Slideshows by User: brock.dubbels http://www.slideshare.net/ http://www.slideshare.net/images/logo.gif Slideshows by User: brock.dubbels http://www.slideshare.net/ Sun, 27 Sep 2009 00:13:15 GMT SlideShare feed for Slideshows by User: brock.dubbels Early American Writing Blog http://www.slideshare.net/brock.dubbels/early-american-writing-blog
]]>
]]> Sun, 27 Sep 2009 00:13:15 GMT http://www.slideshare.net/brock.dubbels/early-american-writing-blog brock.dubbels@slideshare.net(brock.dubbels) Early American Writing Blog brock.dubbels <img src="http://cdn.slidesharecdn.com/earlyamericanwritingblog-090926191319-phpapp01-thumbnail-2?1254010468" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Early American Writing Blog
View more presentations from brock.dubbels.
]]> 253 0 http://cdn.slidesharecdn.com/earlyamericanwritingblog-090926191319-phpapp01-thumbnail-2?1254010468 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted The Jekyll And Hyde Effect Eat It 09 http://www.slideshare.net/brock.dubbels/the-jekyll-and-hyde-effect-eat-it-09
presentation for EAT IT 09 -- a few changes to address issues related to college tuition]]>
presentation for EAT IT 09 -- a few changes to address issues related to college tuition]]> Thu, 13 Aug 2009 19:02:14 GMT http://www.slideshare.net/brock.dubbels/the-jekyll-and-hyde-effect-eat-it-09 brock.dubbels@slideshare.net(brock.dubbels) The Jekyll And Hyde Effect Eat It 09 brock.dubbels presentation for EAT IT 09 -- a few changes to address issues related to college tuition <img src="http://cdn.slidesharecdn.com/thejekyllandhydeeffect-eatit09-090813140230-phpapp02-thumbnail-2?1250266675" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> presentation for EAT IT 09 -- a few changes to address issues related to college tuition The Jekyll And Hyde Effect Eat It 09
View more presentations from brock.dubbels.
]]> 364 0 http://cdn.slidesharecdn.com/thejekyllandhydeeffect-eatit09-090813140230-phpapp02-thumbnail-2?1250266675 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted The Jekyll And Hyde Effect http://www.slideshare.net/brock.dubbels/the-jekyll-and-hyde-effect
The Jekyll and Hyde Effect Presented Summer of 2009]]>
The Jekyll and Hyde Effect Presented Summer of 2009]]> Tue, 04 Aug 2009 18:46:33 GMT http://www.slideshare.net/brock.dubbels/the-jekyll-and-hyde-effect brock.dubbels@slideshare.net(brock.dubbels) The Jekyll And Hyde Effect brock.dubbels The Jekyll and Hyde Effect Presented Summer of 2009 <img src="http://cdn.slidesharecdn.com/thejekyllandhydeeffect-090804134715-phpapp02-thumbnail-2?1249448253" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> The Jekyll and Hyde Effect Presented Summer of 2009 The Jekyll And Hyde Effect
View more presentations from brock.dubbels.
]]> 618 5 http://cdn.slidesharecdn.com/thejekyllandhydeeffect-090804134715-phpapp02-thumbnail-2?1249448253 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted vgAlt Richfield 2009 http://www.slideshare.net/brock.dubbels/vgalt-richfield-2009
This slideshow was presented for Richfield Public Schools district staff development and presents the next step in integration of embodiment research and Learning Acceleration through learning by design for classrooms, training, and professional development.]]>
This slideshow was presented for Richfield Public Schools district staff development and presents the next step in integration of embodiment research and Learning Acceleration through learning by design for classrooms, training, and professional development.]]> Tue, 16 Jun 2009 04:15:29 GMT http://www.slideshare.net/brock.dubbels/vgalt-richfield-2009 brock.dubbels@slideshare.net(brock.dubbels) vgAlt Richfield 2009 brock.dubbels This slideshow was presented for Richfield Public Schools district staff development and presents the next step in integration of embodiment research and Learning Acceleration through learning by design for classrooms, training, and professional development. <img src="http://cdn.slidesharecdn.com/vgaltrichfield2009-090615231543-phpapp01-thumbnail-2?1256236295" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> This slideshow was presented for Richfield Public Schools district staff development and presents the next step in integration of embodiment research and Learning Acceleration through learning by design for classrooms, training, and professional development. vgAlt Richfield 2009
View more presentations from brock.dubbels.
]]> 485 0 http://cdn.slidesharecdn.com/vgaltrichfield2009-090615231543-phpapp01-thumbnail-2?1256236295 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Games Unit Final PRESENTATION http://www.slideshare.net/brock.dubbels/games-unit-final-presentation-1523047
]]>
]]> Tue, 02 Jun 2009 18:06:18 GMT http://www.slideshare.net/brock.dubbels/games-unit-final-presentation-1523047 brock.dubbels@slideshare.net(brock.dubbels) Games Unit Final PRESENTATION brock.dubbels <img src="http://cdn.slidesharecdn.com/games-unit-final-090602130622-phpapp01-thumbnail-2?1243966358" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Games Unit Final PRESENTATION
View more presentations from brock.dubbels.
]]> 186 0 http://cdn.slidesharecdn.com/games-unit-final-090602130622-phpapp01-thumbnail-2?1243966358 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted vgAlt ~ Video Games as Learning Tools http://www.slideshare.net/brock.dubbels/vgatl-video-games-as-learning-tools
Invited presentation for educational testing services on video games as learning tools more at www.videogamesaslearningtools.com]]>
Invited presentation for educational testing services on video games as learning tools more at www.videogamesaslearningtools.com]]> Sat, 07 Mar 2009 06:21:37 GMT http://www.slideshare.net/brock.dubbels/vgatl-video-games-as-learning-tools brock.dubbels@slideshare.net(brock.dubbels) vgAlt ~ Video Games as Learning Tools brock.dubbels Invited presentation for educational testing services on video games as learning tools more at www.videogamesaslearningtools.com <img src="http://cdn.slidesharecdn.com/vgaltets-090307002139-phpapp01-thumbnail-2?1236441707" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Invited presentation for educational testing services on video games as learning tools more at www.videogamesaslearningtools.com vgAlt ~ Video Games as Learning Tools
View more presentations from brock.dubbels.
]]> 1448 1 http://cdn.slidesharecdn.com/vgaltets-090307002139-phpapp01-thumbnail-2?1236441707 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Kicky The Gh Pirate http://www.slideshare.net/brock.dubbels/kicky-the-gh-pirate-presentation
]]>
]]> Tue, 13 Jan 2009 19:06:34 GMT http://www.slideshare.net/brock.dubbels/kicky-the-gh-pirate-presentation brock.dubbels@slideshare.net(brock.dubbels) Kicky The Gh Pirate brock.dubbels <img src="http://cdn.slidesharecdn.com/kicky-the-gh-pirate-1231873549455849-2-thumbnail-2?1231873642" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Kicky The Gh Pirate
View more presentations from brock.dubbels.
]]> 437 0 http://cdn.slidesharecdn.com/kicky-the-gh-pirate-1231873549455849-2-thumbnail-2?1231873642 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Dance Dance Education Games Learning Society 2008 Dubbels http://www.slideshare.net/brock.dubbels/dance-dance-education-games-learning-society-2008-dubbels
In this phenomenological interview, the lived experience of a successful adolescent learner learning the video game Dance Dance Revolution is presented. The question driving this investigation is “why did she sustain engagement in learning?” The interview provided a narrative that described the process of learning as identity construction and that this process of identity construction, who I am and who I am not (choices), informs motivation and engagement in learning. The intention of the interview and methodology was to explicate and understand the factors that led to her motivation to learn a complex activity in a social space constructed, located, and mediated outside of traditional, formal educational environments. The discourse of the learning contexts that position Play as discourse in contrast to Work provides insight into the Ethos (Sutton-Smith 1996; Wohlwend, 2007) of the experience and inform s the process of extrinsic motivation to engage versus intrinsic, or learner-valued purpose to engage. The phenomenological interview is intended to gather thick descriptions that include thoughts, feelings, perceptions, and experience so that the interviewee moves beyond responding to questions with their reasoning and provides a narrative that provides thick descriptions through what van Manen (2002), called the Fundamental Life World Themes F.L.T.s. In this interview, the young woman, Ellen, initially had difficulty moving beyond reasoning into remembering and describing her experiences. The meaning of These experiences in promoting motivation and engagement were then analyzed using a framework constructed from work that explores issues of identity construction and exploration of literacy as semiotic domains across time and space—specifically, the contextual elements of Communities of Practice and Affinity Groups and the Ethos of the discourse contextualizing the activities, groups, and identity associated with them. These were places in the context of adolescent identity construction as a rite of passage and the powerful role of play in the stages of initiation and transformation are explored to understand the activity and how it informs motivation and engagement and reinforcement through identity construction. Implications of this study include understanding the potential construction of autonomy supporting learning environments and the elements that motivate and sustain engagement in learning and the importance of identity construction for teachers to motivate and engage their students.]]>
In this phenomenological interview, the lived experience of a successful adolescent learner learning the video game Dance Dance Revolution is presented. The question driving this investigation is “why did she sustain engagement in learning?” The interview provided a narrative that described the process of learning as identity construction and that this process of identity construction, who I am and who I am not (choices), informs motivation and engagement in learning. The intention of the interview and methodology was to explicate and understand the factors that led to her motivation to learn a complex activity in a social space constructed, located, and mediated outside of traditional, formal educational environments. The discourse of the learning contexts that position Play as discourse in contrast to Work provides insight into the Ethos (Sutton-Smith 1996; Wohlwend, 2007) of the experience and inform s the process of extrinsic motivation to engage versus intrinsic, or learner-valued purpose to engage. The phenomenological interview is intended to gather thick descriptions that include thoughts, feelings, perceptions, and experience so that the interviewee moves beyond responding to questions with their reasoning and provides a narrative that provides thick descriptions through what van Manen (2002), called the Fundamental Life World Themes F.L.T.s. In this interview, the young woman, Ellen, initially had difficulty moving beyond reasoning into remembering and describing her experiences. The meaning of These experiences in promoting motivation and engagement were then analyzed using a framework constructed from work that explores issues of identity construction and exploration of literacy as semiotic domains across time and space—specifically, the contextual elements of Communities of Practice and Affinity Groups and the Ethos of the discourse contextualizing the activities, groups, and identity associated with them. These were places in the context of adolescent identity construction as a rite of passage and the powerful role of play in the stages of initiation and transformation are explored to understand the activity and how it informs motivation and engagement and reinforcement through identity construction. Implications of this study include understanding the potential construction of autonomy supporting learning environments and the elements that motivate and sustain engagement in learning and the importance of identity construction for teachers to motivate and engage their students.]]> Thu, 10 Jul 2008 18:30:42 GMT http://www.slideshare.net/brock.dubbels/dance-dance-education-games-learning-society-2008-dubbels brock.dubbels@slideshare.net(brock.dubbels) Dance Dance Education Games Learning Society 2008 Dubbels brock.dubbels In this phenomenological interview, the lived experience of a successful adolescent learner learning the video game Dance Dance Revolution is presented. The question driving this investigation is “why did she sustain engagement in learning?” The interview provided a narrative that described the process of learning as identity construction and that this process of identity construction, who I am and who I am not (choices), informs motivation and engagement in learning. The intention of the interview and methodology was to explicate and understand the factors that led to her motivation to learn a complex activity in a social space constructed, located, and mediated outside of traditional, formal educational environments. The discourse of the learning contexts that position Play as discourse in contrast to Work provides insight into the Ethos (Sutton-Smith 1996; Wohlwend, 2007) of the experience and inform s the process of extrinsic motivation to engage versus intrinsic, or learner-valued purpose to engage. The phenomenological interview is intended to gather thick descriptions that include thoughts, feelings, perceptions, and experience so that the interviewee moves beyond responding to questions with their reasoning and provides a narrative that provides thick descriptions through what van Manen (2002), called the Fundamental Life World Themes F.L.T.s. In this interview, the young woman, Ellen, initially had difficulty moving beyond reasoning into remembering and describing her experiences. The meaning of These experiences in promoting motivation and engagement were then analyzed using a framework constructed from work that explores issues of identity construction and exploration of literacy as semiotic domains across time and space—specifically, the contextual elements of Communities of Practice and Affinity Groups and the Ethos of the discourse contextualizing the activities, groups, and identity associated with them. These were places in the context of adolescent identity construction as a rite of passage and the powerful role of play in the stages of initiation and transformation are explored to understand the activity and how it informs motivation and engagement and reinforcement through identity construction. Implications of this study include understanding the potential construction of autonomy supporting learning environments and the elements that motivate and sustain engagement in learning and the importance of identity construction for teachers to motivate and engage their students. <img src="http://cdn.slidesharecdn.com/dde-gls-2008-dubbels-alt-1215722117406586-9-thumbnail-2?1232989412" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> In this phenomenological interview, the lived experience of a successful adolescent learner learning the video game Dance Dance Revolution is presented. The question driving this investigation is “why did she sustain engagement in learning?” The interview provided a narrative that described the process of learning as identity construction and that this process of identity construction, who I am and who I am not (choices), informs motivation and engagement in learning. The intention of the interview and methodology was to explicate and understand the factors that led to her motivation to learn a complex activity in a social space constructed, located, and mediated outside of traditional, formal educational environments. The discourse of the learning contexts that position Play as discourse in contrast to Work provides insight into the Ethos (Sutton-Smith 1996; Wohlwend, 2007) of the experience and inform s the process of extrinsic motivation to engage versus intrinsic, or learner-valued purpose to engage. The phenomenological interview is intended to gather thick descriptions that include thoughts, feelings, perceptions, and experience so that the interviewee moves beyond responding to questions with their reasoning and provides a narrative that provides thick descriptions through what van Manen (2002), called the Fundamental Life World Themes F.L.T.s. In this interview, the young woman, Ellen, initially had difficulty moving beyond reasoning into remembering and describing her experiences. The meaning of These experiences in promoting motivation and engagement were then analyzed using a framework constructed from work that explores issues of identity construction and exploration of literacy as semiotic domains across time and space—specifically, the contextual elements of Communities of Practice and Affinity Groups and the Ethos of the discourse contextualizing the activities, groups, and identity associated with them. These were places in the context of adolescent identity construction as a rite of passage and the powerful role of play in the stages of initiation and transformation are explored to understand the activity and how it informs motivation and engagement and reinforcement through identity construction. Implications of this study include understanding the potential construction of autonomy supporting learning environments and the elements that motivate and sustain engagement in learning and the importance of identity construction for teachers to motivate and engage their students. Dance Dance Education Games Learning Society 2008 Dubbels
View more presentations from brock.dubbels.
]]> 2718 1 http://cdn.slidesharecdn.com/dde-gls-2008-dubbels-alt-1215722117406586-9-thumbnail-2?1232989412 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Games Unit Final http://www.slideshare.net/brock.dubbels/games-unit-final
These slides are to be used with the blog for a final presentation of the things learned from studying a game. It should include a summary of each assignment including reasoning of game choice, work plan, group roles, role questions, game analysis rubric, reflection, contributions]]>
These slides are to be used with the blog for a final presentation of the things learned from studying a game. It should include a summary of each assignment including reasoning of game choice, work plan, group roles, role questions, game analysis rubric, reflection, contributions]]> Fri, 18 Jan 2008 18:25:18 GMT http://www.slideshare.net/brock.dubbels/games-unit-final brock.dubbels@slideshare.net(brock.dubbels) Games Unit Final brock.dubbels These slides are to be used with the blog for a final presentation of the things learned from studying a game. It should include a summary of each assignment including reasoning of game choice, work plan, group roles, role questions, game analysis rubric, reflection, contributions <img src="http://cdn.slidesharecdn.com/games-unit-final-1200687917227649-3-thumbnail-2?1243966117" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> These slides are to be used with the blog for a final presentation of the things learned from studying a game. It should include a summary of each assignment including reasoning of game choice, work plan, group roles, role questions, game analysis rubric, reflection, contributions Games Unit Final
View more presentations from brock.dubbels.
]]> 656 0 http://cdn.slidesharecdn.com/games-unit-final-1200687917227649-3-thumbnail-2?1243966117 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Project Overview http://www.slideshare.net/brock.dubbels/project-overview-229031
this is the template for the project overview. It should include your 1st rule of thirds, your experts, as well as your cited research to support your problem/solution]]>
this is the template for the project overview. It should include your 1st rule of thirds, your experts, as well as your cited research to support your problem/solution]]> Tue, 15 Jan 2008 16:09:09 GMT http://www.slideshare.net/brock.dubbels/project-overview-229031 brock.dubbels@slideshare.net(brock.dubbels) Project Overview brock.dubbels this is the template for the project overview. It should include your 1st rule of thirds, your experts, as well as your cited research to support your problem/solution <img src="http://cdn.slidesharecdn.com/project-overview-1200420548367893-5-thumbnail-2?1200413349" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> this is the template for the project overview. It should include your 1st rule of thirds, your experts, as well as your cited research to support your problem/solution Project Overview
View more presentations from brock.dubbels.
]]> 671 0 http://cdn.slidesharecdn.com/project-overview-1200420548367893-5-thumbnail-2?1200413349 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Prof Prax 2007 http://www.slideshare.net/brock.dubbels/prof-prax-2007
Presentation on Rhythm & Flow. A prototype video game for becoming the music star you are. It currently uses garage band and your imagination.]]>
Presentation on Rhythm & Flow. A prototype video game for becoming the music star you are. It currently uses garage band and your imagination.]]> Fri, 17 Aug 2007 04:32:13 GMT http://www.slideshare.net/brock.dubbels/prof-prax-2007 brock.dubbels@slideshare.net(brock.dubbels) Prof Prax 2007 brock.dubbels Presentation on Rhythm &amp; Flow. A prototype video game for becoming the music star you are. It currently uses garage band and your imagination. <img src="http://cdn.slidesharecdn.com/prof-prax-20074084-thumbnail-2?1233083393" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Presentation on Rhythm &amp; Flow. A prototype video game for becoming the music star you are. It currently uses garage band and your imagination. Prof Prax 2007
View more presentations from brock.dubbels.
]]> 1929 0 http://cdn.slidesharecdn.com/prof-prax-20074084-thumbnail-2?1233083393 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted
SlideShare | Get your SlideShare Playlist
]]>
SlideShare | Get your SlideShare Playlist
]]>
SlideShare | Get your Presentation Pack
]]>
SlideShare | Get your Presentation Pack
]]>
Get your own Widget
]]> http://cdn.slidesharecdn.com/profile-photo-brock.dubbels?1256913392 I am working on ways to integrate and develop innovative learning technologies like video games for classrooms and training. brock.dubbels.efoliomn2.com http://public.slidesharecdn.com/images/private_thumbnail.gif brock.dubbels/crm-spiral-presentation-data Crm Spiral Presentatio... http://cdn.slidesharecdn.com/earlyamericanwritingblog-090926191319-phpapp01-thumbnail?1254010468 brock.dubbels/early-american-writing-blog Early American Writing... http://cdn.slidesharecdn.com/thejekyllandhydeeffect-eatit09-090813140230-phpapp02-thumbnail?1250266675 brock.dubbels/the-jekyll-and-hyde-effect-eat-it-09 The Jekyll And Hyde Ef...