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Independent evaluation of the Little Big Planet 2 project in Wolverhampton’s Local Education Partnership schools: Outcomes and impacts – Summary

Research output: Book/Report/Proceedings › Commissioned report

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Independent evaluation of the Little Big Planet 2 project in Wolverhampton’s Local Education Partnership schools: Outcomes and impacts – Summary. / Passey, Don.
Lancaster: Lancaster University, 2012. 7 p.

Research output: Book/Report/Proceedings › Commissioned report

Harvard

Passey, D 2012, Independent evaluation of the Little Big Planet 2 project in Wolverhampton’s Local Education Partnership schools: Outcomes and impacts – Summary. Lancaster University, Lancaster.

APA

Passey, D. (2012). Independent evaluation of the Little Big Planet 2 project in Wolverhampton’s Local Education Partnership schools: Outcomes and impacts – Summary. Lancaster University.

Vancouver

Passey D. Independent evaluation of the Little Big Planet 2 project in Wolverhampton’s Local Education Partnership schools: Outcomes and impacts – Summary. Lancaster: Lancaster University, 2012. 7 p.

Author

Passey, Don. / Independent evaluation of the Little Big Planet 2 project in Wolverhampton’s Local Education Partnership schools : Outcomes and impacts – Summary. Lancaster : Lancaster University, 2012. 7 p.

Bibtex

@book{47870dc13e364278aed6518d24af4ba1,
title = "Independent evaluation of the Little Big Planet 2 project in Wolverhampton{\textquoteright}s Local Education Partnership schools: Outcomes and impacts – Summary",
abstract = "This project aimed to encourage teachers in schools to bring together teams of young people to use a well-known video game, Little Big Planet 2, to create new levels that would be published and used by other players. The project started with 15 schools and over 100 students. Teams of students were often selected by teachers, and most were run as after-school clubs. Many teachers recognised that students involved were not always involved in other school activities. Teachers did not create the ideas or do the programming for the project; theysupported teams, facilitated work, provided a working environment, and offered advice. After some 5 months of activity, 25 teams in 7 schools had created a completed level. Those students not completing levels also gained a great deal of experience and interest along the way.",
keywords = "Video-game technologies, curriculum development, teamwork",
author = "Don Passey",
year = "2012",
language = "English",
publisher = "Lancaster University",

}

RIS

TY - BOOK

T1 - Independent evaluation of the Little Big Planet 2 project in Wolverhampton’s Local Education Partnership schools

T2 - Outcomes and impacts – Summary

AU - Passey, Don

PY - 2012

Y1 - 2012

N2 - This project aimed to encourage teachers in schools to bring together teams of young people to use a well-known video game, Little Big Planet 2, to create new levels that would be published and used by other players. The project started with 15 schools and over 100 students. Teams of students were often selected by teachers, and most were run as after-school clubs. Many teachers recognised that students involved were not always involved in other school activities. Teachers did not create the ideas or do the programming for the project; theysupported teams, facilitated work, provided a working environment, and offered advice. After some 5 months of activity, 25 teams in 7 schools had created a completed level. Those students not completing levels also gained a great deal of experience and interest along the way.

AB - This project aimed to encourage teachers in schools to bring together teams of young people to use a well-known video game, Little Big Planet 2, to create new levels that would be published and used by other players. The project started with 15 schools and over 100 students. Teams of students were often selected by teachers, and most were run as after-school clubs. Many teachers recognised that students involved were not always involved in other school activities. Teachers did not create the ideas or do the programming for the project; theysupported teams, facilitated work, provided a working environment, and offered advice. After some 5 months of activity, 25 teams in 7 schools had created a completed level. Those students not completing levels also gained a great deal of experience and interest along the way.

KW - Video-game technologies

KW - curriculum development

KW - teamwork

M3 - Commissioned report

BT - Independent evaluation of the Little Big Planet 2 project in Wolverhampton’s Local Education Partnership schools

PB - Lancaster University

CY - Lancaster

ER -