1. The document discusses how collaborative game-based learning can be supported through knowledge group awareness. It proposes eliciting students' prior knowledge, knowledge constructed during tasks, and judgments of learning to increase awareness of group members' knowledge.
2. A serious game is described that elicits these three types of knowledge elicitation. Preliminary results show increased interactions but no significant effect on collaboration or performance. Further studies are planned.
3. The document recommends supporting collaborative processes through knowledge awareness widgets, creating intragroup collaboration against intergroup competition, and providing communication tools.
Romero et al 2012 serious games-cooperationcompetitionMargarida Romero
Romero, M., Usart, M., Ott, M., Earp, J., de Freitas, S., & Arnab, S. (2012). Learning through playing for or against each other? Promoting collaborative learning in digital game based learning. 20th European Conference on Information Systems, June 10-13, ESADE, Barcelona.
Confidence Level Explicitation in collaborative SGmusart
Presentation of the paper by Mireia Usart, Margarida Romero and Esteve Almirall included in the SGDA 2011 Lisbon conference on Serious Games proceedings.
Luento 4: Oppimisen uudet mallit ja teoriat (diat ja ääni eivät ole synkassa,...Jari Laru
This document discusses new models and theories of learning with a focus on the use of information and communication technology as a pedagogical tool. It provides an overview of the theoretical backgrounds that have guided the development of computer-assisted learning, including behaviorism, cognitivism, constructivism, and sociocultural theories of learning. It also discusses concepts like collaborative learning, computer-supported collaborative learning, and the role of technology in education to support cognition, interaction, and knowledge construction among learners.
This document discusses customized, interactive software for early learners. It begins by explaining why this topic is applicable to early learners, noting decades of research showing technology supports learning in many areas. It then defines what customization and interactivity really mean, emphasizing how customization allows learners to progress based on their own abilities rather than predefined expectations. Finally, it outlines how interactivity and customization intersect in the learning process when guided by best practices for early learners.
Reading discussion anderson and dron by pedro ximenes_2104212barr0336
Reading Discussion from a paper titled : Three Generations of distance education pedagogy. By Terry Anderson and Jon Dron . Presentation Prepared by Pedro Ximenes, Flinders Uni. as part of EDUC9701 topic.
Judith Seipold: Mobile Learning – potential, controversies and implications f...Klaus Rummler
This document discusses mobile learning and collaborative learning. It provides examples of mobile learning projects where students used mobile devices to collect, store, and share data both individually and collaboratively. It analyzes the scientific discussion around mobile learning and identifies key concepts discussed, such as personalized, collaborative, and contextualized learning. It also analyzes how mobile learning practice has demonstrated different models of instruction, such as peer-to-peer, teacher-centered, and collaborative learning. The document concludes that mobile technologies can enable more open, democratic, and learner-centered education systems by allowing students to generate, distribute, and build knowledge through collaboration with other learners.
Play to Learn : Keynote by Professor Maja PivecPaul Pivec
1. The document discusses the potential for game-based learning and addresses both benefits and challenges. It references several studies that found games can develop skills but teachers need support integrating them.
2. It describes a game design summer school that teaches students about educational game design. Lectures cover design concepts while practical sessions have students work in groups.
3. The document advocates for resources like Level Up for Teachers to help educators learn how to choose games, implement them, and assess learning outcomes, in order to better utilize games for learning.
Educational Game Design for Online EducationHafidzah Aziz
The document discusses educational game design for online education. It begins by outlining some limitations of traditional e-learning and how educational games can help address issues like lack of motivation. It then reviews different approaches to educational game design, including edutainment games tightly linked to content, repurposing existing commercial games, and specially designed games. The document identifies key pedagogical requirements for educational games in online education, such as integration with e-learning standards/platforms and adaptation to individual learners. Finally, it proposes a product-family approach using educational game engines with built-in features to facilitate game development while meeting pedagogical needs.
Romero et al 2012 serious games-cooperationcompetitionMargarida Romero
Romero, M., Usart, M., Ott, M., Earp, J., de Freitas, S., & Arnab, S. (2012). Learning through playing for or against each other? Promoting collaborative learning in digital game based learning. 20th European Conference on Information Systems, June 10-13, ESADE, Barcelona.
Confidence Level Explicitation in collaborative SGmusart
Presentation of the paper by Mireia Usart, Margarida Romero and Esteve Almirall included in the SGDA 2011 Lisbon conference on Serious Games proceedings.
Luento 4: Oppimisen uudet mallit ja teoriat (diat ja ääni eivät ole synkassa,...Jari Laru
This document discusses new models and theories of learning with a focus on the use of information and communication technology as a pedagogical tool. It provides an overview of the theoretical backgrounds that have guided the development of computer-assisted learning, including behaviorism, cognitivism, constructivism, and sociocultural theories of learning. It also discusses concepts like collaborative learning, computer-supported collaborative learning, and the role of technology in education to support cognition, interaction, and knowledge construction among learners.
This document discusses customized, interactive software for early learners. It begins by explaining why this topic is applicable to early learners, noting decades of research showing technology supports learning in many areas. It then defines what customization and interactivity really mean, emphasizing how customization allows learners to progress based on their own abilities rather than predefined expectations. Finally, it outlines how interactivity and customization intersect in the learning process when guided by best practices for early learners.
Reading discussion anderson and dron by pedro ximenes_2104212barr0336
Reading Discussion from a paper titled : Three Generations of distance education pedagogy. By Terry Anderson and Jon Dron . Presentation Prepared by Pedro Ximenes, Flinders Uni. as part of EDUC9701 topic.
Judith Seipold: Mobile Learning – potential, controversies and implications f...Klaus Rummler
This document discusses mobile learning and collaborative learning. It provides examples of mobile learning projects where students used mobile devices to collect, store, and share data both individually and collaboratively. It analyzes the scientific discussion around mobile learning and identifies key concepts discussed, such as personalized, collaborative, and contextualized learning. It also analyzes how mobile learning practice has demonstrated different models of instruction, such as peer-to-peer, teacher-centered, and collaborative learning. The document concludes that mobile technologies can enable more open, democratic, and learner-centered education systems by allowing students to generate, distribute, and build knowledge through collaboration with other learners.
Play to Learn : Keynote by Professor Maja PivecPaul Pivec
1. The document discusses the potential for game-based learning and addresses both benefits and challenges. It references several studies that found games can develop skills but teachers need support integrating them.
2. It describes a game design summer school that teaches students about educational game design. Lectures cover design concepts while practical sessions have students work in groups.
3. The document advocates for resources like Level Up for Teachers to help educators learn how to choose games, implement them, and assess learning outcomes, in order to better utilize games for learning.
Educational Game Design for Online EducationHafidzah Aziz
The document discusses educational game design for online education. It begins by outlining some limitations of traditional e-learning and how educational games can help address issues like lack of motivation. It then reviews different approaches to educational game design, including edutainment games tightly linked to content, repurposing existing commercial games, and specially designed games. The document identifies key pedagogical requirements for educational games in online education, such as integration with e-learning standards/platforms and adaptation to individual learners. Finally, it proposes a product-family approach using educational game engines with built-in features to facilitate game development while meeting pedagogical needs.
Changing Paradigm in Interactive Learning System DesignPat Luo
This document discusses interactive learning systems (ILS) and emerging technologies that can be integrated into ILS based on learning theories. It defines ILS and identifies four types of emerging technologies: educational networking, web-based learning, mobile learning, and classroom equipment. Examples are provided of how each technology has been used in ILS along with the learning theory integrated. The shifting focus in educational technology research from a problem-centric to design-based approach is also summarized.
This document discusses emerging learning theories and how they can be applied to discussion boards in online classes. It examines social constructivism, connectivism, transactional distance theory, and andragogy. These theories emphasize building a community of learners through discussion boards. A community provides benefits like supporting individual and collective learning. Discussion boards allow sharing of knowledge and experiences in online classes based on emerging theories.
This document discusses new approaches to learning, including learning trajectories, e-pedagogies, mobile learning, inquiry-based learning, role play, learning spaces, digital literacies, the learner experience, teacher practices, open practices, MOOCs, open accreditation, open dialogue, open research, the future of learning, online communities, interactivity, and community indicators. It argues that new technologies are enabling more open, social, participatory, and connected approaches to teaching and learning.
On Studying Collaborative Learning Interactions Iro Voulgari
This document summarizes research on studying collaborative learning interactions in massively multiplayer online games (MMOGs). It presents a framework for collaborative learning in MMOGs that focuses on the skills acquired through social interactions and group processes. The research methodology includes virtual ethnography through participant observation, interviews, and surveys of MMOG players. Findings suggest that players learn content, rules, and game mechanics of MMOGs as well as social and communication skills through interactions within player communities. Game design features and other players influence the formation and functions of collaborative groups.
343%20 learner%20differences%20and%20learning%20needs1Anna Montes
The document discusses important methods for facilitating deep understanding and discussion in cooperative groups such as reciprocal questioning, jigsaws, and structured controversies. It also examines different cognitive theories that support cooperative learning, including Piaget's theory of knowledge construction, Vygotsky's theory of co-construction of knowledge, and the IP model. Finally, it addresses learner differences and learning needs in relation to concepts like intelligence, motivation, and disabilities.
This document discusses Universal Design for Learning (UDL), which aims to provide flexibility and multiple means of representation, engagement, and expression to reach all learners. UDL principles include providing options for perception, language and symbols, and adjusting presentation of information. Technology supports UDL by making content more flexible and accessible. UDL aligns with brain research showing learning is optimized when all networks are engaged through differentiated instruction.
Workshop:
Group awareness in
knowledge convergence and
activity organization in CSCL
5-6th February 2010
Organised by Toni Badia, Carles Monereo,
Montserrat Castelló, Margarida Romero
--
Universitat Oberta de Catalunya
Rambla del Poblenou, 156
08018 Barcelona
ECIS Serious Games and Simulations Track chairs Margarida Romero, Esteve Almi...Margarida Romero
This document summarizes a track on serious games and simulations chaired by Michela Ott and Margarida Romero. It discusses using games for collaborative learning, comparing models between students, and providing feedback. Specific examples discussed include games for emotional regulation, marketing strategy, and applicability perception. The track addressed differences between serious games and simulations and when realistic modeling is required in a serious game.
Romero (2016) identifies five 21st century skills: critical thinking, collaboration, creativity, problem solving, and computational thinking. The paper also discusses a 10 step methodology for game design, educational integration, game experience, and learning evaluation as presented by Romero (2015).
Tracking Tools In Computer Learning EnvironmentsMargarida Romero
This document discusses tracking tools for computer learning environments and the importance of group awareness. It notes that while learning management systems store log data on student activities, the data is rarely used by instructors due to its poor organization and difficulty to interpret. Providing visualization tools for learner and group activities can help address this issue. The text also covers how group awareness supports perception of participation and cognitive development in collaborative learning. It references several studies that examined the impact of awareness tools on collaboration and knowledge convergence.
#5c21 Cinq compétences clés pour le 21e siècle (Romero, 2016)Margarida Romero
Cinq compétences clés pour le 21e siècle ont été sélectionnées dans le cadre du projet #CoCreaTIC.
La pensée critique, la collaboration, la résolution de problèmes et la créativité correspondent à des compétences transversales du programme de formation de l’école québécoise (PFÉQ) et du référentiel de l’OCDE (2016);
nous y avons ajouté la compétence de pensée informatique.
Guide d’activités technocréatives pour les enfants du 21e siècle (Romero & Va...Margarida Romero
Le Guide d’activités technocréatives pour les enfants du 21e siècle a pour objectif d’apporter des pistes de réflexion pour la réalisation d’activités d’apprentissage visant des usages créatifs des technologies. Les activités sont conçues pour développer cinq compétences clés pour les enfants du 21e siècle : la pensée critique, la collaboration, la créativité, la résolution de problèmes et la pensée informatique.
Version papier disponible sur Amazon:
https://www.amazon.ca/Guide-dactivit%C3%A9s-technocr%C3%A9atives-enfants-si%C3%A8cle/dp/1523809620/ref=sr_1_1?ie=UTF8&qid=1461646642&sr=8-1&keywords=guide+d%27activit%C3%A9s+technocr%C3%A9atives
Basic questions in Collaborative Learning.
Some answers from the Psychology research,
and new questions for the study of Collaborative Learning in Serious Games.
Can we support collaborative learning through the use of Serious Games ?
Seminario eMadrid sobre "Inteligencia natural y artificial en educación". C...eMadrid network
Seminario eMadrid sobre "Inteligencia natural y artificial en educación". Colaborar para aprender: ¿Esperar lo mejor pero prepararse para lo peor?. Frank Fischer. Universidad de Munich. 17/03/2017.
ppt presentation...Using technology of today to the classroom of todayRowena Wheng Rosalejos
This document discusses how new technologies can be used in the classroom to improve learning. It argues that technologies allow for collaborative project-based learning, connecting students globally, and immersive experiences that develop higher-order thinking. Examples of technologies highlighted are digital gaming, social networking, and simulations. The document advocates for using these technologies because learning is social and collaborative, and technologies support situated, collaborative learning through modeling and peer interaction, leading to deep understanding.
Developing Serious Games: from Face-to-Face to a Computer-based ModalityeLearning Papers
Author(s): Ariadna Padrós, Margarida ROMERO, Usart Mireia.
This paper introduces a methodology for the design of a collaborative Game Based Learning (GBL) model, used here in the context of a finance course in an onsite learning context. In this paper we discuss three releases of the Finance Assets Game (FAG), the teacher-led face-to-face model, the paper-based model, and the computer-based model.
Social constructivism is a theory of learning that says knowledge is constructed through social interaction and collaboration. It emphasizes active learning where students work together to solve problems. According to this theory, knowledge arises through discourse, negotiation, and shared understanding between learners interacting within a community. The document then provides examples of how social constructivist principles can be implemented through tools like gaming modules, social media, and simulations to create collaborative learning environments.
Mobile collaborative learning dr.azizah25 octHasnain Zafar
This document discusses exploring learner perceptions of mobile collaborative learning using smart devices. It begins with introducing the topic and background, then outlines the problem statement, research questions, and objectives. The document reviews relevant literature on mobile learning, collaborative learning, and their benefits. It proposes a conceptual framework and mixed methods research design to understand learner perceptions and design effective mobile collaborative learning objects. The overall goal is to reduce pedagogical gaps and promote innovative mobile collaboration activities.
This study explored the use of the educational video game MinecraftEdu in middle school classrooms. It analyzed student outcomes, attitudes of teachers, students and parents, and interactions on the virtual learning environment Edmodo. While student academic outcomes did not significantly improve and some parents had negative views, most students found MinecraftEdu fun, engaging, and a good way to explore and learn about history in an immersive virtual environment. The study used a quasi-experimental design to compare students who used MinecraftEdu to a control group, surveys to assess attitudes, and message analysis to study online interactions. Overall, the results suggest video games may enhance motivation and creativity even if they do not directly improve test scores.
This document describes a study that used machine learning to analyze online knowledge sharing conversations between students collaboratively solving problems. The researchers used Hidden Markov Models to classify knowledge sharing episodes as either effective or ineffective based on features of the conversation. They were able to accurately classify episodes 93% of the time, significantly better than random chance. The study provides insights into how to better understand and assess how students share and assimilate new knowledge in collaborative learning groups.
Changing Paradigm in Interactive Learning System DesignPat Luo
This document discusses interactive learning systems (ILS) and emerging technologies that can be integrated into ILS based on learning theories. It defines ILS and identifies four types of emerging technologies: educational networking, web-based learning, mobile learning, and classroom equipment. Examples are provided of how each technology has been used in ILS along with the learning theory integrated. The shifting focus in educational technology research from a problem-centric to design-based approach is also summarized.
This document discusses emerging learning theories and how they can be applied to discussion boards in online classes. It examines social constructivism, connectivism, transactional distance theory, and andragogy. These theories emphasize building a community of learners through discussion boards. A community provides benefits like supporting individual and collective learning. Discussion boards allow sharing of knowledge and experiences in online classes based on emerging theories.
This document discusses new approaches to learning, including learning trajectories, e-pedagogies, mobile learning, inquiry-based learning, role play, learning spaces, digital literacies, the learner experience, teacher practices, open practices, MOOCs, open accreditation, open dialogue, open research, the future of learning, online communities, interactivity, and community indicators. It argues that new technologies are enabling more open, social, participatory, and connected approaches to teaching and learning.
On Studying Collaborative Learning Interactions Iro Voulgari
This document summarizes research on studying collaborative learning interactions in massively multiplayer online games (MMOGs). It presents a framework for collaborative learning in MMOGs that focuses on the skills acquired through social interactions and group processes. The research methodology includes virtual ethnography through participant observation, interviews, and surveys of MMOG players. Findings suggest that players learn content, rules, and game mechanics of MMOGs as well as social and communication skills through interactions within player communities. Game design features and other players influence the formation and functions of collaborative groups.
343%20 learner%20differences%20and%20learning%20needs1Anna Montes
The document discusses important methods for facilitating deep understanding and discussion in cooperative groups such as reciprocal questioning, jigsaws, and structured controversies. It also examines different cognitive theories that support cooperative learning, including Piaget's theory of knowledge construction, Vygotsky's theory of co-construction of knowledge, and the IP model. Finally, it addresses learner differences and learning needs in relation to concepts like intelligence, motivation, and disabilities.
This document discusses Universal Design for Learning (UDL), which aims to provide flexibility and multiple means of representation, engagement, and expression to reach all learners. UDL principles include providing options for perception, language and symbols, and adjusting presentation of information. Technology supports UDL by making content more flexible and accessible. UDL aligns with brain research showing learning is optimized when all networks are engaged through differentiated instruction.
Workshop:
Group awareness in
knowledge convergence and
activity organization in CSCL
5-6th February 2010
Organised by Toni Badia, Carles Monereo,
Montserrat Castelló, Margarida Romero
--
Universitat Oberta de Catalunya
Rambla del Poblenou, 156
08018 Barcelona
ECIS Serious Games and Simulations Track chairs Margarida Romero, Esteve Almi...Margarida Romero
This document summarizes a track on serious games and simulations chaired by Michela Ott and Margarida Romero. It discusses using games for collaborative learning, comparing models between students, and providing feedback. Specific examples discussed include games for emotional regulation, marketing strategy, and applicability perception. The track addressed differences between serious games and simulations and when realistic modeling is required in a serious game.
Romero (2016) identifies five 21st century skills: critical thinking, collaboration, creativity, problem solving, and computational thinking. The paper also discusses a 10 step methodology for game design, educational integration, game experience, and learning evaluation as presented by Romero (2015).
Tracking Tools In Computer Learning EnvironmentsMargarida Romero
This document discusses tracking tools for computer learning environments and the importance of group awareness. It notes that while learning management systems store log data on student activities, the data is rarely used by instructors due to its poor organization and difficulty to interpret. Providing visualization tools for learner and group activities can help address this issue. The text also covers how group awareness supports perception of participation and cognitive development in collaborative learning. It references several studies that examined the impact of awareness tools on collaboration and knowledge convergence.
#5c21 Cinq compétences clés pour le 21e siècle (Romero, 2016)Margarida Romero
Cinq compétences clés pour le 21e siècle ont été sélectionnées dans le cadre du projet #CoCreaTIC.
La pensée critique, la collaboration, la résolution de problèmes et la créativité correspondent à des compétences transversales du programme de formation de l’école québécoise (PFÉQ) et du référentiel de l’OCDE (2016);
nous y avons ajouté la compétence de pensée informatique.
Guide d’activités technocréatives pour les enfants du 21e siècle (Romero & Va...Margarida Romero
Le Guide d’activités technocréatives pour les enfants du 21e siècle a pour objectif d’apporter des pistes de réflexion pour la réalisation d’activités d’apprentissage visant des usages créatifs des technologies. Les activités sont conçues pour développer cinq compétences clés pour les enfants du 21e siècle : la pensée critique, la collaboration, la créativité, la résolution de problèmes et la pensée informatique.
Version papier disponible sur Amazon:
https://www.amazon.ca/Guide-dactivit%C3%A9s-technocr%C3%A9atives-enfants-si%C3%A8cle/dp/1523809620/ref=sr_1_1?ie=UTF8&qid=1461646642&sr=8-1&keywords=guide+d%27activit%C3%A9s+technocr%C3%A9atives
Basic questions in Collaborative Learning.
Some answers from the Psychology research,
and new questions for the study of Collaborative Learning in Serious Games.
Can we support collaborative learning through the use of Serious Games ?
Seminario eMadrid sobre "Inteligencia natural y artificial en educación". C...eMadrid network
Seminario eMadrid sobre "Inteligencia natural y artificial en educación". Colaborar para aprender: ¿Esperar lo mejor pero prepararse para lo peor?. Frank Fischer. Universidad de Munich. 17/03/2017.
ppt presentation...Using technology of today to the classroom of todayRowena Wheng Rosalejos
This document discusses how new technologies can be used in the classroom to improve learning. It argues that technologies allow for collaborative project-based learning, connecting students globally, and immersive experiences that develop higher-order thinking. Examples of technologies highlighted are digital gaming, social networking, and simulations. The document advocates for using these technologies because learning is social and collaborative, and technologies support situated, collaborative learning through modeling and peer interaction, leading to deep understanding.
Developing Serious Games: from Face-to-Face to a Computer-based ModalityeLearning Papers
Author(s): Ariadna Padrós, Margarida ROMERO, Usart Mireia.
This paper introduces a methodology for the design of a collaborative Game Based Learning (GBL) model, used here in the context of a finance course in an onsite learning context. In this paper we discuss three releases of the Finance Assets Game (FAG), the teacher-led face-to-face model, the paper-based model, and the computer-based model.
Social constructivism is a theory of learning that says knowledge is constructed through social interaction and collaboration. It emphasizes active learning where students work together to solve problems. According to this theory, knowledge arises through discourse, negotiation, and shared understanding between learners interacting within a community. The document then provides examples of how social constructivist principles can be implemented through tools like gaming modules, social media, and simulations to create collaborative learning environments.
Mobile collaborative learning dr.azizah25 octHasnain Zafar
This document discusses exploring learner perceptions of mobile collaborative learning using smart devices. It begins with introducing the topic and background, then outlines the problem statement, research questions, and objectives. The document reviews relevant literature on mobile learning, collaborative learning, and their benefits. It proposes a conceptual framework and mixed methods research design to understand learner perceptions and design effective mobile collaborative learning objects. The overall goal is to reduce pedagogical gaps and promote innovative mobile collaboration activities.
This study explored the use of the educational video game MinecraftEdu in middle school classrooms. It analyzed student outcomes, attitudes of teachers, students and parents, and interactions on the virtual learning environment Edmodo. While student academic outcomes did not significantly improve and some parents had negative views, most students found MinecraftEdu fun, engaging, and a good way to explore and learn about history in an immersive virtual environment. The study used a quasi-experimental design to compare students who used MinecraftEdu to a control group, surveys to assess attitudes, and message analysis to study online interactions. Overall, the results suggest video games may enhance motivation and creativity even if they do not directly improve test scores.
This document describes a study that used machine learning to analyze online knowledge sharing conversations between students collaboratively solving problems. The researchers used Hidden Markov Models to classify knowledge sharing episodes as either effective or ineffective based on features of the conversation. They were able to accurately classify episodes 93% of the time, significantly better than random chance. The study provides insights into how to better understand and assess how students share and assimilate new knowledge in collaborative learning groups.
This document reviews research on gamification and learning. It begins by defining gamification and identifying its key elements. It then discusses three main areas of research: the impact of gamification on motivation, engagement, and learning outcomes. Regarding motivation, the research shows that extrinsic rewards can undermine intrinsic motivation, and gamification does not motivate all students equally. For engagement, factors like intrinsic motivation, customization, and novelty affect engagement over time. In terms of learning outcomes, some studies link gamification to improved problem-solving and emotions, but its effects depend highly on individual users. Overall, more customized and long-term research is still needed to fully understand gamification's impacts.
The document discusses developing a collaborative learning model using cloud technology to enhance ICT competency. It introduces how information and communication technologies have changed education in recent decades, making online learning more effective and convenient. The rationale is that many institutions now offer collaborative learning opportunities using technology. The study aims to develop a modern collaborative learning model called the "borderless classroom" that utilizes both technology and collaborative learning to enhance higher education students' critical thinking skills and gauge student satisfaction with the new model.
This document discusses the benefits of board games for education. It explores how board games can support academic learning as well as social and emotional development in children. Specifically, the document finds that board games allow children to develop skills like number sense, vocabulary, logic, and attention span. They also provide opportunities for social interaction, collaboration, and learning to take turns. The document concludes that board games can be aligned with the National Curriculum and used as educational resources in primary schools to support holistic child development.
The document discusses using an ontology engineering approach to support computer-supported collaborative learning (CSCL). It describes organizing pedagogical knowledge from different sources into an ontology to formally represent meaningful information. An authoring tool called CHOCOLATO was developed to hide this ontology and allow users like teachers and students to design effective collaborative learning scenarios based on the ontology and learning theories without having to understand the ontology itself. The tool and ontology were then applied in real educational scenarios to propose group formations, design group activities, and analyze interactions and results.
Pedagogy skills in supporting language learningRobin Trangmar
The presentation explores the pedagogical skills used to support language learning. I'll revisit the way we teach by exploring how we learn; Investigate teaching as a “Design Science”, and explore pedagogical models of learning associated with practice. Finally I will question how we can promote non-formal learning through communities of practice
Are Groups Working In The Information Technology ClassAmy Cernava
This document summarizes a study on the use of group work in Information Technology (IT) classrooms in South Africa. The study surveyed IT teachers to understand their current use of group work, perceptions of its benefits and challenges, and ideal implementation. Key findings included that while research shows benefits of collaborative learning for problem-solving subjects like IT, teachers still tend to favor individual work. The study aims to help develop training to better support teachers' effective use of group work.
Alternative Assessment Strategies For Complex Problem Solving In Game-Based L...Jessica Thompson
This chapter discusses alternative assessment strategies for complex problem solving in game-based learning environments. It argues that new technologies like digital games require new ways of conceptualizing learning, instruction and assessment. The chapter reviews literature on game-based learning and finds little empirical evidence that it improves complex problem solving skills. It then proposes an integrated assessment framework to guide research and practice in this area. This framework was used in a longitudinal study to collect and analyze data on instructional design strategies in an MMOG learning environment.
The document discusses principles for designing informal learning environments. It outlines four key principles: 1) provide learner choice, 2) design for collaboration and idea sharing, 3) leverage constructionism and project-based learning, and 4) leverage gamification and playful competition. It then discusses how Adobe applied these principles by introducing a hands-on, in-person training program for software engineers to supplement their online courses in machine learning.
CREATIVITY OF STUDENT AS A GAME DESIGNER: AN EXPLORATORY STUDYijma
ABSTRACT
Technological acceleration and educational gameplay response among community educators, students and communities today are seen to nurture creativity in line with 21st century educational needs. Thus, the purpose of this study is to analyse the element of creativity of the students who act a sa designer in the process of board game design. This study focuses on four aspects of creativity namely originality, flexibility, fluency and elaboration. The research design is quantitative using observation method to obtain a thorough findings. The data were collected through a checklist involving 32 secondary school students in Kinta district. The findings of this study show that students are able to produce games based on their own creativity that possesses elements of originality, flexibility, fluency and elaboration. As a conclusion, this research shows that students are not only playing, but they are also able to generate an open mind while playing games.
eMOOCs for Personalised Online Learning: A Diversity PerspectiveTanja Jadin
The document discusses the instructional design of eMOOCs to support personalized online learning from a diversity perspective. It proposes profiling learners, forming teams based on profiles, and introducing a shared problem to foster collaborative knowledge building. A 12-step framework is outlined that involves exploration, collaboration, peer review, modification, and reflection to support learning through a shared object with the aid of facilitators and tools. The role of diversity and adaptive support is emphasized.
Similar to 20110620 romero-serious games-groupawareness-r05c (20)
Actividades tecnocreativas para el desarrollo de competencias transversalesMargarida Romero
El documento resume las actividades de un grupo de trabajo (GTnum) sobre inteligencia artificial y educación (#Scol_IA) dirigido por Margarida Romero, Laurent Heiser, Maryna Rafalska y Laura Morales. El grupo tiene cinco equipos de trabajo centrados en la formación en IA, la cultura de la IA, dispositivos innovadores, el seguimiento del aprendizaje y la modelización del aprendizaje. El grupo busca promover un enfoque abierto, transdisciplinario y anclado local e internacionalmente.
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https://www.researchgate.net/publication/344852818_Vibot_the_robot
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Les processus d'enseignement et d'apprentissage sont très complexes, et notre compréhension de ce qui est l'intelligence humaine est encore limité. Dans ce contexte, ce qui est dénommé "intelligence artificielle" peut-elle apporter quelque chose aux élèves ? aux enseignants ? à la recherche en sciences de l'éducation det la formation ?
Quelques questionnements que j'ai partagé dans le cadre de la 3e journée Enseignement et Formation en IA « IA pour l’enseignement » de l’Association Française pour l’Intelligence Artificielle (AFIA) : "Enjeux éducatifs à l’ère de l’IA : Compétences, dispositifs de formation et opportunités pour la recherche en éducation" dans le cadre des travaux développés dans le GTnum #Scol_IA, l'ANR #CreaMaker (tâche #CreaCube), MSc. Smart Ed Tech - Université Côte d'Azur, Otesia, l'action exploratoire Inria "Artificial Intelligence Devoted to Education", Let's STEAM, Cai-community et les actions de médiation scientifique avec Terra Numerica.
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A learning scientist approach to modeling human cognition in individual and collaborative problem solving tasks. 12 février 2021. Mini-cours. NeuroMod Institute. Université Côte d'Azur.
20201208 Gala Conf. Artifactual Affordances In Playful RoboticsMargarida Romero
This document discusses a study analyzing the artifactual affordances that participants engage with during an educational robotics activity called CreaCube. CreaCube involves using modular robotic cubes to build a vehicle that can autonomously move between two points. The study found that participants exploring the cubes perceived affordances related to the cubes' tinkerability, usability, aesthetics, playability, and ability to provide feedback. Analyzing these artifactual affordances provided insights into how participants approached problem-solving during the open-ended robotics task.
Résolution créative des problèmes : seul, en équipe ou de manière participati...Margarida Romero
20201127 Nuit européenne des chercheur.e.s.
Résolution créative des problèmes : seul, en équipe ou de manière participative ?
La résolution de problème est l’une des compétences les plus importantes pour notre développement comme citoyen.ne.s mais aussi comme professionnels. Mais, est-il préférable de résoudre des problèmes seuls ou avec d’autres ?
20200603 Activités technocréatives à l'école primaireMargarida Romero
Activités technocréatives à l'école primaire
Au programme:
-échanges avec
@margaridaromero
, chercheuse en #SciencesDeLeducation
-étude de cas: l’école J-M Hyvert à Nice avant, pendant, après confinement
Index pointant vers la droitehttps://reseau-canope.fr/service/se-former-activites-technocreatives-en-relation-avec-les-parents.html
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
1. Supporting Collaborative Game Based Learning knowledge construction through the use of Knowledge Group Awareness Margarida ROMERO, Ph.D. Associate Director of E-learning. ESADE Business School. [email_address] 20/06/2011 1st GaLA Alignement School. Edinburgh 2011 Can we support collaborative Game Based Learning through the use of Knowledge Group Awareness ?
2. In collaboration with and grateful to... Games and Learning Alliance (GaLA) STELLAR Games Enhanced Learning (GEL) Theme ESADE Law & Business School Direction of Educational Innovation and Academic Quality (DIPQA) ESADE members related to the project : Ricard Serlavós Joan Rodón Joan Massons Susana Mas Jonathan Wareham Esteve Almirall Mireia Usart. Pitch on Time & Serious Game (21th) Ariadna Padrós Laura Castellucci Lecture by Margarida Romero
3. Can we support collaborative learning through the use of Serious Games ? Main question
15. CL requires sharing and negociating knowledge among learners. Despite competition rises challenge and motivation (Mawdesley, Long, Al-Jibouri & Scott, 2010), competition does not promote knowledge elicitation and sharing with the competitors... Multiplayer Serious Games situations does not promote CL if individuals are only competing against each other Serious Games for Collaborative Learning 2. Individual learner / player Small Group Level (Intragroup) Group Level (Intergroup) Other Small Groups Games are defined as competitive activities (against the computer, another playr, or oneself) (Lindsey, 2004) Then, how could we combine competition and knowledge sharing for collaborative learning ?
16. Multiplayer Serious Game. Situation I: Interindividual competitition Serious Games for Collaborative Learning 2. Individuals playing AGAINST other individuals in a multiplayer SG. Could we consider this game as a Collaborative Learning game ? Individuals competing AGAINST each other Collaborative share of Knowledge is conterproductive Individual learner #1 Individual learner #2
17. Serious Games for Collaborative Learning 2. Small group #1 Small groups playing TOGETHER, AGAINST other small groups in a collaborative SG Small group #2 Small groups competing AGAINST other groups Integroups sharing Knowledge is conterproductive Individual learner #1 Individual learner #2 Individual learner #3 Individual learner #4 Individual learners collaborating TOGETHER, AGAINST the other small groups Intragroup sharing Knowledge is a productive strategy Learners’ (previous) knowledge elicitation for facilitating the awareness of the MKO Positive interdependence through common performance interest (intragroup cooperation and intergroup competition) Multiplayer Serious Game. Situation II: Intergroup competitition
18. 3. Promoting (meta)knowledge elicitation through Group Awareness Widgets
19. In a Computer Supported Collaborative Learning (CSCL) or work situation, Group Awareness (GA) is an understanding of the state and activities of others which provides a context for your own activity (Dourish and Belloti, 1992) Knowledge Group Awareness 3. Small group #1 Is my team-mate more knowledgeable than me (MKO)? Does he have previous knowledge and experience on the task ? What were his individual answers to the collaborative task ? How to share Knowledge between the members of a distributed team working in a CSCL task ? Group Awareness needs in the context of intragroup Knowledge sharing. Learners’ need to be aware of their teammates’ knowledge.
20. Knowledge Group Awareness 3. Group Awareness could be focused on specific collaboration aspects. Based on Carroll and colleagues (2003) and Engelmann, Dehler, Boemer and Buder (2009) and Collazos et al (2002) we consider 4 types of awareness: Social awareness : consciousness of the presence and state of the team-mates Action awareness : information about the actions which are currently being carried out by the group and its members (primarily important in the context of synchronous collaboration) Activity awareness : consciousness of the activity of the team-mates (that has been performed, or to be performed to achieve the task) (Shared) Knowledge (Group) Awareness : consciousness of the team-mates knowledge and the group knowledge construction process. Brennan and Williams (1995) used the term Feeling of Anothers' Knowing (FOAK) to refer to the KGA.
21. Knowledge Group Awareness 3. Group Awareness Widgets (GAw) are software tools or functionnalities providing the learners with social information promoting group awareness (Kreijns & Kirschner, 2002; Jermann et al., 2001) For promoting Knowledge Group Awareness (KGA), the GAw requires Knowledge Explicitation (KE) by the learners. We consider 3 types of KE: 1. Previous knowledge elicitation 2. Knowledge (Elicited through the task) 3. Judgement of Learning (JoL) We expect the collective display (GAw) of this 3 types of KE to increase the knowledge group awareness and enhance the collaborative learning process.
22. Knowledge Group Awareness 3. 3 types of KE in the eFinance Game (Romero & Usart, 2011) : 3. Judgement of Learning (JoL) defined as “an awareness of not knowing or understanding everything read” (Azevedo et al., 2005). 1. Previous knowledge elicitation 2. Knowledge (Elicited through the task) We expect the collective display (GAw) of this 3 types of KE to increase the knowledge group awareness and enhance the collaborative learning process.
23. Knowledge Group Awareness 3. Cyril Judgement of Learning is low … Margarida could be aware that his not sure about his answer (and explain him de right answer ...) Margarida Judgement of Learning is high … that could helps Cyril to accept her advice as the More Knowledgeable Other (MKO) ;-) JOL refers to the feelings a student has regarding his/her knowledge for a specific subject (Hart, 1965), it is defined by the student using a Confidence Level. Research Hypothesis : We expect the JOL elicitation and collective display to improve the CL process, by increasing the Knowledge Group Awareness (KGA).
25. First results and prospectives 4. Research Hypothesis : We expect the JOL elicitation and collective display to improve the CL process, by increasing the Knowledge Group Awareness (KGA), but also promote a higher number of interactions. Without JOL (IV ) Control Group With JOL (IV) Experimental Group Collaborative Learning Normal performance Higher performance Interactions Normal level of interactions Higher number of interactions
26. First results and prospectives 4. Participants : 16 adults enroled in an introductory course to finance, distributed into two independent groups (JOL and Control group) Without JOL (IV ) Control Group With JOL (IV) Experimental Group Collaborative Learning t (14) =.683, p =.586 M =5.25, SD =.886 M =5.50, SD =.535 Interactions t (14) =.683, p =.03 M =0.75, SD =.463 M =1.75, SD =1.669
27. First results and prospectives 4. Despite the reduced number of students of the first study, we observe better results (even if not statiscally significative) in groups using the knowledge Elicitation tool and a statistally significative increase of interaction. 3 new studies have been carry out after this first study involving more than 50 students. … and you are invited to come to the demo of the eFinance Game this evening (20h).
28. Can we support collaborative learning through the use of Serious Games ? 3 recommendations for SG support of CL Support CL process through GAw for supporting the Knowledge and metacognitive beliefs elicitation (JOL) Create Intragroup CL against intergroup Competition Provide communication tools 4. First results and prospectives
29. Supporting Collaborative Game Based Learning knowledge construction through the use of Knowledge Group Awareness Margarida ROMERO, Ph.D. Associate Director of E-learning. ESADE Business School. [email_address] 20/06/2011 1st GaLA Alignement School. Edinburgh 2011 Thank you for your attention Today 20pm Let's come test the eFinance Game ! Tomorrow 12:30pm Mireia Usart Pitch on SG and Time
Editor's Notes
Session Before K1 (Green) Collaborative Database of Serious Games Damien Djaouti (2) djaouti@irit.fr This talk will first present our research project "Serious Game Classification", an online collaborative database referencing more than 2,200 Serious Game. The classification model will be discussed, and efficient use of the actual database will be tackled. Finally, the talk will provide the frame for a discussion about designing database extensions to tackle extending SG descriptions profitable to support Gala research works.
Our main goal is to promote collaborative learning through the use of Serious Games. Considering the advantages of Serious Games for learning, we aim to understand the collaborative learning process through the use of multi player serious games. We introduce now agenda of this presentation fo
Miner & Robinson, 2006. Organizational and population level learning as engines for career transitions http://www.cognitivedesignsolutions.com/Instruction/LearningTheory.htm http://otec.uoregon.edu/learning_theory.htm http://web2.uwindsor.ca/courses/edfac/morton/models_of_learners.htm http://users.accesscomm.ca/vendra/EDU%20533/Behaviorism%20,%20Cognitive%20Psychology%20and%20Constructivism.htm
More Knowledgeable Other http://projects.coe.uga.edu/epltt/index.php?title=Vygotsky's_constructivism
More Knowledgeable Other http://projects.coe.uga.edu/epltt/index.php?title=Vygotsky's_constructivism http://projects.coe.uga.edu/epltt/index.php?title=Cooperative_Learning Wang & Woo, 2010 SUPPORTING COLLABORATIVE LEARNING BY USING WEB 2.0 TOOLS
More Knowledgeable Other http://projects.coe.uga.edu/epltt/index.php?title=Vygotsky's_constructivism
More Knowledgeable Other http://projects.coe.uga.edu/epltt/index.php?title=Vygotsky's_constructivism
Peterson, NL (1988): " Learning Alone Together: The Social Relations of an Adult Basic Education Class -room", Illinois University Eastmond, d. (1995). Alone but together: Adult distance education though computer conferencing. Creskill, NJ: Hampton Press
Soccer.... Not Serious, but a clear exemple of team-based competition...
Engelmann, T., Dehler, J., Bodemer, D., & Buder, J. (2009). Knowledge awareness in CSCL: a psychological perspective. Computers in Human Behavior, 25 (4), 949-960.
Engelmann, T., Dehler, J., Bodemer, D., & Buder, J. (2009). Knowledge awareness in CSCL: a psychological perspective. Computers in Human Behavior, 25 (4), 949-960. http://web.cs.wpi.edu/Research/aidg/KE-Rpt98.html
Engelmann, T., Dehler, J., Bodemer, D., & Buder, J. (2009). Knowledge awareness in CSCL: a psychological perspective. Computers in Human Behavior, 25 (4), 949-960.
Engelmann, T., Dehler, J., Bodemer, D., & Buder, J. (2009). Knowledge awareness in CSCL: a psychological perspective. Computers in Human Behavior, 25 (4), 949-960.
Engelmann, T., Dehler, J., Bodemer, D., & Buder, J. (2009). Knowledge awareness in CSCL: a psychological perspective. Computers in Human Behavior, 25 (4), 949-960.
Engelmann, T., Dehler, J., Bodemer, D., & Buder, J. (2009). Knowledge awareness in CSCL: a psychological perspective. Computers in Human Behavior, 25 (4), 949-960.
Engelmann, T., Dehler, J., Bodemer, D., & Buder, J. (2009). Knowledge awareness in CSCL: a psychological perspective. Computers in Human Behavior, 25 (4), 949-960.
Our main goal is to promote collaborative learning through the use of Serious Games. Considering the advantages of Serious Games for learning, we aim to understand the collaborative learning process through the use of multi player serious games. We introduce now agenda of this presentation fo
Session Before K1 (Green) Collaborative Database of Serious Games Damien Djaouti (2) djaouti@irit.fr This talk will first present our research project "Serious Game Classification", an online collaborative database referencing more than 2,200 Serious Game. The classification model will be discussed, and efficient use of the actual database will be tackled. Finally, the talk will provide the frame for a discussion about designing database extensions to tackle extending SG descriptions profitable to support Gala research works.