Skip to main content
SpringerLink
Log in

Using a Game-Design Project to Afford Teacher and Student Agency

  • Chapter
Personalising Learning in Open-Plan Schools

Abstract

How is agency imagined and enacted by teachers and students as the restraints of the enclosed classroom are peeled away? This question is considered here by drawing on socio-cultural theories to examine the mutuality of teacher and student agency in a personalised learning environment. This discussion takes into account the literature and is demonstrated by a case study of the complex interplay of expectations and perceptions of self and others during teaching and learning.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Archer, M. (2003). Structure, agency and the internal conversation. Cambridge, England: Cambridge University Press.

    Book  Google Scholar 

  • Brannen, J., & Nilsen, A. (2005). Individualisation, choice and structure: A discussion of current trends in sociological analysis. The Sociological Review, 53(3), 412–428. doi:10.1111/j.1467-954x.2005.00559.x

    Article  Google Scholar 

  • Campbell, R., Robinson, W., Neelands, J., Hewston, R., & Mazzoli, L. (2007). Personalised learning: Ambiguities in theory and practice. British Journal of Educational Studies, 55(2), 135–154. doi:10.1111/j.1467-8527.2007.00370.x

    Article  Google Scholar 

  • Clandinin, D. J. (1985). Personal practical knowledge: A study of teachers’ classroom images. Curriculum Inquiry, 15(4), 361–385. doi:10.2307/1179683

    Article  Google Scholar 

  • Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249–305. doi:10.2307/1167272

    Google Scholar 

  • Collinson, V. (1999). Redefining teacher excellence. Theory into Practice, 38(1), 4–11. doi:10.1080/00405849909543824

    Article  Google Scholar 

  • Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. New York, NY: Teachers’ College.

    Google Scholar 

  • Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. Internet and Higher Education, 15(1), 3–8. doi:10.1016/j.iheduc.2011.06.002

    Article  Google Scholar 

  • Deed, C., & Edwards, A. (2013). Knowledge building in online environments: Constraining and enabling collective intelligence. In P. Ordonez de Pablos, H. O. Nigro, R. D. Tennyson, S. E. G. Cisaro, & W. Karwowski (Eds.), Advancing information management through semantic web concepts and ontologies. Hershey, PA: IGI Global.

    Google Scholar 

  • Deed, C., Lovejoy, V., Prain, V., & Waldrip, B. (2014). Personalised learning in the open classroom: The mutuality of teacher and student agency. International Journal of Pedagogies and Learning, 9(1), 66–75. doi:10.1080/18334105.2014.11082020

    Article  Google Scholar 

  • Edwards, A. (2005). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43, 168–182. doi:10.1016/j.ijer.2006.06.010

    Article  Google Scholar 

  • Edwards, A. (2007). Relational agency in professional practice: A CHAT analysis. Actio: An International Journal of Human Activity Theory, 1, 1–17.

    Google Scholar 

  • Edwards, A. (2011). Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in systems of distributed expertise. International Journal of Educational Research, 50(1), 33–39. doi:10.1016/j.ijer.2011.04.007

    Article  Google Scholar 

  • Edwards, D., Deed, C., & Edwards, A. (2014). Learning in technologically-mediated spaces in openplan settings. In V. Prain, P. Cox, C. Deed, D. Edwards, C. Farrelly, M. Keeffe, … Z. Yager (Eds.), Adapting to teaching and learning in open-plan schools (pp. 79–94). Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Elbaz, F. (1981). The teacher’s “practical knowledge”: Report of a case study. Curriculum Inquiry, 11(1), 43–71. doi:10.2307/1179510

    Article  Google Scholar 

  • Emirbayer, M., & Mische, A. (1998). What is agency? The American Journal of Sociology, 103(4), 962–1023. doi:10.1086/231294

    Article  Google Scholar 

  • Eseryel, D., Law, V., Ifenthaler, D., Ge, X., & Miller, R. (2014). An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning. Educational Technology & Society, 17(1), 42–53.

    Google Scholar 

  • Gee, J. (2003). What video games have to teach us about learning and literacy. New York, NY: PalGrave- McMillan.

    Google Scholar 

  • Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Cambridge, MA: Polity Press.

    Google Scholar 

  • Greeno, J. (2009). A framework bite on contextualizing, framing, and positioning: A companion to son and goldstone. Cognition and Instruction, 27(3), 269–275. doi:10.1080/07370000903014386

    Article  Google Scholar 

  • Gros, B. (2007). Digital games in education: The design of games-based learning environments. Journal of Research on Technology in Education, 40, 23–38. doi:10.1080/15391523.2007.10782494

    Article  Google Scholar 

  • Hadwin, A., Miller, M., & Winne, P. (2011). Socially-shared metacognition: Convergence and coconstruction CSCL planning. Paper presented at the European Association for Research in Learning and Instruction Conference, Lyon, France.

    Google Scholar 

  • Hargreaves, D. H. (1997). In defence of research for evidence-based teaching: A rejoinder to Martyn Hammersley. British Educational Research Journal, 23(4), 405–419. doi:10.1080/0141192970230402

    Article  Google Scholar 

  • Hwang, G. J., & Wu, P. H. (2012). Advancements and trends in digital game-based learning research: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 43(1), E6–E10. doi:10.1111/j.1467-8535.2011.01242.x

    Article  Google Scholar 

  • Johnson, M., & Liber, O. (2008). The personal learning environment and the human condition: From theory to teaching practice. Interactive Learning Environments, 16(1), 3–15. doi:10.1080/10494820701772652

    Article  Google Scholar 

  • King, A. (2000). The accidential derogation of the lay actor: A critique of Giddens’s concept of structure. Philosophy for the Social Sciences, 30(3), 362–383. doi:10.1177/004839310003000302

    Article  Google Scholar 

  • Mazman, S. G., & Usluel, Y. K. (2010). Modeling educational usage of Facebook. Computers & Education, 55(2), 444–453. doi:10.1016/j.compedu.2010.02.008

    Article  Google Scholar 

  • Oblinger, D. G. (2004). The next generation of educational engagement. Journal of Interactive Media in Education, 8, 1–18. doi:10.5334/2004-8-oblinger

    Google Scholar 

  • O’Neil, H. F., Wainess, R., & Baker, E. L. (2005). Classification of learning games: Evidence from the computer games literature. The Curriculum Journal, 16(4), 455–474. doi:10.1080/09585170500384529

    Article  Google Scholar 

  • Ottesen, E. (2007). Teachers “in the making”: Building accounts of teaching. Teaching and Teacher Education, 23, 612–623. doi:10.1016/j.tate.2007.01.011

    Article  Google Scholar 

  • Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101. doi:10.1207/S15326985EP3602_4

    Article  Google Scholar 

  • Prain, V., Cox, P., Deed, C., Dorman, J., Edwards, D., Farrelly, C., Keeffe, M., … Yager, Z. (2014). Adapting to teaching and learning in open-plan schools. Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Saldana, J. (2009). The coding manual for qualitative researchers. Los Angeles, CA: Sage.

    Google Scholar 

  • Salen, K. (2007). Gaming literacies: A game design study in action. Journal of Educational Multimedia and Hypermedia, 16(3), 301–322.

    Google Scholar 

  • Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. The Journal of the Learning Sciences, 1(1), 37–68. doi:10.1207/s15327809jls0101_3

    Article  Google Scholar 

  • Selwyn, N. (2009). Faceworking: Exploring students’ education-related use of Facebook. Learning, Media and Technology, 34(2), 157–174. doi:10.1080/17439880902923622

    Article  Google Scholar 

  • Sharples, M., Taylor, J., & Vavoula, G. (2010). A theory of learning for the mobile age. In B. Bachmair (Ed.), Medienbildung in neuen Kulturraumen (pp. 87–99). Wiesbaden, Germany: VS Verlag fur Sozialwissenschaften.

    Chapter  Google Scholar 

  • Solvberg, A., & Rismark, M. (2012). Learning spaces in mobile learning environments. Active Learning in Higher Education, 13(1), 23–33. doi:10.1177/1469787411429189

    Article  Google Scholar 

  • Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39(2), 97–110. doi:10.1207/s15326985ep3902_2

    Article  Google Scholar 

  • Waldrip, B., Cox, P., Deed, C., Dorman, J., Edwards, D., Farrelly, C., … Yager, Z. (2014). Student perceptions of personalised learning: Validation and development of questionnaire with regional secondary students. Learning Environments Research, 17(3), 355–370. doi:10.1007/s10984-014-9163-0

  • Zimmerman, B. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. doi:10.1207/s15430421tip4102_2

    Article  Google Scholar 

  • Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. doi:10.3102/0002831207312909

    Article  Google Scholar 

Download references

Authors
  1. Craig Deed
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. La Trobe University, Australia

    Vaughan Prain

  2. La Trobe University, Australia

    Peter Cox

  3. La Trobe University, Australia

    Craig Deed

  4. La Trobe University, Australia

    Debra Edwards

  5. La Trobe University, Australia

    Cathleen Farrelly

  6. La Trobe University, Australia

    Mary Keeffe

  7. La Trobe University, Australia

    Valerie Lovejoy

  8. La Trobe University, Australia

    Lucy Mow

  9. Federation University, Australia

    Peter Sellings

  10. University of Tasmania, Australia

    Bruce Waldrip

Rights and permissions

Reprints and permissions

Copyright information

© 2015 Sense Publishers

About this chapter

Cite this chapter

Deed, C. (2015). Using a Game-Design Project to Afford Teacher and Student Agency. In: Prain, V., et al. Personalising Learning in Open-Plan Schools. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-193-9_3

Download citation

Publish with us

Policies and ethics

Search

Navigation