This document summarizes a presentation given by Demetrios G Sampson on using digital games for pedagogical innovation. The presentation outlines challenges in higher education around learning outcomes, teaching methods, and assessment. It then discusses how digital games can help address these challenges by engaging students and fostering skills like problem solving. The presentation was given at the Onassis Culture Center in Athens.
This document discusses the emergence of smart e-education and e-learning. It describes how new technologies are enabling personalized, mobile, collaborative and analytics-based learning. It outlines the construction of smart learning environments including smart devices, classrooms, labs, campuses and educational clouds. Examples of smart e-learning applications in China include e-textbooks, e-schoolbags and smart campuses. Challenges to facilitating smart education include changes to pedagogy, educational technology leadership, and teachers' roles. National projects in China are addressing these challenges through competency standards and teacher training.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
1) Project GGULIVRR explores using mobile technologies like NFC tags and QR codes to link physical objects and locations to digital educational games.
2) The project aims to develop 21st century skills through creating and playing contextual mobile games on topics like a city's underground infrastructure.
3) Games are built in a generic framework that allows non-technical users to author new games by combining multimedia content and scripted gameplay rules.
This document discusses context-aware adaptive and personalized mobile learning systems. It begins with an introduction that outlines the motivation for such systems in providing tailored learning experiences on mobile devices. It then provides definitions for key terms like mobile learning, adaptivity, and personalization. The main issues in designing these systems are the learner's contextual information that can be used for adaptations, and the types of adaptations that are possible. The document outlines ASK's research progress in this area, including their context model and prototype tools. It concludes by noting further research issues.
Demetrios G. Sampson and Panagiotis Zervas,
Context-Aware Adaptive and Personalized Mobile Learning
Tutorial Slides
@ International Summer School on Educational Technology 2013, Beijing Normal University, Beijing, China, 19-23 July
@ The 4th IEEE International Conference on Technology for Education (T4E 2012), Hyderabad, India, 18-20 July 2012
This document presents a methodology to investigate the effect of users' tagging motivation on metadata descriptions of digital educational resources. It aims to evaluate if users' tagging behavior can influence the enlargement of metadata descriptions and the resulting folksonomy compared to formal structured vocabularies. The methodology involves identifying different user tagging motivations, calculating similarity between social tags and metadata, and comparing the folksonomy to formal vocabularies. The methodology is applied to an existing learning object repository to analyze the impact of social tagging.
Widget and Smart Devices. A Different Approach for Remote and Virtual labsUNED
A vast number of learning content and tools can be found over Internet. Currently, most of them are ad-hoc solutions which are developed for a particular learning platform or environment. New concepts, such as Widgets, Smart devices, Internet of Thing and learning Clouds, are ideas whose goals is the creation of shareable online learning scenarios over different devices and environments.
Emergence of Smart e-Learning and Education Zhu ZhitingEIFLINQ2014
This document discusses the emergence of smart e-learning and e-education. It describes how new technologies allow for instrumentation, interconnection, and intelligence infusion. Smart education creates intelligent learning environments using smart technologies to enable personalized and collaborative learning. The document outlines the construction of smart learning environments including smart devices, classrooms, labs, and educational clouds. It provides examples of smart education programs and applications being developed in countries like Australia, South Korea, and China. Finally, it discusses challenges of facilitating smart education including changes needed to pedagogical theory, teacher roles, and educational structures and ideologies.
This document discusses the emergence of smart e-education and e-learning. It describes how new technologies are enabling personalized, mobile, collaborative and analytics-based learning. It outlines the construction of smart learning environments including smart devices, classrooms, labs, campuses and educational clouds. Examples of smart e-learning applications in China include e-textbooks, e-schoolbags and smart campuses. Challenges to facilitating smart education include changes to pedagogy, educational technology leadership, and teachers' roles. National projects in China are addressing these challenges through competency standards and teacher training.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
1) Project GGULIVRR explores using mobile technologies like NFC tags and QR codes to link physical objects and locations to digital educational games.
2) The project aims to develop 21st century skills through creating and playing contextual mobile games on topics like a city's underground infrastructure.
3) Games are built in a generic framework that allows non-technical users to author new games by combining multimedia content and scripted gameplay rules.
This document discusses context-aware adaptive and personalized mobile learning systems. It begins with an introduction that outlines the motivation for such systems in providing tailored learning experiences on mobile devices. It then provides definitions for key terms like mobile learning, adaptivity, and personalization. The main issues in designing these systems are the learner's contextual information that can be used for adaptations, and the types of adaptations that are possible. The document outlines ASK's research progress in this area, including their context model and prototype tools. It concludes by noting further research issues.
Demetrios G. Sampson and Panagiotis Zervas,
Context-Aware Adaptive and Personalized Mobile Learning
Tutorial Slides
@ International Summer School on Educational Technology 2013, Beijing Normal University, Beijing, China, 19-23 July
@ The 4th IEEE International Conference on Technology for Education (T4E 2012), Hyderabad, India, 18-20 July 2012
This document presents a methodology to investigate the effect of users' tagging motivation on metadata descriptions of digital educational resources. It aims to evaluate if users' tagging behavior can influence the enlargement of metadata descriptions and the resulting folksonomy compared to formal structured vocabularies. The methodology involves identifying different user tagging motivations, calculating similarity between social tags and metadata, and comparing the folksonomy to formal vocabularies. The methodology is applied to an existing learning object repository to analyze the impact of social tagging.
Widget and Smart Devices. A Different Approach for Remote and Virtual labsUNED
A vast number of learning content and tools can be found over Internet. Currently, most of them are ad-hoc solutions which are developed for a particular learning platform or environment. New concepts, such as Widgets, Smart devices, Internet of Thing and learning Clouds, are ideas whose goals is the creation of shareable online learning scenarios over different devices and environments.
Emergence of Smart e-Learning and Education Zhu ZhitingEIFLINQ2014
This document discusses the emergence of smart e-learning and e-education. It describes how new technologies allow for instrumentation, interconnection, and intelligence infusion. Smart education creates intelligent learning environments using smart technologies to enable personalized and collaborative learning. The document outlines the construction of smart learning environments including smart devices, classrooms, labs, and educational clouds. It provides examples of smart education programs and applications being developed in countries like Australia, South Korea, and China. Finally, it discusses challenges of facilitating smart education including changes needed to pedagogical theory, teacher roles, and educational structures and ideologies.
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
Mummies, War Zones, and Pompeii: the use of tablet computers in situated and ...tbirdcymru
I presented this at the ALT-C Conference in Manchester, UK, on 12 September 2012. The work is now being evaluated in the Places project http://www.le.ac.uk/places-mlearn
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
The document discusses using mobile devices to build community in schools. It notes that schools with strong community see benefits like increased academic motivation and social skills. However, few schools successfully build community, especially for low-income and minority students. The document then discusses how mobile devices are widely used by today's youth and how collaborative mobile learning can support relationship-building and engagement. It provides examples of activities like sharing photos or comments that can be used on mobile devices to facilitate teamwork and community.
UniLinks Arenaträff och uppdragsutbildningskonferens högskolan i Borås 10-11 oktober 2013
http://www.hb.se/Om-hogskolan/Aktuellt/Evenemang/UniLink-konferens/
The Impacts Of Information And Communication Technology (ICT) On The Teaching...IOSR Journals
This document discusses the impacts of information and communication technology (ICT) on teaching and learning science and mathematics. It defines ICT and explains how ICT has transformed education by creating a more interactive learning environment. ICT allows for more effective demonstration of concepts and feedback on student progress. The use of ICT in classrooms enhances teaching and makes lessons more exciting for students. ICT also helps students become independent learners by developing critical thinking and problem-solving skills. For science and mathematics specifically, ICT is increasingly used in laboratories for data acquisition, handling, and analysis.
The document discusses e-learning in Estonia. It notes that Estonia has a small population but is advanced in internet and mobile technologies. The Estonian e-University was founded in 2003 as a consortium between universities and the Ministry of Education to promote e-learning. It has launched various projects to develop e-learning in universities and vocational schools. The Estonian e-Learning Development Centre helps to provide training, infrastructure support, and projects to analyze and develop e-learning in Estonia.
Yanez, C. & Gisbert, M. (2012). ICT and Museums: an alliance for an strategi...cyanez
This document discusses a research project analyzing the integration of information and communication technologies (ICT) in museums in Andorra. The research aims to evaluate how ICT have been implemented in Andorra's museums, understand how audiences use ICT in the museums, and assess the educational and communicative impact of ICT on audiences. The study will employ questionnaires, surveys, website analysis, and interviews to collect data from museum directors, staff, and visitors. The results are intended to help redefine museums' digital strategies and cultural policies regarding ICT to better engage audiences and support learning in the 21st century.
Everybody’s surfin’ now: Teaching and learning with mobile technology robincanuel
This document summarizes a presentation on teaching and learning with mobile technology. It discusses how mobile device ownership is increasing and how this impacts libraries and their users. The presentation covers how to access electronic library resources on mobile devices, deal with issues like connectivity, file formats, and digital rights management. It also provides examples of new ways people can search for information using mobile technologies like voice search, visual search and augmented reality. The conclusion is that mobile technology is fundamentally changing how users interact with information and libraries must help patrons navigate these changes through workshops and information literacy instruction.
This document discusses the educational opportunities provided by mobile technologies. It outlines various functions of handheld devices such as cameras, internet connectivity, and additional applications. Studies are presented that used handhelds for file sharing, feedback, course delivery, field trips, and more. The author's own study identified key affordances of handhelds including multimedia access, connectivity, capture, representation, and analytics. The conclusion states that mobile technologies create educational opportunities and institutions should support students' use of these technologies for learning.
The document discusses a partnership between an educational institute and a leading telecommunications company to teach information technology systems.
The document summarizes a presentation about integrating mobile technology into information literacy instruction based on McGill University Library's experience. Some key points covered include:
1) An overview of e-reader and tablet ownership trends and student ownership of mobile devices from various studies.
2) Details on McGill Library's mobile resources including ebooks, audiobooks, databases, and their mobile technology workshop.
3) Topics covered in the workshop like connectivity, accessing e-content, file formats, digital rights management, and new ways of searching on mobile.
4) Challenges of using library electronic content offline and limitations of different ebook formats and digital rights management.
Aalto University offers the largest IT programme in Finland both in number of students and size of faculty! The new Master's Programme in Computer, Communication and Information Sciences (CCIS) includes both broad and focused majors. CCIS has two broad majors in Computer Science and Communications Engineering. Students can also specialize in Software and Service Engineering. Focused majors are based on leading-edge research areas of the university: Acoustics and Audio Technology, Machine Learning, Mobile Computing, and Speech and Language Technology. Game Design and Production is a unique major offered together with School of Arts, Design, and Architecture.
Learning Analytics at Large: the Lifelong Learning Network of 160, 000 Europe...Ralf Klamma
Ergang Song, Zinayida Petrushyna, Yiwei Cao, and Ralf Klamma
Information Systems and Databases, RWTH Aachen University
EC-TEL 2011
Palermo, Italy
September 23, 2011
Y3 ICT and the Foundation Subjects - Lecture 1Miles Berry
How should teachers best develop ICT knowledge and understanding of ‘digital natives’?
Lecture: Intro to the module. What is ICT Capability? Current national curriculum developments. The relationship between computing, ICT and digital literacy. The myth(?) of the digital native. Embedded approaches – developing ICT capability through other subjects
Task: Plan a lesson within your foundation subject that demonstrably would develop pupils’ ICT capability.
The document discusses how emerging technologies like tablets, mobile apps, and voice recognition tools are transforming education by making information more accessible, shifting focus from memorization to application of knowledge, and challenging traditional education models and roles of teachers and students. It also examines issues around how these technologies could impact learning, evaluation of new forms of scholarship, and preparation for jobs of the future in a knowledge-based economy.
The presentation shows 5 main trends for e-learning - it is a starting point for discussions, slides can be re-used for workshops on trend identification and roadmapping
The School of Computing at Blekinge Institute of Technology:
- Provides education and research in areas such as computer science, software engineering, and communication systems.
- Is the largest unit at the university with about 130 faculty and staff conducting research in fields like game development, software engineering, and intelligent transport systems.
- Receives over 10 million Euros annually with about half dedicated to education and half to research activities across its research laboratories.
The document discusses how today's students have grown up surrounded by technology and see it as an integral part of their lives. It explores learning theories that support using technology in the classroom, such as multiple intelligences and differentiated instruction. Research presented finds that digital natives' brains are different due to neuroplasticity and that technology must be used in schools to engage these students and remain relevant to their learning styles.
Example of a leaflet designed for ResultsinHealthSuzan Maliepaard
1) The document reports on a study that used the Most Significant Change technique to understand the impact of losing cash transfers through Indonesia's Family Hope Program (PKH) on graduated households. 2) 45 stories of most significant changes were collected from 6 provinces, which identified changes in economic conditions, human capital, social participation, and dependency on assistance. 3) The majority of most significant changes related to increased awareness of children's education importance, employment, motivation to work, and financial situations as families sought to keep children in school.
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
Mummies, War Zones, and Pompeii: the use of tablet computers in situated and ...tbirdcymru
I presented this at the ALT-C Conference in Manchester, UK, on 12 September 2012. The work is now being evaluated in the Places project http://www.le.ac.uk/places-mlearn
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
The document discusses using mobile devices to build community in schools. It notes that schools with strong community see benefits like increased academic motivation and social skills. However, few schools successfully build community, especially for low-income and minority students. The document then discusses how mobile devices are widely used by today's youth and how collaborative mobile learning can support relationship-building and engagement. It provides examples of activities like sharing photos or comments that can be used on mobile devices to facilitate teamwork and community.
UniLinks Arenaträff och uppdragsutbildningskonferens högskolan i Borås 10-11 oktober 2013
http://www.hb.se/Om-hogskolan/Aktuellt/Evenemang/UniLink-konferens/
The Impacts Of Information And Communication Technology (ICT) On The Teaching...IOSR Journals
This document discusses the impacts of information and communication technology (ICT) on teaching and learning science and mathematics. It defines ICT and explains how ICT has transformed education by creating a more interactive learning environment. ICT allows for more effective demonstration of concepts and feedback on student progress. The use of ICT in classrooms enhances teaching and makes lessons more exciting for students. ICT also helps students become independent learners by developing critical thinking and problem-solving skills. For science and mathematics specifically, ICT is increasingly used in laboratories for data acquisition, handling, and analysis.
The document discusses e-learning in Estonia. It notes that Estonia has a small population but is advanced in internet and mobile technologies. The Estonian e-University was founded in 2003 as a consortium between universities and the Ministry of Education to promote e-learning. It has launched various projects to develop e-learning in universities and vocational schools. The Estonian e-Learning Development Centre helps to provide training, infrastructure support, and projects to analyze and develop e-learning in Estonia.
Yanez, C. & Gisbert, M. (2012). ICT and Museums: an alliance for an strategi...cyanez
This document discusses a research project analyzing the integration of information and communication technologies (ICT) in museums in Andorra. The research aims to evaluate how ICT have been implemented in Andorra's museums, understand how audiences use ICT in the museums, and assess the educational and communicative impact of ICT on audiences. The study will employ questionnaires, surveys, website analysis, and interviews to collect data from museum directors, staff, and visitors. The results are intended to help redefine museums' digital strategies and cultural policies regarding ICT to better engage audiences and support learning in the 21st century.
Everybody’s surfin’ now: Teaching and learning with mobile technology robincanuel
This document summarizes a presentation on teaching and learning with mobile technology. It discusses how mobile device ownership is increasing and how this impacts libraries and their users. The presentation covers how to access electronic library resources on mobile devices, deal with issues like connectivity, file formats, and digital rights management. It also provides examples of new ways people can search for information using mobile technologies like voice search, visual search and augmented reality. The conclusion is that mobile technology is fundamentally changing how users interact with information and libraries must help patrons navigate these changes through workshops and information literacy instruction.
This document discusses the educational opportunities provided by mobile technologies. It outlines various functions of handheld devices such as cameras, internet connectivity, and additional applications. Studies are presented that used handhelds for file sharing, feedback, course delivery, field trips, and more. The author's own study identified key affordances of handhelds including multimedia access, connectivity, capture, representation, and analytics. The conclusion states that mobile technologies create educational opportunities and institutions should support students' use of these technologies for learning.
The document discusses a partnership between an educational institute and a leading telecommunications company to teach information technology systems.
The document summarizes a presentation about integrating mobile technology into information literacy instruction based on McGill University Library's experience. Some key points covered include:
1) An overview of e-reader and tablet ownership trends and student ownership of mobile devices from various studies.
2) Details on McGill Library's mobile resources including ebooks, audiobooks, databases, and their mobile technology workshop.
3) Topics covered in the workshop like connectivity, accessing e-content, file formats, digital rights management, and new ways of searching on mobile.
4) Challenges of using library electronic content offline and limitations of different ebook formats and digital rights management.
Aalto University offers the largest IT programme in Finland both in number of students and size of faculty! The new Master's Programme in Computer, Communication and Information Sciences (CCIS) includes both broad and focused majors. CCIS has two broad majors in Computer Science and Communications Engineering. Students can also specialize in Software and Service Engineering. Focused majors are based on leading-edge research areas of the university: Acoustics and Audio Technology, Machine Learning, Mobile Computing, and Speech and Language Technology. Game Design and Production is a unique major offered together with School of Arts, Design, and Architecture.
Learning Analytics at Large: the Lifelong Learning Network of 160, 000 Europe...Ralf Klamma
Ergang Song, Zinayida Petrushyna, Yiwei Cao, and Ralf Klamma
Information Systems and Databases, RWTH Aachen University
EC-TEL 2011
Palermo, Italy
September 23, 2011
Y3 ICT and the Foundation Subjects - Lecture 1Miles Berry
How should teachers best develop ICT knowledge and understanding of ‘digital natives’?
Lecture: Intro to the module. What is ICT Capability? Current national curriculum developments. The relationship between computing, ICT and digital literacy. The myth(?) of the digital native. Embedded approaches – developing ICT capability through other subjects
Task: Plan a lesson within your foundation subject that demonstrably would develop pupils’ ICT capability.
The document discusses how emerging technologies like tablets, mobile apps, and voice recognition tools are transforming education by making information more accessible, shifting focus from memorization to application of knowledge, and challenging traditional education models and roles of teachers and students. It also examines issues around how these technologies could impact learning, evaluation of new forms of scholarship, and preparation for jobs of the future in a knowledge-based economy.
The presentation shows 5 main trends for e-learning - it is a starting point for discussions, slides can be re-used for workshops on trend identification and roadmapping
The School of Computing at Blekinge Institute of Technology:
- Provides education and research in areas such as computer science, software engineering, and communication systems.
- Is the largest unit at the university with about 130 faculty and staff conducting research in fields like game development, software engineering, and intelligent transport systems.
- Receives over 10 million Euros annually with about half dedicated to education and half to research activities across its research laboratories.
The document discusses how today's students have grown up surrounded by technology and see it as an integral part of their lives. It explores learning theories that support using technology in the classroom, such as multiple intelligences and differentiated instruction. Research presented finds that digital natives' brains are different due to neuroplasticity and that technology must be used in schools to engage these students and remain relevant to their learning styles.
Example of a leaflet designed for ResultsinHealthSuzan Maliepaard
1) The document reports on a study that used the Most Significant Change technique to understand the impact of losing cash transfers through Indonesia's Family Hope Program (PKH) on graduated households. 2) 45 stories of most significant changes were collected from 6 provinces, which identified changes in economic conditions, human capital, social participation, and dependency on assistance. 3) The majority of most significant changes related to increased awareness of children's education importance, employment, motivation to work, and financial situations as families sought to keep children in school.
Presentation from Online Educa Berlin 2012. It gives a brief introduction to the VISIR (www.visir-network.eu) project, and uses the concept of micro-innovations to look at open educational practices.
ALT-C 2012 Mainstreaming grass roots innovation in open educational practice:...Chris Follows
Process.arts, a grass roots web2.0 open educational environment for sharing day-to-day arts practice and research of staff and students, currently provides a new ‘open learning’ space to the University of the Arts London (UAL) that straddles the institution/educational (formal learning) environment and the social (informal learning) environment. It creates an ‘experimental’ space for open educational practitioners to develop and define a new language for open edu-social practice without conforming or being influenced by pre-existing academic structures and processes. The transition of process.arts into an official UAL service will test this model and raise questions as to how institutions successfully support and develop autonomous and independent grassroots innovation without homogenising innovation.
Background
Chris Follows initially developed Process.arts in 2008 with the support of UAL’s Centre for Learning and Teaching in Art and Design (CLTAD). Chris was awarded a secondment and fellowship to develop his ideas for creating an open educational web environment for arts staff and students to share and cluster rich media content and resources. Process.arts has been maintained and developed by Chris as a sustainable and independent system, through agile experimentation, small project support, voluntary support, stewardship and an open university SCORE fellowship project.
In 2012 UAL began the process of rebuilding its VLE framework, and process.arts was identified as a valuable resource that could fit into the University’s new portfolio of tools; consequently, process.arts is due to be officially introduced as a supported ‘service’ in September 2012.
However, the structure of process.arts does not map onto courses; meta data links user-generated pieces of openly licensed text, image, video and audio content together through individual profiles and subject specific interest groups. Like many web2.0 environments used for education, process.arts can neither really be described as a repository nor as a VLE. Because of this it provides a novel and alternative VLE environment that encourages and supports rich media experimentation and informal learning, a welcome alternative for many to commercial alternatives.
Conversion to a full service will provide a firm foundation for long term stability, integration wth other systems, support and growth. The project team is in the process of integrating the current informal agile development approach into a more formal in-house system. The team are addressing outstanding bugs, monitoring user interface changes and identifying outstanding functionality. There will inevitably be some loss of agile spontaneity although we aim to retain the overall grass root
Title: Mainstreaming grass roots innovation in open educational practice: benefits and challenges (ID 171)
Authors: Chris Follows
Affiliation: University of the arts London, DIAL & SCORE open University
Theme:
Challenges to the Dissemination and Diffusion of Educational InnovationsBrandon Muramatsu
by Norman L. Fortenberry, National Academy of Engineering. Presented at the Workshop on Disseminating CCLI Innovations: Arlington, VA, February 18-19, 2010. Workshop organized by Joe Tront, Flora McMartin and Brandon Muramatsu.
NU Innovation in Teaching Series: Social Media in Medical EducationMichael Gisondi
"The Dynamic Role of Social Media in Medical Education" presented at The Garage of Northwestern University in the Innovation in Teaching Series by Dr. Michael Gisondi, Associate Professor of Emergency Medicine and Medical Education, Northwestern University Feinberg School of Medicine. October 17, 2016.
Linking Innovation in Teaching and Learning with Educational Research (in Hi...Lina Markauskaite
This document outlines five contexts for linking innovation in teaching and learning with educational research in higher education. It discusses 1) innovation and research in Australia generally, 2) their link in Australian higher education, 3) at the University of Sydney specifically, and 4) at the Centre for Research on Learning and Innovation (CRLI) at the University of Sydney. The CRLI takes a design-based research approach that sees research knowledge creation as an intrinsic part of practical innovation in teaching and learning.
Cloud-based Digital Technologies for Opening Up Education: Keep On Learning ...Demetrios G. Sampson
Demetrios G Sampson, “Cloud-based Digital Technologies for Opening Up Education: Keep Up Learning beyond the Physical Classroom at the Digital Cloud”, 1st International Summit on Education in the Cloud, Athens, Greece, 22 March 2014.
Demetrios G Sampson, Digital Technologies for Opening Up Education, European Network of Educational Councils, Seminar on "Learning in the Digital Age", Athens, Greece, 5-6 May 2014
This document discusses tools to support open access to education through a hierarchical framework. It presents the ASK Learning Objects Metadata Authoring Toolkit 2.0 (ASK-LOM-AT 2.0) for authoring and managing educational metadata about learning objects. The toolkit allows single-form or step-by-step metadata authoring according to the IEEE LOM standard. It provides multilingual support and automatically populates some fields using user profile data. The document also outlines other ASK tools that support different levels of the hierarchical framework, including learning activities, courses, and programs.
Digital Technologies for Supporting Educational Innovations in K-12 Demetrios G. Sampson
This document discusses digital technologies for education. It begins by introducing the speaker, Demetrios Sampson, and his credentials in the field of learning technologies. It then covers several topics:
- When digital technologies should be used in education, such as for personalized learning experiences that wouldn't otherwise be possible.
- Why digital technologies are important as an enabler for transformations in how people learn and are assessed.
- How technologies like the flipped classroom model can be implemented.
- Which digital tools, courses, and devices can provide open access to education on a global scale.
The document discusses technology-enhanced learning and accessibility, outlining three key dimensions: the learner dimension which models individual learner preferences, the content dimension for creating accessible learning objects and tagging them with metadata, and tools/applications. It also introduces the e-Access2Learn framework for empowering stakeholders in technology-enhanced learning through universally accessible systems.
Digital Systems and Services for Open Access Education and LearningDemetrios G. Sampson
Demetrios G Sampson
Digital Systems and Services for Open Access Education and Learning - Seminar Slides
Beijing Forum 2013, Panel II: Global Engagement and Knowledge Sharing in Higher Education,Beijing Municipal Government, Beijing, China, 31 October – 3 November 2013
Summer School “New Media and Learning”, Peking University, Beijing, China, 17 July 2013
Joint IEEE TCLT Online Seminar and Beijing Normal University (BNU) International Course 2013 on “The New Development of Technology Enhanced Learning: Concept, Research and Best Practices”, 20 June 2013
This document discusses open educational resources (OERs) and digital systems and services to promote open access to education and learning. It defines OERs according to UNESCO as educational resources that are freely available online for use and adaptation for non-commercial purposes. The document also discusses that OERs have three core features - open access, permission for reuse and modification, and open licensing. Learning objects are also discussed as reusable digital resources that support learning. Examples of learning objects covering topics like AIDS, DNA, and anatomy of the ear are provided.
This document discusses opening up education through digital technologies. It is presented by Professor Demetrios Sampson, who holds several academic positions related to digital learning technologies. The presentation will cover digital technologies for learning, including how they enable personalized learning and transformations to education. It will also discuss opening up education through open educational resources and practices, and how technologies like cloud computing can facilitate sharing beyond physical classrooms.
Technology-Supported Large-Scale Transformative Innovations for the 21st Cent...Demetrios G. Sampson
Demetrios G Sampson, “Technology-Supported Large-Scale Transformative Innovations for the 21st Century School Education”, International Workshop on the Patterns of Innovation in Instruction Models, Beijing Normal University, Beijing, China, 8-9 January 2015 [Invited Speech]
Demetrios G Sampson, “Systemic Technology-Supported Educational Development: School Digital Competence Profiling”, in the 7th International Workshop on Educational Design "Systemic Educational Development: Technological and Pedagogical Interweaving", Department of Pre-School Education Science and Educational Design, School of Humanities, University of Aegean, Rhodes, Greece, 22-23 May 2015. [Invited Speech]
Smart Educational Decision Support Systems for School Complexity Leadership: ...Demetrios G. Sampson
[Keynote Speech] “Smart Educational Decision Support Systems for School Complexity Leadership: A Research Agenda for School Analytics”, EDEN Open Classroom Conference, Ellinogermaniki Agogi, Athens, Greece, 18 September 2015
School Teachers’ and Leaders’ Digital Competences: Supporting Transformative ...Demetrios G. Sampson
"School Teachers’ and Leaders’ Digital Competences: Supporting Transformative Innovations for 21st Century School Education" presented at EU TRANSit Workshop http://www.transit-project.eu/conference/
Towards Learning object recommendations based on teachers’ ICT competence pro...Stylianos Sergis
This is preliminary work from my PhD research, presented at the 14th IEEE International Conference in Advanced Learning Technologies, 7-9 July 2014, Athens, Greece.
eTwinning: Opportunities and Challenges for Transformative Educational Innova...Demetrios G. Sampson
This document discusses opportunities and challenges for transformative educational innovations through technology-supported European school collaborations. It outlines how eTwinning can support the development and recognition of digital competences for teachers, school leaders, and schools. It also discusses how eTwinning can facilitate the creation and sharing of open educational resources, learning designs, and educational data across European schools. The key challenges are adopting standards to make this process transparent and interoperable, and using technologies to support authentic learning opportunities through blending formal and informal learning across schools.
Demetrios G. Sampson,
Technology-enhanced learning for All: the eAccess Framework,
The 3rd International Conference on Accessible and Adaptive Virtual Learning Environments (CAVA 2011), Bogota, Colombia 2-4 November 2011 [Invited Tutorial]
The 1st International Conference of e-Learning For All (LEAFA 2010), Hammamet, Tunisia, 3-5 June 2010 [Keynote Speech]
The 9th IASTED International Conference on Web-Based Education (WBE 2010), Sharm El Sheikh, Egypt, 15 - 17 March 2010 [Invited Speech]
The document discusses transformational work being done with technology integration in the Oconomowoc Area School District. It outlines trends in technology use among students and society. These trends include increased use of social media, mobile devices, and online interactions. The district is leveraging research on these trends to guide a strategic plan focusing on mobile learning, cloud computing, digital texts, and developing a "participatory culture". The goal is to shift practices to better connect structure, content and curriculum through organic growth and purposeful connections using new technologies.
This document provides an overview of the Advanced Digital Systems and Services for Education and Learning (ASK) organization. It discusses how digital technologies can enable transformations in education and learning. ASK conducts applied research in learning technologies and has hosted over 155 students for research projects over 15 years, receiving over 8 million Euros in external funding. The document reviews initiatives related to open education, including open educational resources and practices.
Computing is fundamental to all instructional technologies. VT should ensure students, faculty and staff are proficient in computational thinking and data-driven decision making. Ongoing research in areas like learning science and ubiquitous computing will lay the foundations for future educational practices. Digital libraries can transform learning by providing personalized educational resources and services through integrated virtual learning environments and educational metadata standards.
Similar to Digital Games as Tools for Designing and Implementing Pedagogical Innovations (20)
Digital Games as Tools for Designing and Implementing Pedagogical Innovations
1. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Digital Games as Tools for Designing
and Implementing Pedagogical
Innovations
Demetrios G. Sampson
Senior Member IEEE
Department of Digital Systems, University of Piraeus &
Information Technologies Institute, Centre for Research and Technology Hellas
This work is licensed under the Creative Commons Attribution-NoDerivs-NonCommercial License. To view a copy of this
license, visit http://creativecommons.org/licenses/by-nd-nc/1.0 or send a letter to Creative Commons, 559 Nathan Abbott
Way, Stanford, California 94305, USA.
D. G. Sampson 1/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
2. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
“Digital Games – New Skills and Educational Tools”
Onassis Culture Center, Athens, Greece
October 17th, 2012
Jesper Juul (Visiting Professor at the NYU Game Center)
Tim Luft (Serious Game Institute, UK / Director Serious Games International)
Katie Salen (Professor of Design and Technology at Parsons the New School for
Design, USA / Director Institute of Play)
Demetrios G Sampson (Professor of Digital Systems in Education and
Learning, University of Piraeus)
D. G. Sampson 2/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
3. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Presentation Outline
Emerging Challenges for Pedagogical Innovations in
Higher Education
Digital Games as Tools for Designing and
Implementing Pedagogical Innovations
Digital Games Research @ Dept Digital
Systems, Univ Piraeus
Conclusions
D. G. Sampson 3/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
4. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
#1
Emerging Challenges for Pedagogical
Innovations in Higher Education
D. G. Sampson 4/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
5. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Challenges:
Student Learning in a Globally Interconnected World
Re-think and Re-Define
•Learning Outcomes – Targeted
Competences (Personal
Development – Global Citizenship –
Professional Qualifications)
•Methods of Teaching and Learning
(Active Student-centered)
•Methods of Assessment (Authentic
Real-life Situations – Portofolios)
D. G. Sampson 5/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
6. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Challenge #1:
Learning Outcomes – Targeted Competences
Move from reproduction-directed
learning objectives (memorize
externally regulated knowledge) to
meaning-directed learning objectives
(deep understanding – self-regulated
knowledge construction based on
personal interests and responsibility)
and application-based objectives
(dynamic use knowledge in real life
context aware conditions)
D. G. Sampson 6/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
7. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Challenge #2:
Teaching to Foster Quality Student Learning
Move from traditional lecture-based
teaching to problem-based and
project-based learning stimulating
active student participation
combined with work-based learning.
Connect the University with the
World outside the classroom.
D. G. Sampson 7/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
8. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Challenge #3:
Align Assessment Methods to Learning Objectives
•Move from traditional exam papers
to multiple, integrated means of
assessment preferably supported by
technology – individual students and
groups portofolios.
•Build powerful learning assessment
tools that foster
motivation, engagement, self-
confidence, reflective thinking.
D. G. Sampson 8/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
9. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
#2
Digital Games as Tools for
Designing and Implementing
Pedagogical Innovations
D. G. Sampson 9/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
10. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Defining (Digital) Games
Characteristics Definition
Competition The goal is to achieve an outcome that is superior to others
Challenge Tasks require effort and are non-trivial
Exploration There is a context-sensitive environment that can be investigated
Fantasy Existence of a make-believe environment, characters or narrative
Goals The are explicit aims and objectives
Interaction An action will change the state of play and generate feedback
Outcome There are measurable results from game play (e.g. scoring)
People Other individuals take part
Rules The activity is bounded by artificial constraints
Safety The activity has no direct consequence in the real world
Nicola Whitton (2009), Learning with Digital Games: a Practical Guide to Engaging Students in Higher Education, Routledge
D. G. Sampson 10/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
11. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Why Digital Game-based Learning?
• The increasing popularity of digital games.
(ISFE, 2010)
• Structural characteristics and affordances of digital games that make them
motivating and engaging. More specifically, digital games:
are rule-based and goal-oriented
have rich narrative elements and storyboards
present players with challenges
allow for interaction
offer players with opportunities to experience the outcomes of their
performed actions
(Klopfer, 2008; Prensky, 2007)
Interactive Software Federation of Europe (2010). Video Gamers in Europe 2010: Prepared for the Interactive Software Federation of Europe (ISFE) by
GAmeVision Europe. Retrieved May 12, 2012 from http://www.isfe.eu/content/video-gamers-europe-2010-gamevision-study.
Klopfer, E. (2008). Augmented Learning: Research and design of mobile educational games. Cambridge, MA: MIT Press
Prensky, M. (2007). Digital Game-Based Learning. Minnesota: Paragon House
D. G. Sampson 11/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
12. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Digital games as facilitators of active learning processes
The “probe, hypothesize, reprobe, rethink cycle”
The player:
explores the game world
formulates a hypothesis as a result of reflection
tests the validity of the formulated hypothesis
accepts or rejects the hypothesis” and re-engages
in this sequence of actions
Gee, J.P. (2007), What videogames have to teach us about learning
and literacy. New York: Palgrave McMillan
The “Input-Process-Output Game Model”
Making judgements about the game world
Undertaking specific actions as manifested by observable behaviour
Refinement of judgements and actions with the help of provided
feedback
Garris, R., Ahlers, R. & Driskell, J.E. (2002). Games, motivation, and learning: A research and practice model. Simulation and Gaming, 33(4)
D. G. Sampson 12/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
13. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
How can learning take place with the support of digital
Learners are presented with complex games?
Digital games can be considered
and ill-defined problems. as environments for “safe”
(Gee, 2007; Prensky, 2007; Whitton, 2010) experimentation since performed
actions have no real-life
Learners can: consequences.
• adopt different roles (Kirriemuir &
• interact with virtual objects McFarlane, 2004, Whitton, 2010)
• discuss and negotiate with other (virtual)
characters
• investigate cause and effect relations By applying trial-and-error
• resolve conflicts approaches, users are able to
• search for relevant information
digital games experiment and learn from their
• make decisions with respect to the mistakes.
problem at hand (Prensky, 2007)
(Gee, 2007; Kim, Park, & Baek, 2009)
Kim, B., Park, H. & Baek, Y. (2009). Not just fun but using strategies: Using meta- Kirriemuir, J. & McFarlane, A. (2004). Literature review
cognitive strategies in game-based learning. Computers and Education, 52(4) in games and learning. Bristol: Futurelab.
D. G. Sampson 13/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
14. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
The rise of serious games
Serious games are defined as games “in which education -in
its various forms- is the primary goal, rather than
entertainment” Michael & Chen (2006, p. 10)
Serious games target at providing users with
interactive learning environments within which there is
potential for developing a range of higher-order cognitive
skills and applying knowledge related to a number of
disciplines. Klopfer (2008)
Klopfer, E. (2008). Augmented Learning: Research and design of mobile educational games.
Cambridge, MA: MIT Press
Michael, D.R. & Chen S.L. (2006). Serious Games: Games that Educate, Train and Inform.
Cincinnati, Ohio: Muska & Lipman/ Premier-Trade.
.
D. G. Sampson 14/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
15. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Aims of provided education at different educational levels
the context of higher education
the context of secondary education
Provide both general education and career- Impart in a holistic way the knowledge, skills and
specific targeted education. attitudes that will enable young people to be effective in
life and work.
Help students develop ethical values and
Provide effective preparation for those proceeding to
competences that will allow them to: post-secondary education or entering the world of work.
exercise active citizenship,
Balance between academic disciplines and generic
be able to respond to changing conditions, practical and social skills.
be able to respond to professional demands,
Consolidate literacy, numeracy, life skills and learning-to-
to become lifelong learners.
learn skills.
Facilitate the acquisition of skills, UNESCO (2005). Secondary Education Reform: Towards a convergence of knowledge
acquisition and skills development
competences and abilities for: the context of technical & vocational education &
communication, training
Employment is the immediate goal.
analysis and evaluation,
independent thinking, Integral component of lifelong learning.
team working in multicultural contexts. Help individuals and countries to achieve
UNESCO (1998). World Declaration on Higher Education for the Twenty-First Century: sustainable development and social cohesion.
Vision and Action/ Framework for Priority Action for Change and Development in UNESCO (2002). Technical and Vocational Education and Training in the 21 st
Higher Education. Century: New Roles and Challenges for Guidance and Counseling
D. G. Sampson 15/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
16. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Utilizing digital games at different educational levels
the context of higher education the context of secondary education
Use of digital games should target at Need for alignment between the content of the digital game
facilitating the development of higher- and the curriculum.
order cognitive skills. Focus on the achievement of subject-specific educational
Need to see the real-world relevance of objectives.
digital games. The use of games should fit to existing time scheduling and
constraints.
Greater flexibility in the employment of
assessment methods. Assessment of produced outcomes should be immediate
and easy to be conducted.
The use of digital games should become
Motivation is one of the main reasons for introducing digital
accepted by all the involved stakeholders games. (Ulicsak & Wright, 2010)
need for a clear pedagogical rationale.
the context of technical and vocational education and training
Appropriateness of the digital game as
perceived by the game users. Focus on learning procedures (not content).
Used for training employees.
Motivation is not the main reason for
introducing digital games in higher Used as part of blended-learning approaches.
(Ulicsak & Wright, 2010)
education contexts. Whitton (2010)
Ulicsak, M. & Wright, M. (2010). Games in Education – Serious games: A Futurelab literature
review. Futurelab, Bristol, UK.
D. G. Sampson 16/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
17. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Alignment of digital game types with potential learning
Learning objective outcomes
Description of objective Game types
Drill and practice games
Memory, repetition, retention Factual knowledge
Quiz games, Puzzle games
Apply knowledge into new contexts. Sport games
Using information, methods, Action games
Applying concepts, rules
concepts, and theories Driving games
in new situations. Drill and practice
Evaluation of existing knowledge, Strategic games
Decision making, devising making predictions, Adventure games
strategies and problem- solving drawing conclusions, making choices Role-playing games
and develop reasoned arguments. Simulation games
Strategic games
Social interaction, values, Understanding the social
Role play games
cultures environment
Simulation games
Dondi, C. & Moretti, M. (2007). A methodological proposal for learning games selection and quality assessment. British Journal of Educational Technology, 38(3)
D. G. Sampson 17/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
18. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Game-based learning efforts in higher education contexts (1/3)
Game: “Marketplace” (web-based game)
Context of use: a university marketing
course
Educational activities: engagement in
group work with the aim to establish
virtual companies, undertake actions
related to performing market
analysis, devising marketing strategies, and
designing appropriate products for The “Marketplace” game
development. http://www.marketplace-simulation.com/
Assessment: through presentations held by students, worksheets and individual
assignments
What students reported: opportunity to apply theoretical concepts to a real-life
situation, immediate feedback on performed actions, limited feedback that did not facilitate
links between actions and consequences.
(Whitton, 2010) Digital Games @ Onassis Culture Center, 17 Oct 2012
D. G. Sampson 18/32
19. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Game-based learning efforts in higher education contexts (2/3)
Game: The “Retail Game” (web-based
game)
Context of use: a university retail
marketing course
Educational activities: adopting roles,
handling data regarding a virtual store’s
status and market needs, make decisions
with respect to their store’s management,
and provide a rationale for each of their The “Retail Game”
decisions. http://www.retail-game.com/
Assessment: game output, short reports and oral presentations
Learning potential: opportunities to develop an understanding of marketing principles and
retail operational issues, as well as apply communication and interpersonal skills.
(Whitton, 2010)
D. G. Sampson 19/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
20. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Game-based learning efforts in higher education contexts (3/3)
Game: “PeaceMaker”
Context of use: a university course on
politics and international relations
Educational activities: adopting the role of
either the Israeli Prime Minister or the
Palestinian President, investigating the
interplay between ethical concerns and
international politics, and becoming
familiar with the Israeli-Palestinian “PeaceMaker”
problem. http://www.peacemakergame.com/
Assessment: through presentations and reflection activities
Learning potential: a deeper understanding of the problem at hand, with the students
seeming to be able to understand the complexities of the issue and the barriers to finding a
final solution. (Whitton, 2010)
D. G. Sampson 20/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
21. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
#3
Digital Games Research @ Dept
Digital Systems, University Piraeus
D. G. Sampson 21/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
22. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
PhD Students
Hercules Panoutsopoulos
Game-based Learning in School Education
Sofia Mysirlaki
Simulation Games as Digital Tools for
Supporting School Education
D. G. Sampson 22/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
23. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
An experimental study in school math education
Game employed: “Sims 2 – Open for Business”
Context of study: secondary education
Aim of study: Investigate the effectiveness of the game
with respect to:
achieving learning objectives related to the subject of
Mathematics,
achieving general learning objectives related to the upper
levels of Bloom’ s taxonomy,
developing (more) positive attitudes toward the subject of
Mathematics.
Users adopted the role of a business manager and got
engaged in activities requiring data
monitoring, strategic thinking, decision
making, planning, and performing actions related to
keeping customers satisfied.
Panoutsopoulos & Sampson (2010; 2012)
D. G. Sampson 23/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
24. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Implementation of the game-based learning activities
D. G. Sampson 24/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
25. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Enhancing entrepreneurship education with the support of digital
games
Entrepreneurship is considered as one of the key
competences for “personal fulfillment and
development, active citizenship, social inclusion and
employment”.
(Commission of the European Communities, 2005, p. 18)
Digital games constitute an example of a technological
facilitator that has the potential to enhance
entrepreneurship education.
business simulation games
Offer opportunities for developing theoretical understandings and
establishing connections between theory and its application .
Offer opportunities for learning by doing in an authentic management
situation.
Facilitate the development of analytical decision making skills.
Ben-Zvi, T. (2007). The efficacy of business simulation games in creating Decision Support Systems: An experimental investigation.
Decision Support Systems, 49(1), 61–69.
D. G. Sampson 25/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
26. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
The context of our currently conducted research
The purpose of our currently conducted research is to investigate the effectiveness of digital
games as learning tools that can enhance entrepreneurship education.
More specifically what we intend to do is to:
Investigate the impact of digital games on achieving learning outcomes and developing
(more) positive attitudes toward entrepreneurship.
Focus on specific affordances that games provide
and can potentially affect their learning
effectiveness.
Define indicators for evaluating the effectiveness
of digital games based on the proposed game
affordances.
Measure the effect of the proposed game
affordances on the achievement of reported
results. Panoutsopoulos, Lykourentzou, & Sampson (2011)
D. G. Sampson 26/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
27. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Related Publications
• I. Panoutsopoulos, D. Sampson and A. Mikropoulos, "Digital Games as Tools for
Designing and Implementing Innovative Pedagogical Approaches: A Review of
Literature", in Maree Gosper and Dirk Ifenthaler (Eds), Models for the 21st Century.
Using Learning Technologies in Higher Education, Springer, October 2012
• I. Panoutsopoulos and D. Sampson, "A Study on Exploiting Commercial Digital Games
into School Context", Educational Technology & Society Journal (ISSN 1436-4522), vol.
15(1), January 2012
• I. Panoutsopoulos, M. A. Lykourentzou and D. Sampson, "Business Simulation Games as
Digital Tools for Supporting School Entrepreneurship Education", in Proc. of the 11th
IEEE International Conference on Advanced Learning Technologies (ICALT 2011),
Athens, Georgia, USA, IEEE Computer Society (ISBN:9781612842097), 6-8, July 2011
• I. Panoutsopoulos and D. Sampson, "Integrating Digital Games into School Curriculum:
a field experiment in math education", in Proc. of the IADIS International Conference
Cognition and Exploratory Learning in Digital Age (CELDA 2010), Timisoara, Romania,
IADIS Press (ISBN 978-972-8939-28-1), 15-17, October 2010
D. G. Sampson 27/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
28. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
#4
Conclusions
D. G. Sampson 28/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
29. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Current Research Trends in TeL (1/3)
One Year or Less
Mobile Apps
Tablet Computing
Two to Three Years
Game-Based Learning
Learning Analytics
Four to Five Years
Gesture-Based Computing
Internet of Things
Johnson, L., Adams, S., & Cummins, M. (2012). The NMC Horizon Report: 2012 Higher Education Edition. Austin, Texas: The New
Media Consortium
D. G. Sampson 29/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
30. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Current Research Trends in TeL (2/3)
User Modeling
Mobile Tools
Networking Tools
Serious Games
Intelligent Environments
Educational Data Mining
Rich Interfaces
Woolf, B. P., Shute, V. J., VanLehn, K., Burleson, W., King, J., Suthers, D., Bredeweg, B., Luckin, R., & Tonkin, E. (2010). A roadmap for
education technology. Computing Community Consortium, Washington, DC
D. G. Sampson 30/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
31. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Current Research Trends in TeL (3/3)
Cloud Computing
Mobile Learning Technologies
Game-based Learning (GBL)
eBooks
Learning Analytics
Context-sensitive Services
Augmented Reality
Gesture Recognition
Learning Frontiers (2012), TEL-Map Coordination and Support Action. Available at: http://www.learningfrontiers.eu/?q=page/emerging-
technologies
D. G. Sampson 31/32 Digital Games @ Onassis Culture Center, 17 Oct 2012
32. University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)
Advanced Digital Systems and Services for Education and Learning (ASK)
Issues for further Research and Investigation
Can Digital Games offer a suitable environment to
teachers for students' continuous assessment that
facilitate identification of problems and
misunderstandings and, thus, support re-design
learning activities so as to achieve well-defined
intended learning outcomes ?
Investigate which Digital Games’ affordances can
be used in game-based assessment particularly in
assessing complex problem-solving processes and
outcomes in a digital game-based learning
environment, through the continuous monitoring
and analysis of meaningful learner game activities
by the teacher.
Digital Games as a facilitator for Learning Analytics.
D. G. Sampson 32/32 Digital Games @ Onassis Culture Center, 17 Oct 2012