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001			ocn891081436
005			20240726104910.0
008			140922t20142014mau ob 001 0 eng d
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020			_a9780674735606 _q((electronic)l(electronic)ctronic)
029	1		_aAU@ _b000055121156
029	1		_aAU@ _b000058370465
029	1		_aCHBIS _b010471930
029	1		_aCHVBK _b335929222
029	1		_aDEBBG _bBV042735858
029	1		_aDEBBG _bBV043719418
029	1		_aDEBSZ _b44439897X
029	1		_aDEBSZ _b449696448
029	1		_aDEBSZ _b48128544X
050	0	4	_aLB2395 _b.M563 2014
100	1		_aCarnes, Mark C. _q(Mark Christopher), _d1950- _e1
245	1	0	_aMinds on fire : _bhow role-immersion games transform college / _cMark C. Carnes.
260			_aCambridge, Massachusetts : _bHarvard University Press, _c(c)2014.
300			_a1 online resource (387 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
504			_a2
520	0		_aWhy are so many students intellectually disengaged? Mark Carnes says it is because students are so deeply absorbed in competitive social play. He shows how month-long role-immersion games in the curriculum can channel those competitive impulses into transformative learning experiences, and how bricks-and-mortar colleges can set young minds on fire.
520	0		_aWhy are so many students intellectually disengaged? Faculty, administrators, and tuition-paying parents have been asking this question for nearly two centuries. And the answer is always more or less the same: students are so deeply absorbed in competitive social play (fraternities, sports, beer pong, World of Warcraft, social media) that they neglect academics. In Minds on Fire, Mark Carnes shows how role-immersion games channel students' competitive (and sometimes mischievous) impulses into transformative learning experiences. His discussion is based on interviews with scores of students and faculty who have used a pedagogy called Reacting to the Past, which features month-long games set during the French revolution, Galileo's trial, the partition of India, and dozens of other epochal moments in disciplines ranging from art history to the sciences. These games have spread to over three hundred campuses around the world, where many of their benefits defy expectations. Students think more critically by internalizing alternative selves, and they understand the past better by filtering it through their present. Fierce competition between opposing sides leads to strong community bonds among teammates and develops speaking, writing, leadership, and problem-solving skills. Minds on Fire is a provocative critique of educational reformers who deplored role-playing pedagogies, from Plato to Dewey to Erikson. Carnes also makes an impassioned appeal for pedagogical innovation. At a time when cost-cutting legislators and trustees are increasingly drawn to online learning, Carnes focuses on how bricks-and-mortar institutions of higher education can set young minds on fire.--Publisher description.
505	0	0	_aDebate at dawn -- _t"All classes are sorta boring" -- _tSubversive play: the bane of higher education -- _tCreating an academic subversive play world -- _tCritical thinking and our selves -- _tOvercoming the silence of the students -- _tLearning by failing -- _tBuilding community and global citizenship -- _tInculcating morality and empathy (!) -- _tTeaching leadership through teamwork -- _tTeaching the past by getting it wrong? -- _tThe strange world outside the box -- _tSocrates at sunset -- _tAppendix: List of reacting games.
530			_a2 _ub
650		0	_aEducation, Higher _xEffect of technological innovations on.
650		0	_aEducation, Higher _xSocial aspects.
650		0	_aFantasy games _xSocial aspects.
650		0	_aRole playing _xSocial aspects.
655		1	_aElectronic Books.
856	4	0	_uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=848131&site=eds-live&custid=s3260518 _zClick to access digital title | log in using your CIU ID number and my.ciu.edu password
942			_cOB _D _eEB _hLB. _m2014 _QOL _R _x _8NFIC _2LOC
999			_c82121 _d82121
902			_a1 _bCynthia Snell _c1 _dCynthia Snell