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dc.contributor.authorO'Toole, Johnen_US
dc.contributor.authorDunn, Julieen_US
dc.date.accessioned2017-04-24T09:06:12Z
dc.date.available2017-04-24T09:06:12Z
dc.date.issued2008en_US
dc.date.modified2010-09-06T07:29:46Z
dc.identifier.issn00218510en_US
dc.identifier.doihttp://jae.press.illinois.edu/42.4/otoole.htmlen_AU
dc.identifier.urihttp://hdl.handle.net/10072/22285
dc.description.abstractA top financial backer has arrived to determine which team of computer interaction designers has developed the most exciting and innovative proposal for the Everest component of the Virtually Impossible Computer Company's Conquerors of the World Series. Tension is high as the presentations begin, but this tension soon turns to outright conflict as some proposals suggest George Mallory as the conqueror, and the financial backer will have none of him. The backer, it seems, has her own agenda and is determined to allow for only one view of history-the one that records Sir Edmund Hillary as a New Zealand hero and the only real conqueror of the tallest mountain on earth. The designers become more and more agitated until suddenly someone bangs their hand on the table and calls out, "Hang on堪ust because you've got the money doesn't mean嫩ds need to learn about both these men崨ey need to learn about history." With that the drama is cut by the teacher. The deep understandings about "history's purchased page" that can be generated when drama and computers are brought together for learning have been made explicit堢ut could these same outcomes have been achieved using just one of these approaches?en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherUniversity of Illinois Pressen_US
dc.publisher.placeChampaign, Illinoisen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom89en_US
dc.relation.ispartofpageto104en_US
dc.relation.ispartofeditionWinter, 2008en_US
dc.relation.ispartofissue4en_US
dc.relation.ispartofjournalThe Journal of Aesthetic Educationen_US
dc.relation.ispartofvolume42en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode330205en_US
dc.titleLearning in Dramatic and Virtual Worlds: What do students say about Complementarity and Future Directions?en_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2008
gro.hasfulltextNo Full Text


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