全球教室中的数字滚动角色:地理戏剧框架

IF 1
C. Hatton, M. Mooney, Jennifer Nicholls
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引用次数: 2

摘要

本文重点关注2013年国际水计算项目(www.water-reckoning.net)中的悉尼案例研究——该项目利用数字技术重新利用Dorothy Heathcote的滚动角色课程模式,将世界各地的学生和教师联系在一起,并考虑到一个名为“Ardus Unda”的虚构社区的“如果”背景,该社区正处于想象中的环境灾难的边缘。本文提出了一个新的地理戏剧探究框架,利用地点教育学和社会生态学来研究学习者的定位,因为戏剧为他们考虑他们对当地和全球环境问题的集体和个人反应开辟了新的途径。在这个项目中,经验是由教师/研究人员策划的,学生的戏剧内容被上传到网上,供一系列观众观看。通过分析学生和教师之间基于角色的交流,以及焦点小组数据,作者为戏剧研究提供了一个新的框架。这个地理戏剧分析考察了数字滚动角色项目中地点、时间和关系的动态相互作用。悉尼案例研究的研究人员还考虑了全球戏剧中情境性的紧张和可能性,以及应用这种数字教学模式的含义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Digital rolling role across global classrooms: a geodramatic framework
Abstract This article focuses on the Sydney case study within the 2013 international Water Reckoning Project (www.water-reckoning.net) – a project which repurposed Dorothy Heathcote’s rolling role curriculum model with digital technologies to connect students and teachers around the world in a common drama, considering the ‘what if’ context of a fictional community, called ‘Ardus Unda’, which was on the brink of an imagined environmental disaster. The article proposes a new geodramatic inquiry framework that draws upon place pedagogy and social ecology to examine the positioning of learners as the drama opened up new ways for them to consider their collective and personal responses to local and global environmental issues. In this project experiences were curated by teacher/researchers and student’s dramatic content was uploaded online for a range of audiences. In analysing the role-based exchanges between students and teachers, as well as focus group data, the writers offer a new framework for researching drama. This geodramatic analysis examines the dynamic interplay of place, time and relationships within a digital rolling role project. Researchers of the Sydney case study also consider the tensions and possibilities of situatedness in a global drama and the implications for applying this digital pedagogical model.
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来源期刊
自引率
20.00%
发文量
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