Game Development Reference
In-Depth Information
Chapter 2
Multi-Vocality and
Post-Processualism as
Methodological Assets of
the 'Collaboration Game'
C. Karagiannidis
University of Thessaly, Greece
S. Efraimidou
University of Thessaly, Greece
A. Koumpis
ALTEC Software S.A, Greece
In recent years the gap between educational theory and practice has been closing, but although there
have been calls for 'reflexivity', there has been little critical examination of its meanings. Proposed
reflexive methodologies still perpetuate many traditional hierarchies, and fail to consider the creative
nature of the educational process as such. Much research work also takes place within the commercial
sphere, and post-processual ideas cannot advance educational practice unless they can be implemented
in some type of an e-learning system. In our Chapter we examine theoretical considerations of reflexiv-
ity, representation, subjectivity and experiential engagement to highlight their relevance to everyday
educational practice, and their potential to undermine existing suboptimalities in the classroom.
through the reaction against the processual (or
process-oriented) education of the 1970s and
1980s, the desire for the inclusion of other
voices in the educational process is born. This
was and still is a conscious step toward creating
reflexivity within the educational profession, i.e.
dissolving the rigorous praxis and constraints
With the emergence of what we shall call inter-
pretative and reflexive approaches to education
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