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Making meaningful experiences throug...

Kupperman, Jeffrey P.

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Making meaningful experiences through an on-line character-playing simulation.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Making meaningful experiences through an on-line character-playing simulation./
作者:	Kupperman, Jeffrey P.
面頁冊數:	219 p.
附註:	Chair: Frederick L. Goodman.
Contained By:	Dissertation Abstracts International63-10A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3068908
ISBN:	9780493885797

Making meaningful experiences through an on-line character-playing simulation.
Kupperman, Jeffrey P.

Making meaningful experiences through an on-line character-playing simulation. - 219 p.

Chair: Frederick L. Goodman.

Thesis (Ph.D.)--University of Michigan, 2002.

A This dissertation analyzes the experiences of high school students participating in an on-line character-playing simulation of the Arab-Israeli Conflict ("AIC"). In AIC, high school students in classrooms around the world play the characters of leaders of nations involved in the politics of the Middle East. Over a period of 8 weeks, the students work face-to-face in nation teams and interact with other teams over the Web. They also communicate on-line with a group of undergraduate mentors, who oversee the simulation and act as advisers to each of the teams. At the end of the simulation, students "debrief" about their experiences, both on-line and in their classrooms. The combination of "in-character" on-line communication, face-to-face small group discussion, reflection through debriefing, and the existence of a group of mentors who gather regularly to discuss the progress of the activity, provided an unusual opportunity to explore the themes of experience, discourse, communication, and the aims of education.

ISBN: 9780493885797Subjects--Topical Terms:

539262
Education, Secondary.

Making meaningful experiences through an on-line character-playing simulation.
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245 1 0 $a Making meaningful experiences through an on-line character-playing simulation.
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500 $a Source: Dissertation Abstracts International, Volume: 63-10, Section: A, page: 3524.
502 $a Thesis (Ph.D.)--University of Michigan, 2002.
520 $a A This dissertation analyzes the experiences of high school students participating in an on-line character-playing simulation of the Arab-Israeli Conflict ("AIC"). In AIC, high school students in classrooms around the world play the characters of leaders of nations involved in the politics of the Middle East. Over a period of 8 weeks, the students work face-to-face in nation teams and interact with other teams over the Web. They also communicate on-line with a group of undergraduate mentors, who oversee the simulation and act as advisers to each of the teams. At the end of the simulation, students "debrief" about their experiences, both on-line and in their classrooms. The combination of "in-character" on-line communication, face-to-face small group discussion, reflection through debriefing, and the existence of a group of mentors who gather regularly to discuss the progress of the activity, provided an unusual opportunity to explore the themes of experience, discourse, communication, and the aims of education.
520 $a The study takes a qualitative, holistic, and narrative approach in order to address the complex and multi-layered nature of the activity. A key analytical approach involves viewing the activity in and around the project as "laminated," or layered. Specifically, the activity was divided three layers: on-line "game discourse," where students write as political leaders in the semi-fictional world of the simulation; "surrounding discourse" from the classroom, where teammates discuss---in their own voices---what they should do in the simulation; and "meta-discourse" in which the mentors, the high school students, the teachers, and the project designers reflect on the purposes and outcomes of the activity. The layers each have some coherence by themselves, but like voices in a musical trio, they only gain their full meaning when considered together.
520 $a When the three layers interacted productively, each discourse was strengthened by the others, and the project created powerful opportunities for learning. While the scope of this study is limited to one particular activity, it contributes to our awareness of what is possible to do in education using technology, while describing in detail one way meaningful educational experiences can be created.
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