting elements befitting the needs of today’s generation on their 21-st century studies.

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