Connecting dots for digital learning and teaching

This is a college educator’s intent to help other teachers (particularly other university professors teaching intelligence studies…) to have a more realistic view of both the difficulties and the rewards of incorporating games into their classes. With three year’s experience of using game-based learning in his classes, the practice is trickier than he expected …


Kris Wheaton at Mercyhurst College writes the Sources and Methods blog, an excellent resource on all things related to intelligence analysis and the teaching of intelligence analysis. In his latest post, he kicks off a series on the 5 myths of game-based learning, based on a recent presentation at the annual conference of the American Union of University Professors.

Let me start this series of posts by saying – unequivocally – I am a strong advocate of game-based learning.  It has worked for me personally, I have seen it work in the classroom and have read the research that, in general, suggests that game-based approaches can provide powerful new ways to learn.


As someone who has spent the last three years applying at least some of the theory of game-based learning in the classroom, I can tell you that it is…well…tricky.

Don’t get me wrong.  My intent…

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“Tell me and I will forget, show me and I may remember, involve me and I will understand.” -------- Chinese Wisdom "Games are the most elevated form of investigation." -------- Albert Einstein
"I'm calling for investments in educational technology that will help create digital tutors that are as effective as personal tutors, educational software as compelling as the best video game," President Barack Obama said while touring a tech-focused Boston school (year 2011).
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