About

Learning would be exceedingly laborious, not to mention hazardous, if people ha d to rely solely on the effects of their own actions to inform them what to do. (Bandura, 1977, p. 22)

Learners inevitably participate in communities of practitioners and… the mastery of knowledge and skill requires newcomers to move toward full participation in the sociocultural practices of a community. “Legitimate peripheral participation” provides a way to speak about the relations between newcomers and old-timers, and about activities, identities, artifacts, and communities of knowledge and practice. (Lave and Wenger 1991, p. 29)

Purpose

This Community of Practices aims to bring together UBC educational practitioners who are interested in using games for education: faculty members, graduate students, course and program developers and designers. Through interaction with each other, active dialogue, and demonstration of good practices, the members will benefit from each other’s expertise and create awareness around game-based learning initiatives in various Faculties across UBC campus.

The Community of Practice will create a formal communication channel and support structure for game-based learning initiatives. The members will receive and provide feedback on gamification issues.

Goals

Game-based Learning Community of Practice goals are to:

• gain knowledge about games for education
• share best practices though showcasing specific cases and examples
• exchange ideas and seek innovative solutions for classroom and online instruction
• apply good learning principles each game player experiences to teaching instruction (Gee, 2003)
• improve teaching and learning
• identify, develop and share resources
• build relationships with each other in order to learn

Meetings

GBL CoP will have a 90 min meeting once per month, in person or virtually. To join the Community, please contact Ranvir Bahl

Membership

Membership is voluntary and open to everyone at UBC who would like to participate.

 

References:

Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: University of Cambridge Press.

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  Jack 8:51 am on February 27, 2023 Permalink | Reply

  Thanks for sharing!