Game Development Reference
In-Depth Information
Figure 1. Collaborative practices and interven-
tions within and outside the classroom
of the interpretative process that followed the
science-oriented approaches and realizing and
accepting that interpretation occurs at all stages
of the educational practice.
Multivocality seems to become an “it-word”
used for whenever other people besides profes-
sionals are incorporated into the interpretation of
educational-related core assignments, whether
through community of experts, internet forums
etc, or when the role and voice of a particular
professional as a person is emphasized.
However, the concept of multivocality has up
until now always focused on listening to different
voices in the present . Various people have been
consulted to discuss issues regarding a particular
educational case or issue, from their point of view
as professionals or experts today . But is it not
possible to also allow voices from people that
have been involved in the educational process in
the (long or not so long) past to speak up regard-
ing their own involvement within an educational
process. This is where the concept of multivocal-
ity comes into play. It becomes a way of dealing
with the educational profession and / or practice
not only from the view-point of the currently
involved actors but also from interpreting a case
through the voices of other stakeholders besides
the originally involved inter-actors.
In our chapter we explore what we call the
the 'Collaboration game' from two aspects
namely the issue of multi-vocality and the issue
of post-processualism and by means of adopting
a service-based approach.
Even if several educational services exist, these
services are still un-configurable by the education
expert and represent the professional ('business')
logic view without considering the specific needs
of the particular pupils. These services are designed
in a silo manner and hardly, if not impossible,
interconnected by the actual needs of the indi-
vidual pupils. Though this reality is more or less
widely adopted in the domain of general educa-
tion, the needs for individualized interventions in
the area of special education form rather the rule
than the exception. The implications of what we
call 'Collaboration as a game' to the technical
architecture of any plausible solution should take
into account following the three dimensions that
will be addressed in a use case we shall present
in the chapter:
1. Inter-school unit dimension: It represents
the overlap among processes and practices
from a set of intra-organizational school
units. This overlap is usually the result of
necessary interaction between processes,
which could be explicit or implicit. However,
this interaction is not subject to a series of
sequential activities but may occur between
any of the entire set of activities running
into the particular school organization.
Indeed, all professional knowledge is not
spread according to the activities predefined
sequence. These interactions can exist be-
tween the same school unit, or two or more
different school units.
2. Cross level-Intra- school unit dimension:
It represents the common knowledge of
members of the same school unit level but
from different environments. This set is the
federator of the community of participants
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