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Publications (2)0 Total impact

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    [Show abstract] [Hide abstract] ABSTRACT: The framing theory guiding the work described here is that mathematics learning is facilitated through long-term student engagement in collaborative projects, integration of sustained emphasis on content knowledge, deep engagement of student interests, and support for student experience and progress, and commitment to learning through interactive microworlds that foster modeling and collaboration. We describe two case studies of software design/implementation, one an animation environment, and the other a game and game-design microworld. We describe each case in some detail, and compare the projects’ affordances, constraints, and design lessons, and persisting challenges. KeywordsDesign-Pedagogical-Epistemological-Bidirectionality-Animation-Momentum-Game-Meta-game-Engagement-Layered design-Professional transitional software
    Full-text · Chapter · Dec 2009
  • Ken Kahn · Richard Noss · Celia Hoyles · Duncan Jones
    [Show abstract] [Hide abstract] ABSTRACT: Designing digital technologies for deep learning is a highly non-trivial enterprise. In this paper, we discuss one approach we have adopted that seeks to exploit the possibility of affording diverse layers of engagement that exploit the interconnectivity available on the web. In a nutshell, we describe a system that offers learners the possibility of engaging with difficult scientific and mathematical ideas without the necessity of interacting with complex layers of symbolic code – while making that interaction available at all times.
    No preview · Chapter · Oct 2006