Presentation by Pieter van der Hijden (pvdh@sofos.nl) of Sofos Consultancy (www.sofos.nl) and Stichting RechtenOnline (www.rechtenonline.nl) at Online Educa Berlin 2007; Berlin, Germany, 2007.
Virtual worlds differ from other forms of virtual learning by providing real-time participation through avatars in a persistent 3D graphical landscape. Implementing virtual worlds comes with pitfalls like high costs and security risks, but also opportunities for immersive engagement. Key aspects to consider include openness vs. security, and technology vs. content. Major virtual world platforms take different approaches to delivering learning, with some focusing more on games, others on simulations, and others on user-generated content.
This document summarizes a student's summer internship project exploring ways of interacting through electronics and textiles. The student conducted secondary research on the topic, sourced materials locally, and learned electronics basics through an Arduino kit and building simple circuits. The goal of the project was for the student to gain experience mixing technology and textiles since they have a non-technical background and want to create interactive prototypes in the future. Through experimentation, the student built small working projects and learned skills like reading circuit diagrams that will support their continued learning.
The document describes a proposed student-teacher integrated network called STING. The system uses various IoT technologies like facial recognition, augmented reality, and ultrasonic sensors to automate classroom tasks like attendance tracking and providing study materials. It aims to make classrooms smarter and help students focus on learning rather than administrative tasks. The key components proposed are a Raspberry Pi for portable computing, a facial recognition system to automate attendance tracking, an Arduino for sensor integration, ultrasonic sensors to alert students if too close to cameras, augmented reality for immersive learning, and a camera-based overhead projector replacement to share materials. The overall goal is to benefit both students and teachers through automation and knowledge delivery enhancements.
10 Social Media Strategies For BusinessesThoughtWorks
This document provides 10 strategies for businesses to use social media effectively: 1) Be authentic in your social media presence, 2) Share thought leadership content to establish yourself as an expert, 3) Engage with your community by connecting and conversing with them, 4) Empower your community by helping and supporting them, 5) Integrate social media into your overall marketing strategy, 6) Analyze social media metrics to assess performance, 7) Be patient as success takes time, 8) Listen to your community to understand their needs, 9) Give value to your community by being generous with helpful content, 10) Express gratitude to your community.
Meeting Audiences Where they Are - Vanessa FoxJ-Lab
The document discusses how to effectively meet audiences by understanding their needs and perspectives. It provides tips on using search data to categorize common tasks or questions, and mapping those tasks to website pages that directly answer or solve the issue. When designing pages, the content should actually answer the question being asked and provide a compelling call to action to motivate users to convert. The overall message is that websites should be designed with the user's goals and search behaviors in mind.
Without realizing it, all of us are in sales. Everyday we are selling our abilities for promotion, selling our ideas, our desires and whenever we want others to agree with us. There are however the right and wrong ways to sell.
Virtual worlds differ from other forms of virtual learning by providing real-time participation through avatars in a persistent 3D graphical landscape. Implementing virtual worlds comes with pitfalls like high costs and security risks, but also opportunities for immersive engagement. Key aspects to consider include openness vs. security, and technology vs. content. Major virtual world platforms take different approaches to delivering learning, with some focusing more on games, others on simulations, and others on user-generated content.
This document summarizes a student's summer internship project exploring ways of interacting through electronics and textiles. The student conducted secondary research on the topic, sourced materials locally, and learned electronics basics through an Arduino kit and building simple circuits. The goal of the project was for the student to gain experience mixing technology and textiles since they have a non-technical background and want to create interactive prototypes in the future. Through experimentation, the student built small working projects and learned skills like reading circuit diagrams that will support their continued learning.
The document describes a proposed student-teacher integrated network called STING. The system uses various IoT technologies like facial recognition, augmented reality, and ultrasonic sensors to automate classroom tasks like attendance tracking and providing study materials. It aims to make classrooms smarter and help students focus on learning rather than administrative tasks. The key components proposed are a Raspberry Pi for portable computing, a facial recognition system to automate attendance tracking, an Arduino for sensor integration, ultrasonic sensors to alert students if too close to cameras, augmented reality for immersive learning, and a camera-based overhead projector replacement to share materials. The overall goal is to benefit both students and teachers through automation and knowledge delivery enhancements.
10 Social Media Strategies For BusinessesThoughtWorks
This document provides 10 strategies for businesses to use social media effectively: 1) Be authentic in your social media presence, 2) Share thought leadership content to establish yourself as an expert, 3) Engage with your community by connecting and conversing with them, 4) Empower your community by helping and supporting them, 5) Integrate social media into your overall marketing strategy, 6) Analyze social media metrics to assess performance, 7) Be patient as success takes time, 8) Listen to your community to understand their needs, 9) Give value to your community by being generous with helpful content, 10) Express gratitude to your community.
Meeting Audiences Where they Are - Vanessa FoxJ-Lab
The document discusses how to effectively meet audiences by understanding their needs and perspectives. It provides tips on using search data to categorize common tasks or questions, and mapping those tasks to website pages that directly answer or solve the issue. When designing pages, the content should actually answer the question being asked and provide a compelling call to action to motivate users to convert. The overall message is that websites should be designed with the user's goals and search behaviors in mind.
Without realizing it, all of us are in sales. Everyday we are selling our abilities for promotion, selling our ideas, our desires and whenever we want others to agree with us. There are however the right and wrong ways to sell.
From learning design to game design and back; the Cyberdam examplePieter van der Hijden
Presentation by Pieter van der Hijden (pvdh@sofos.nl) of Sofos Consultancy (www.sofos.nl) and Stichting RechtenOnline (www.rechtenonline.nl) at the 39th annual conference of the International Simulation and Gaming Association (ISAGA,, www.isaga.info); Kaunas, Lithuania, 2008.
The document discusses the emerging technology of Web3D and its potential to transform how people work and interact online in the next 5-7 years. It defines Web3D as a system of linked interactive 3D and 2D environments that will provide an immersive experience. Factors driving Web3D adoption include rising expectations from new technologies, a changing workforce, and investor activity. The document predicts that by 2013-2015, Web3D sites and applications will be commonplace, enabling innovative organizations to gain competitive advantages through new forms of collaboration, training, and project management.
Erica Driver at the vBusiness Expo, April 2008CleverZebra
The document discusses the emerging technology of Web3D and its potential to transform how people work and interact online in the next 5-7 years. It defines Web3D as a system of linked interactive 3D and 2D environments that will provide an immersive experience. Factors driving Web3D adoption include rising expectations from new technologies, a changing workforce, and investor activity. The document predicts that by 2013-2015, Web3D sites and applications will be commonplace, enabling innovative organizations to gain competitive advantages through new forms of collaboration, training, and project management.
On the Sustainability of Open Source Projects: Lessons Learnt from CyberdamPieter van der Hijden
On the Sustainability of Open Source Projects: Lessons Learnt from Cyberdam;
Presentation at Online Educa Berlin – 3 december 2009; Pieter van der Hijden MSc (pvdh@sofos.nl); Stichting RechtenOnline (Foundation LawOnline) (www.rechtenonline.nl) & Sofos Consultancy (www.sofos.nl), The Netherlands
Enabling Teachers in Higher Education to Develop their Own Simulations: The V...Pieter van der Hijden
Presentation by Pieter van der Hijden (pvdh@sofos.nl) of Sofos Consultancy (www.sofos.nl) and Stichting RechtenOnline (www.rechtenonline.nl) at Online Educa Berlin 2007; Berlin, Germany, 2007.
The document outlines a STEAM-based curriculum to create the next generation of tech leaders. It includes 6 levels from foundation to expert that focus on skills like computer science, coding, game development, web development, and more. Sessions are 2.5 hours per week for 10-12 months per level. Students work in groups of 4 max on projects like mobile apps, websites, and games using technologies like mBlock, Unity, and Flutter. Feedback and assessments are provided to measure learning outcomes and skills. Certificates and membership benefits are available upon completion.
Marc Canter is pitching his "Digital City Infrastructure" and "virtuous circle approach to job creation" ideas to David S. Isenberg. The proposal involves three main areas of focus: 1) Developing compelling online multimedia content through projects like interactive encyclopedias, 2) Training workers in job skills through utilizing these multimedia projects, and 3) Building out a digital city infrastructure using the funds, including digital bureaus and dashboard software. The goal is to create new kinds of sustainable jobs and train citizens to be "Digital Citizens for a Digital Future".
Flat Classroom Workshop Mumbai: The Slides You Didn't SeeDavid W. Deeds
Flat Classroom Workshop. Part of American School of Bombay Unplugged. Mumbai, India. 3D Virtual Worlds Workshop.The slides you didn't see because of the two 1-hour hands-on session format. Second Life, OpenSimulator, Minecraft, MinecraftEdu, Jibe/Unity, Quest Atlantis, Alice.
Nguyen Hoai Nam has over 10 years of experience as a developer and leader in software engineering and game development. He has strong skills in programming languages like C#, C/C++, and frameworks like Unity3D. Nam has led numerous projects from initial planning through delivery, managing both local and international teams. His experience spans roles from individual contributor to technical lead to project manager.
Top 10 trends in Education Technology for 2016karima1
Technology is essential to learning. It improves education to a great extent has been revolutionizing education for the better. With technology, educators, and learners have a variety of learning tools at their fingertips. This presentation focuses on technology which will improve education in 2016 and beyond
Cross-location and Cross-disciplinary Collaborative Prototyping Using Virtual...Khalid Md Saifuddin
The integration of virtual reality (VR) in education, particularly for collaborative activities and feedback, is recently trending with the continuous development of technologies. So, this paper reports a pilot study as part of an ongoing E-learning project for address the questions: 1. how can tertiary education design courses adopt VR systems in student projects in collaboration with external organizations, and 2. what are the perceptions of the students and external organization regarding the use of VR systems for cross-discipline and cross-location collaborative prototyping? The process of VR use for the learning activities are grouped into four categories: 1) introduction of basic features of VR tools (two hours), 2) self-learning/experiencing the tools — HTC Vive headsets with Masterpiece VR, SculptrVR, Google Blocks, and Sketchbox (15-20 hours), 3) co-creating design objects by adopting the selected VR tools — ScuptrVR and Google Blocks (two to four hours), and 4) presentation and get feedback in live VR space — Sketchbox with import models (2X30 min). The students responded that, for the collaborated project with a company based in another city, the VR setup is a great tool for demonstrating 3D models of the designed objects. It shows the detailed view of a product or a concept, it creates useful space for creativity, and it saves time. On the contrary, the technology is still in the early phase for the modelling purpose, still too cartoonish, lacks functions for engineering design, and gives dizzy feeling. This study involved collocated student teams of engineers and future study should include students of different study programs and campuses working for the same client as part of their respective courses.
Applying virtual environments in distance learning of product developmentHAMK Design Factory
Applying virtual environments in distance learning of product development webinar of Regional University Network. Hosts Jari Jussila, Markku Mikkonen & Jali Närhi
The document discusses Google Developer Student Clubs (GDSC) at IIT Indore. GDSCs are groups for college/university students interested in Google developer technologies. At IIT Indore's GDSC, students can learn latest technologies, make solo or team projects, participate in contests, and receive guidance from peers. The club focuses on domains like AI/ML, web development, Android development, blockchain, and more. Students can attend workshops, hackathons, and other technical events. Some recent and past student projects at the GDSC are also described.
The document discusses digital education and its key aspects. Digital education utilizes technology to facilitate distance and virtual learning. It encourages self-learning and is gaining prominence as information and communication technology advances. Important digital education tools include email, online forums, video conferencing, and learning management systems. The document outlines a proposed framework for a complete digital education platform, including necessary infrastructure, databases, tools, stakeholders, and considerations around medium, architecture, and hardware. Both advantages like flexible learning and disadvantages like limited skills development are discussed.
This newsletter provides information on upcoming immersive technology conferences and events, new services related to gamifying conferences, and job opportunities. Specifically, it announces a new conference ice breaker service that uses a social game to encourage networking, the Singapore Serious Games conference, and a Finnish 3D artist seeking employment. It also lists upcoming immersive technology conferences between October 2012 and June 2013.
History of Virtual Worlds and current applicationsMattia Crespi
This document discusses virtual worlds and their use for simulation, collaboration, and training. It begins with a brief history of virtual worlds, from early precursors like Sensorama in 1962 to modern platforms like Second Life. Key factors for virtual worlds are discussed, like user experience, interaction, interface design, and integration. Best practices for virtual world design focus on user experience, interaction mapping, interface design, and integration planning. Case studies are presented on virtual construction yards, an agricultural training simulation, and a hospital emergency room simulation. The document promotes the use of virtual worlds and 3D simulations for engaging a new generation of learners.
Eman Nabil Mohamed is an Egyptian quality control engineer currently working at Codelab. She has a bachelor's degree in computer science from Helwan University, where her graduation project involved using Kinect for virtual clothing try-ons. Her work experience includes quality control roles at Codelab and PearDev involving testing, bug reporting, and working on web, mobile, and IOS systems. She has several IT certifications and training and lists skills in programming languages, databases, testing techniques, and interpersonal abilities.
The document discusses software engineering and the software development life cycle. It begins by explaining what software engineering is and its goal of designing and developing software. It then explains that software engineering can be divided into ten sub-disciplines, including requirements engineering, software design, implementation, testing, and maintenance. The document also discusses the history of software engineering and the "software crisis" of the 1960s that led to the development of software engineering principles. It provides examples of system software and application software. In conclusion, it discusses the importance of software engineering in modern society and economies.
Fab Care and the Sustainable Development Goals (SDGs); Pieter van der HijdenPieter van der Hijden
Fab17 panel: "Working Group FabCare "; Jimbaran Hub, Bali, Indonesia, October 18th, 2022
The UN SDGs are a globally accepted reference framework for socio-economic issues including health and care, they set common goals for all countries for the year 2030 and they are provided with indicators and a system of monitoring to track progress.
We indicate the role health and care play within the SDGs and which fablabs have SDG profiles that show they are interested in this or want to contribute.
Based on current data on the state of “care” within various countries, we can see where the existing fablabs could have the most impact with regard to care. And which themes are preferable to tackle.
A Mind Shift in Mind Mapping; Pieter van der Hijden; Sofos Consultancy, Amste...Pieter van der Hijden
Mindmapping via a “hand tool” is great. With data becoming more and more important it is time to automate it. We developed a simple command language and interpreter (Corel/Mindmanager Macro) to do so.
For more than 20 years mindmapping has been my personal productivity booster. It helps to organize my thoughts, to play on different fields, to plan, to develop and to write. With data becoming more and more important, it is time for a next round.
Spending time with mindmapping software as part of a creative process, planning or writing is a pleasure. But spending time to visualize information is becoming more and more a load. It certainly is possible, but it takes often too much time and energy. As an example, look at the Figure 1. It is very simple in structure; it has a central topic, 13 main topics (picture only) and an additional main topic with some statistics.
Figure 1 - Simple mindmap, nevertheless a lot of work
In this example the creative part of the process to produce the map is rather limited. Maybe you need two minutes to set-up the main idea. But be honest, how many minutes will it take to produce the complete map? and even worse: this map is about UN Sustainable Development Goal #09. There are 17 such goals, so producing such a map for each of these goals will cost you 17 times that amount of time. All this time you can not spend to creative and more engaging processes!
Mindmapping software is like a Swiss Army Knife, a fantastic tool in all kinds of situations. However, this tool needs the hands of a human all the time. So there is an upper limit to the fun you can have with it. In complex applications (eg a map with 100 nodes, decorated with images, markers, hyperlinks etc.), using the tool is too laborious. In series production (eg a series of 17 maps), the repetition becomes boring.
We have to distinguish creative work from creating graphics. The latter should become more and more data driven and automated.
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Presentation by Pieter van der Hijden (pvdh@sofos.nl) of Sofos Consultancy (www.sofos.nl) and Stichting RechtenOnline (www.rechtenonline.nl) at the 39th annual conference of the International Simulation and Gaming Association (ISAGA,, www.isaga.info); Kaunas, Lithuania, 2008.
The document discusses the emerging technology of Web3D and its potential to transform how people work and interact online in the next 5-7 years. It defines Web3D as a system of linked interactive 3D and 2D environments that will provide an immersive experience. Factors driving Web3D adoption include rising expectations from new technologies, a changing workforce, and investor activity. The document predicts that by 2013-2015, Web3D sites and applications will be commonplace, enabling innovative organizations to gain competitive advantages through new forms of collaboration, training, and project management.
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Presentation at Online Educa Berlin – 3 december 2009; Pieter van der Hijden MSc (pvdh@sofos.nl); Stichting RechtenOnline (Foundation LawOnline) (www.rechtenonline.nl) & Sofos Consultancy (www.sofos.nl), The Netherlands
Enabling Teachers in Higher Education to Develop their Own Simulations: The V...Pieter van der Hijden
Presentation by Pieter van der Hijden (pvdh@sofos.nl) of Sofos Consultancy (www.sofos.nl) and Stichting RechtenOnline (www.rechtenonline.nl) at Online Educa Berlin 2007; Berlin, Germany, 2007.
The document outlines a STEAM-based curriculum to create the next generation of tech leaders. It includes 6 levels from foundation to expert that focus on skills like computer science, coding, game development, web development, and more. Sessions are 2.5 hours per week for 10-12 months per level. Students work in groups of 4 max on projects like mobile apps, websites, and games using technologies like mBlock, Unity, and Flutter. Feedback and assessments are provided to measure learning outcomes and skills. Certificates and membership benefits are available upon completion.
Marc Canter is pitching his "Digital City Infrastructure" and "virtuous circle approach to job creation" ideas to David S. Isenberg. The proposal involves three main areas of focus: 1) Developing compelling online multimedia content through projects like interactive encyclopedias, 2) Training workers in job skills through utilizing these multimedia projects, and 3) Building out a digital city infrastructure using the funds, including digital bureaus and dashboard software. The goal is to create new kinds of sustainable jobs and train citizens to be "Digital Citizens for a Digital Future".
Flat Classroom Workshop Mumbai: The Slides You Didn't SeeDavid W. Deeds
Flat Classroom Workshop. Part of American School of Bombay Unplugged. Mumbai, India. 3D Virtual Worlds Workshop.The slides you didn't see because of the two 1-hour hands-on session format. Second Life, OpenSimulator, Minecraft, MinecraftEdu, Jibe/Unity, Quest Atlantis, Alice.
Nguyen Hoai Nam has over 10 years of experience as a developer and leader in software engineering and game development. He has strong skills in programming languages like C#, C/C++, and frameworks like Unity3D. Nam has led numerous projects from initial planning through delivery, managing both local and international teams. His experience spans roles from individual contributor to technical lead to project manager.
Top 10 trends in Education Technology for 2016karima1
Technology is essential to learning. It improves education to a great extent has been revolutionizing education for the better. With technology, educators, and learners have a variety of learning tools at their fingertips. This presentation focuses on technology which will improve education in 2016 and beyond
Cross-location and Cross-disciplinary Collaborative Prototyping Using Virtual...Khalid Md Saifuddin
The integration of virtual reality (VR) in education, particularly for collaborative activities and feedback, is recently trending with the continuous development of technologies. So, this paper reports a pilot study as part of an ongoing E-learning project for address the questions: 1. how can tertiary education design courses adopt VR systems in student projects in collaboration with external organizations, and 2. what are the perceptions of the students and external organization regarding the use of VR systems for cross-discipline and cross-location collaborative prototyping? The process of VR use for the learning activities are grouped into four categories: 1) introduction of basic features of VR tools (two hours), 2) self-learning/experiencing the tools — HTC Vive headsets with Masterpiece VR, SculptrVR, Google Blocks, and Sketchbox (15-20 hours), 3) co-creating design objects by adopting the selected VR tools — ScuptrVR and Google Blocks (two to four hours), and 4) presentation and get feedback in live VR space — Sketchbox with import models (2X30 min). The students responded that, for the collaborated project with a company based in another city, the VR setup is a great tool for demonstrating 3D models of the designed objects. It shows the detailed view of a product or a concept, it creates useful space for creativity, and it saves time. On the contrary, the technology is still in the early phase for the modelling purpose, still too cartoonish, lacks functions for engineering design, and gives dizzy feeling. This study involved collocated student teams of engineers and future study should include students of different study programs and campuses working for the same client as part of their respective courses.
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The document discusses Google Developer Student Clubs (GDSC) at IIT Indore. GDSCs are groups for college/university students interested in Google developer technologies. At IIT Indore's GDSC, students can learn latest technologies, make solo or team projects, participate in contests, and receive guidance from peers. The club focuses on domains like AI/ML, web development, Android development, blockchain, and more. Students can attend workshops, hackathons, and other technical events. Some recent and past student projects at the GDSC are also described.
The document discusses digital education and its key aspects. Digital education utilizes technology to facilitate distance and virtual learning. It encourages self-learning and is gaining prominence as information and communication technology advances. Important digital education tools include email, online forums, video conferencing, and learning management systems. The document outlines a proposed framework for a complete digital education platform, including necessary infrastructure, databases, tools, stakeholders, and considerations around medium, architecture, and hardware. Both advantages like flexible learning and disadvantages like limited skills development are discussed.
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The document discusses software engineering and the software development life cycle. It begins by explaining what software engineering is and its goal of designing and developing software. It then explains that software engineering can be divided into ten sub-disciplines, including requirements engineering, software design, implementation, testing, and maintenance. The document also discusses the history of software engineering and the "software crisis" of the 1960s that led to the development of software engineering principles. It provides examples of system software and application software. In conclusion, it discusses the importance of software engineering in modern society and economies.
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Fab Care and the Sustainable Development Goals (SDGs); Pieter van der HijdenPieter van der Hijden
Fab17 panel: "Working Group FabCare "; Jimbaran Hub, Bali, Indonesia, October 18th, 2022
The UN SDGs are a globally accepted reference framework for socio-economic issues including health and care, they set common goals for all countries for the year 2030 and they are provided with indicators and a system of monitoring to track progress.
We indicate the role health and care play within the SDGs and which fablabs have SDG profiles that show they are interested in this or want to contribute.
Based on current data on the state of “care” within various countries, we can see where the existing fablabs could have the most impact with regard to care. And which themes are preferable to tackle.
A Mind Shift in Mind Mapping; Pieter van der Hijden; Sofos Consultancy, Amste...Pieter van der Hijden
Mindmapping via a “hand tool” is great. With data becoming more and more important it is time to automate it. We developed a simple command language and interpreter (Corel/Mindmanager Macro) to do so.
For more than 20 years mindmapping has been my personal productivity booster. It helps to organize my thoughts, to play on different fields, to plan, to develop and to write. With data becoming more and more important, it is time for a next round.
Spending time with mindmapping software as part of a creative process, planning or writing is a pleasure. But spending time to visualize information is becoming more and more a load. It certainly is possible, but it takes often too much time and energy. As an example, look at the Figure 1. It is very simple in structure; it has a central topic, 13 main topics (picture only) and an additional main topic with some statistics.
Figure 1 - Simple mindmap, nevertheless a lot of work
In this example the creative part of the process to produce the map is rather limited. Maybe you need two minutes to set-up the main idea. But be honest, how many minutes will it take to produce the complete map? and even worse: this map is about UN Sustainable Development Goal #09. There are 17 such goals, so producing such a map for each of these goals will cost you 17 times that amount of time. All this time you can not spend to creative and more engaging processes!
Mindmapping software is like a Swiss Army Knife, a fantastic tool in all kinds of situations. However, this tool needs the hands of a human all the time. So there is an upper limit to the fun you can have with it. In complex applications (eg a map with 100 nodes, decorated with images, markers, hyperlinks etc.), using the tool is too laborious. In series production (eg a series of 17 maps), the repetition becomes boring.
We have to distinguish creative work from creating graphics. The latter should become more and more data driven and automated.
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Workshop "Fab Labs and Sustainable Development Goals; The Next Round"; FAB15 – 15th Annual International Fab Lab Conference, ElGouna / Cairo, Egypt, 28 July – 4 August 2019 with Enrico Bassi (Italy), Nagwa ELnwishy (Egypt), Vaneza Caycho Ñuflo (Peru), Neville Govender (South Africa), Arundhati Jadhav (India), Beno Juarez (Peru), Ted Hung (Taiwan), Yogesh Kulkarni (India), Noksy Letsoalo (South Africa), Jean-Baptiste Natali (New Zealand), Wendy Neale (New Zealand), Pieter van der Hijden (Netherlands/Suriname)
De bevolking in Wereld 3; Pieter van der Hijden; Stageverslag; Technische Hog...Pieter van der Hijden
De bevolking in Wereld 3; rapport van de stage uitgevoerd van augustus tot december 1972; Pieter van der Hijden; begeleider ir. J. G. M. Cuypers; Rapport U12 (24-1-1973); Projekt Globale Dynamica; Groep Meten en Regelen o.l.v. Prof. ir. O. Rademaker; Technische Hogeschool Eindhoven.
Na een algemeen gedeelte waarin de opbouw van het M.I.T.-rapport over het wereldmodel 3 wordt besproken, wordt nader ingegaan op de verschillen tussen de versie van 7 april 1972 en die van 20 juli 1972 van het rapport. De global standard run volgens de juli versie wordt besproken.
Vervolgens wordt de aandacht beperkt tot de bevolkingssektor: Na een kwalitatieve beschrijving wordt gerapporteerd over een gericht gevoeligheidsonderzoek.
The TacTec Game; The Tactics of Electronic Commerce; Van der Proceedings of t...Pieter van der Hijden
The TacTec Game; The Tactics of Electronic Commerce; Van der Proceedings of the ISAGA 2000 Conference; Pieter van der Hijden; nternational Simulation and Gaming Association, Tartu, Estonia, 2001
Presentation: How to align your Fab Lab / Makerspace with the U.N. Sustainabl...Pieter van der Hijden
Presentation for use during the workshop.
This presentation acompanies a generic workshop format for use in the fab labs, follow-up of the Workshop: Fab Labs and Sustainable Development Goals (SDGs); FAB14 – 14th Annual International Fab Lab Conference; Toulouse, France, 16-22 July 2018; authors: Pieter van der Hijden (The Netherlands & Suriname) plus global team: Enrico Bassi (Italy), Vaneza Caycho Ñuflo (Peru), Neville Govender (South Africa), Arundhati Jadhav (India), Yogesh Kulkarni (India), Noksy Letsoalo (South Africa), Jean-Baptiste Natali (New Zealand), Wendy Neale (New Zealand) – contact pvdh@sofos.nl
Manual: How to align your Fab Lab / Makerspace with the U.N. Sustainable Deve...Pieter van der Hijden
Manual for the Fab Lab Manager
This document describes a generic workshop format for use in the fab labs, follow-up of the Workshop: Fab Labs and Sustainable Development Goals (SDGs); FAB14 – 14th Annual International Fab Lab Conference; Toulouse, France, 16-22 July 2018; authors: Pieter van der Hijden (The Netherlands & Suriname) plus global team: Enrico Bassi (Italy), Vaneza Caycho Ñuflo (Peru), Neville Govender (South Africa), Arundhati Jadhav (India), Yogesh Kulkarni (India), Noksy Letsoalo (South Africa), Jean-Baptiste Natali (New Zealand), Wendy Neale (New Zealand) – contact pvdh@sofos.nl
Verzeker gelijke toegang tot kwaliteitsvol onderwijs en bevorder levenslang l...Pieter van der Hijden
Verzeker gelijke toegang tot kwaliteitsvol onderwijs en bevorder levenslang leren voor iedereen; de uitdaging voor Suriname en de mogelijke bijdrage van ict; Pieter van der Hijden; AdeKUS / VLIR Onderzoeksconferentie, november 2017
ICT in Education: Connect the Schools, Explore the World, Develop Suriname
Enabling Teachers in Higher Education to Develop their Own Simulations: The Virtual City of Cyberdam
1. Online Educa Berlin 2007
Enabling Teachers in Higher Education to Develop their Own
Simulations: The Virtual City of Cyberdam
Pieter van der Hijden MSc, Stichting RechtenOnline (Foundation Law Online) & Sofos Consultancy, Amsterdam,
The Netherlands.
Welcome to Cyberdam
Welcome to Cyberdam, the Dutch virtual city with its history of 12 centuries, its old city centre, its variety of old
and new neighbourhoods, its industrial area's, inland harbour and its surroundings with their interesting social
and economic potentials. This city is populated with about one hundred firms, institutions, government
agencies and households.
Figure-1: The interactive city map of Cyberdam.
Teachers and lecturers from different disciplines send their students to the virtual city of Cyberdam. There the
roles of burgomaster, shopkeeper, nurse, lawyer, or one of the other inhabitants are allocated to them. They
receive a briefing on the goal they have to reach, and then it’s is up to them to proceed. Via their Internet
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2. browser they have access to their "dashboard" where they can read their instructions and send and receive
messages to and from other roles. These other roles are played by their peers, maybe by their teacher or even
by an external expert. As the game session proceeds, the instructions may change. The game session ends
when time is up and/or the goal has been reached. Cyberdam illustrates the potential of multi-user online
gaming for education and training [Van der Hijden et al., 2006].
Figure-2: The Cyberdam game session home page ("dashboard").
As participants do not have to be online at the same time, a typical session with a Cyberdam-game may take a
whole week, while the actual playing time for each participant may be only a couple of hours. One of the game
sessions took an elapsed time period of 5-7 weeks with classroom sessions once a week. These face-to-face
sessions were used for inter-role meetings and other synchronous activities like mini-critiques. During the
week, the students participated online in an asynchronous way again [Van der Hijden, 2005].
The Cyberdam-system comes with an interactive 2D city map giving access to background information on each
of its inhabitants, like a "Yellow Pages" directory and underlying web sites. Teachers can develop their own
games by defining roles, steps-of-play and instructions. The software offers the tools to start (parallel) game
sessions, to monitor them and to intervene when necessary.
Backstage
The free and open source package Sieberdam/ROCS, now called Cyberdam, was first released in December
2004. During 2005 and 2006 it was applied in three different projects, involving about 15 educational institutes
at various levels and representing a variety of disciplines. Especially the KODOS-project led to systematic
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3. evaluations. They showed that the participants (higher education students) were not video gamers by nature,
as often was expected. Their appreciation for the system was just about sufficient and many points for
improvement were mentioned. Nevertheless, most of them liked the new mode of learning and they praised
the improved student/teacher interaction, especially during the face-to-face sessions [Bekebrede, 2007]. A
close look at the first generation of Cyberdam games revealed that the teachers who developed them only
used a limited set of the available system functions while they filled a wish list with new functions. Further, the
technical platform chosen turned out to be not very robust. To conclude: Cyberdam 1 was a promising concept,
but a critical review and reconstruction effort was desirable.
The Cyberdam 2 project is now under way (2007-2009). It will improve the Cyberdam-software, develop 25
new ready-made Cyberdam games and establish an organisation to keep Cyberdam safe and sound in the
future as well. A variety of higher education institutes, a publisher and a software house are involved in this
ongoing project.
Teachers at work
A teacher can work with a Cyberdam-game in four different modes: 1. developing a Cyberdam game
(preferably as a team), 2. adapting an existing game, 3. running a Cyberdam game (starting sessions, acting as
game master), and 4. playing a role in a game session.
The most complex of these modes is the first one: developing a Cyberdam game. To make this manageable we
strongly advise to subdivide the development effort into four subsequent phases: a. a definition phase to
analyse the objectives and define the requirements the new game has to meet, b. a design phase, to specify
the game in detail, c. a realisation phase, to prepare all the materials and to enter the game into the Cyberdam-
system, d. an implementation phase to transfer the game to the organisation that is going to use it.
The project is developing tools and techniques to support the teacher in each mode of operation and in each of
the phases of the development process.
Credits
Ardcalloch by Paul Maharg [Maharg, 2003] inspired the VSNU Program RechtenOnline to fund (2003-2004)
three projects aimed at the development of a Dutch equivalent: 1. the Dutch virtual City of Sieberdam, 2. the e-
learning suite for asynchronous workflow based group simulations ROCS, and 3. the integrated
Sieberdam/ROCS [Holzhauer et al., 2004]. Rudi Holzhauer (project management, content authorship, and
design), Martin de Wit (Flash programming), Willem Mieras (visual design), and Sander Gellaerts (student-
assistant) developed Sieberdam. Aernout Schmidt and Jeroen Leijen (project management and design), Lokman
Tsui (design), Peter van Schijndel (design), and Collaboraid ApS København (software development) developed
ROCS. Pieter van der Hijden (consultant to both projects) integrated Sieberdam and ROCS into
Sieberdam/ROCS and extended the system (project management and design), together with Jarkko Laine
(software development) and the former Sieberdam and ROCS project teams [Van der Hijden, 2004]. The Dutch
Stichting RechtenOnline (Foundation Law Online) now is the owner of the product.
During 2005 and 2006 Sieberdam/ROCS was applied in three different projects: 1. SURFfoundation sponsored
the KODOS-project [Mayer et al., 2007], 2. Senter/Novem the ISOSIM-project and 3. Digitale Universiteit the
Virtuele Wijk (Virtual City Quarter) project [Van Haaster, 2007].
The owner of Sieberdam/ROCS, the Dutch Stichting RechtenOnline (Foundation Law Online) successfully won a
competition organised by the Dutch government program M&ICT (Social Sectors and ICT). From January 2007 -
June 2009 it will execute the project called "LieVW - Leren in een Virtuele Wereld" (Learning in a virtual world).
This project renamed Sieberdam/ROCS to Cyberdam. It aims at Cyberdam 2: improving the Cyberdam-software
[Van der Hijden, 2007], developing 25 new Cyberdam games and establishing an organisation to keep
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4. Cyberdam safe and sound in the future as well. Project managers are Diny Peters and Pieter van der Hijden.
Project partners are: E-Merge, Hogeschool Rotterdam, Hogeschool Utrecht, Strathclyde University Glasgow,
Delft University of Technology, Universiteit Leiden, Thieme Meulenhoff (publisher) and IJsfontein Interactive
Media (software house).
All results will become available as free and open source software under BSD license.
References
All information on Cyberdam and its predecessor Sieberdam/ROCS (including links to Cyberdam user manuals,
both in Dutch and in English) can be found through the Cyberdam website: http://www.cyberdam.nl.
Bekebrede et al., 2007; Playing with multi-actor systems: Evaluation results of the Railway District online
simulation-game in Sieberdam/ROCS; Geertje Bekebrede et al.; paper presented at the 38th Annual
Conference of the International Simulation and Gaming Association (ISAGA); Nijmegen, The
Netherlands, 9-13 July 2007.
Holzhauer et al. 2004; Sieberdam/ROCS; Rudi Holzhauer, Jeroen Leijen, Aernout Schmidt; Erasmusuniversiteit
Rotterdam / Universiteit Leiden; 2004.
Maharg, 2003; Virtual Communities on the Web; Transactional Learning and Teaching; Paul Maharg; in: Aan het
werk met ICT in het academisch onderwijs - RechtenOnline (At work with ICT in academic education -
Law Online); Anton Vedder (ed.); Wolf Legal Publishers, Nijmegen, The Netherlands, 2003.
Mayer et al., 2007; Spelend leren in virtuele werelden; bouwstenen vor online gaming in het academisch
onderwijs (Playful learning in virtual worlds; building blocks for online gaming in academic education);
Igor Mayer, Karen Stegers-Jager, Geertje Bekebrede; Wolters-Noordhoff, Groningen, The Netherlands,
2007.
Van der Hijden, 2004; Sieberdam/ROCS Specifications for Design 1.0; Pieter van der Hijden; Stichting
RechtenOnline, Tilburg, The Netherlands, 2004.
Van der Hijden, 2005; On the Development of Asynchronous Workflow- based Group Simulations; Pieter van
der Hijden; paper presented at the 36th Annual Conference of the International Simulation and
Gaming Association (ISAGA); Atlanta GA, USA; June 27th - July 4th 2005.
Van der Hijden, 2006; TOGA - Tools for Online Gaming: a framework for research and development of the next
generation of learning experiences; Pieter van der Hijden, Rob Nadolski, Aad Slootmaker, Colin
Tattersall; paper presented at Online Educa, Berlin, Germany, 2006.
Van der Hijden, 2007; Cyberdam 2.0 - Functional Specifications; Pieter van der Hijden, Stichting RechtenOnline,
Tilburg, The Netherlands, 2007.
Van Haaster, 2007; Narrativity and multimodality in Social Work: designing the future positive; Kees van
Haaster; paper presented at the 38th Annual Conference of the International Simulation and Gaming
Association (ISAGA); Nijmegen, The Netherlands, 9-13 July 2007.
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