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dc.contributor.authorVold, Tone
dc.contributor.authorRanglund, Ole Jørgen Stefferud
dc.contributor.authorHaave, Hanne Marit
dc.contributor.authorKiønig, Linda Vibeke
dc.contributor.authorVenemyr, Geir Ove
dc.contributor.authorLervik, Monica Johannesen
dc.contributor.authorBakken, Bjørn T.
dc.contributor.authorBergum, Svein
dc.contributor.authorHolen, Stig
dc.contributor.authorGranlien, Petter
dc.contributor.authorKlevhus, Henrik
dc.contributor.authorKlevhus, Anders
dc.identifier.citationProceedings of the 10th European conference on games-based learning. 2017, 730-735.nb_NO
dc.description.abstractIn order to activate students and make them active contributors in a class, the concept of “Flipped Classroom” has been used at several Universities, also at The Inland University of Applied Sciences Norway. Flipping the classroom and making the students contribute, and being active, has supported the students learning outcome. Generally, when using games for learning, the game scenario is either decided by the lecturer/teacher, or defined by the designers and/or producers of the game used. In this paper we will explore how the teachers/lecturers role changes when the scenarios to be played in the game environment are defined and developed by the students themselves. The methodological approach is mainly qualitative and the data are observations from gaming sessions, minutes from review processes and interviews with faculty staff responsible for the course. The paper will present how the lecturer/teacher changes role from being the center of attention and the provider of knowledge, to a facilitator that both empower the students and enables the students to contribute towards developing increased understanding and enhanced learning outcome. By enabling the students to contribute in such a way, the support towards the reflection processes described by Donald Schön in his work “The reflective practitioner” from 1991, is being supported in all stages. The reflection before action is when they discuss and agree on scenario, they need to reflect in action upon action, and they need to reflect on action when finished gaming. These reflection processes need to be facilitated in order to support the learning process and when flipping the gaming, this is one of the roles of the facilitator; the lecturer/teacher. The paper will present a project called “Seed corn 2017 – Pedagogical Use of Games in Crisis Management Education”, using a course at The Inland Norway University of Applied Sciences, Campus Rena, Norway, and the results from the research.nb_NO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.subjectteachers as facilitatorsnb_NO
dc.subjectstudent developed scenariosnb_NO
dc.subjectco-creation of knowledgenb_NO
dc.subjectflipped gamingnb_NO
dc.titleFlipped Gaming: The Teachers Role When Using the Students as Content Providersnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.source.journalProceedings of the 10th European conference on games-based learningnb_NO
cristin.unitnameInstitutt for organisasjons- og ledelsesfag
cristin.unitnameInstitutt for Økonomifag
cristin.unitnameOrganisasjon og ledelse

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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal