The Design of Disciplinarily-Integrated Games as Multirepresentational Systems

Disciplinarily-integrated games represent a generalizable genre and template for designing games to support science learning with a focus on bridging across formal and phenomenological representations of core science relationships (Clark, Sengupta, Brady, Martinez-Garza, and Killingsworth, 2015; Clark, Sengupta, & Virk, 2016; Sengupta & Clark, 2016). By definition, disciplinarily-integrated games (DIGs) are therefore multirepresentational systems with the affordances and challenges associated with that medium. The current paper analyzes the DIG structure through the focal parameters framed by the DeFT framework (Ainsworth, 2006) to synthesize effective design considerations for DIGs in terms of the specific design and intended functions of the representations themselves as well as the overarching environment and activity structures. The authors leverage the literatures on embodied cognition, adaptive scaffolding, representations in science education, and learning from dynamic visualizations to address the challenges, tradeoffs, and questions highlighted by the framework. They apply these research-derived design considerations to an existing DIG (SURGE Symbolic) and to hypothetical examples of other DIGs in other domains to explore generalizability of the design considerations and the genre

A survey of epistemology and its implications for an organisational information and knowledge management model

This is a theoretical chapter which aims to integrate various epistemologies from the philosophical, knowledge management, cognitive science, and educational perspectives. From a survey of knowledgerelated literature, this chapter collates diverse views of knowledge. This is followed by categorising as well as ascribing attributes (effability, codifiability, perceptual/conceptual, social/personal) to the different types of knowledge. The authors develop a novel Organisational Information and Knowledge Management Model which seeks to clarify the distinctions between information and knowledge by introducing novel information and knowledge conversions (information-nothing, information-information, information-knowledge, knowledge-information, knowledge-knowledge) and providing mechanisms for individual knowledge creation and information sharing (between individual-individual, individual-group, group-group) as well as Communities of Practice within an organisation. © 2011, IGI Global