Design Paradox: Educational Game Design
•Download as PPS, PDF•
2 likes•884 views
The document discusses the history and challenges of educational games. It notes that early "edutainment" games from the 1980s-90s did not live up to expectations and game designers avoided the education genre. More recently, educational games have improved by incorporating more modern game elements and becoming more interdisciplinary. However, tensions still exist between instructional design which prioritizes learning outcomes, and game design which focuses on player experience. The document calls for better integrating the two disciplines to create engaging and effective educational games.
Report
Share
Report
Share
![Overview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Digital Game Based Learning Once Removed
description of a grad-level course about digital game-based learning
Progress Wars: Idle Games and the Demarcation of "Real Games"
My talk from DiGRA FDG 2016: Analyzing idle games through the theoretical lenses of “game aesthetics” and “boundary work”, I explore how game makers intentionally or unintentionally partake in working the boundaries of “real” games.
LAFS PREPRO Session 1 - Brainstorming and Game Pitches
Design Lecture for Session 1 of The Los Angeles Film School's Game PreProduction course.
Mechanics, Messages, Meta-Media: How Persuasive Games Persuade, and What They...
My talk at the Persuasive Gaming in Context Conference in Amsterdam, October 17, 2017.
Recommended
Digital Game Based Learning Once Removed
description of a grad-level course about digital game-based learning
Progress Wars: Idle Games and the Demarcation of "Real Games"
My talk from DiGRA FDG 2016: Analyzing idle games through the theoretical lenses of “game aesthetics” and “boundary work”, I explore how game makers intentionally or unintentionally partake in working the boundaries of “real” games.
LAFS PREPRO Session 1 - Brainstorming and Game Pitches
Design Lecture for Session 1 of The Los Angeles Film School's Game PreProduction course.
Mechanics, Messages, Meta-Media: How Persuasive Games Persuade, and What They...
My talk at the Persuasive Gaming in Context Conference in Amsterdam, October 17, 2017.
Experience Design in the Museum
Experience design is not about shiny new digital technology - apps, touch screens, games, beacons, the works. It is a different perspective on exhibition and museum design, and a different process as a result. My talk at the Museum Association's 2017 Moving on Up event in Edinburg, February 28, 2017.
It's the Autonomy, Stupid: Autonomy Experiences Between Playful Work and Work...
A core tenet of traditional play theories is that play is voluntary. This view has been troubled by recent empirical phenomena of "instrumental play" and "playbour": instances where play is mandatory, has serious consequences attached or is done as gainful labour, such as goldfarming. Similarly, people are increasingly using game design elements in non-game contexts like work to make them more playful and engaging. This talk suggests that the conceptual troubles of playbour and gamification can be resolved by focusing on autonomy as a psychological state: how much autonomy people experience informs whether they understand and a label an activity as "work(-like)" or "play(ful)". Drawing on a qualitative interview study with participants engaging in instrumental play, the talk will tease out how social and material features of gaming and work situations support and thwart autonomy experience and thus, their understanding as "work" or "play."
Game based learning
A presentation I did for my Masters back in August 2010. (Presentation last edited August 4th, 2010).
LAFS SVI Level 2 - Psychology of Play
Lecture for Level 2 of The Los Angeles Film School's Survey of the Videogame Industry course.
I wonder ... Designing for Curiosity
Keynote for the Museums+Tech 2016 Conference "Sharing Our Stories" at October 19, 2016 in London
Would the real Mary Poppins please stand up? Approaches and Methods in Gamefu...
Talk at the University of Leicester on January 27, 2017.
Game Thinking - Free Chapter from Even Ninja Monkeys Like to Play
A chapter all about Game Thinking and how gamification fits into the overall scheme of all things games.
Get the full book on Amazon! http://www.gamified.uk/even-ninja-monkeys-like-to-play/
Youth Easter Ideas - Easter Exchange
Can you grab a chair while youth switch places based on Easter symbols?
Game Thinking: More than just Gamification
An approach to problem solving and solution building that includes games, serious games, gamification and more. This slideshare introduces the topic in a simple way.
The Golden Gamers: A 65+ Library Gaming Group
"The Golden Gamers" Equitable and Inclusive Gaming Events for the Elderly presented by John Pappas
Tabletop board gaming is a creative, multi-generational, social and fun activity. While there is a broad swatch of recreational activities for the 65+ crowd, generally gaming is left out. Conversations with the Senior Activities Board of the Upper Darby Libraries confirmed this with traditional video games providing an engaging experience but accessibility tends to be a challenge due to physical determinants (carpal tunnel, poor eyesight, arthritis) and experiential (with a large learning curve required for many video games). Tabletop board games provide an experience that is interactive, social, cognitive and engaging. With concerns over Alzheimer's and social isolation, this is an important subject for many seniors. The Primos Library instituted a series of programs "Tabletop Gaming at the Library" (intergenerational, weekly), The Game Designer's Guild (monthly, intergenerational) and the "Golden Gamers" (65+, Monthly-Weekly dependant upon interest) each providing a gaming experience for burgeoning and experienced gamers of any age.
In this talk, Pappas will discuss the initial planning, marketing, collection development and community engagement elements of the series as well as successes and challenges. A large portion of the talk will be on game selection for this age group including issues such as the level of social interaction inherent in the game, types of games, levels of complexity and iconography.
Game Specific Creativity Techniques
About creativity and idea generation techniques especially designed for games. Techniques are developed in GameSpace project.
DevLearn ILS slides
Jeff Johannigman's slides from the Serious Games and ILS Symposium at DevLearn 2008
More Related Content
What's hot
Experience Design in the Museum
Experience design is not about shiny new digital technology - apps, touch screens, games, beacons, the works. It is a different perspective on exhibition and museum design, and a different process as a result. My talk at the Museum Association's 2017 Moving on Up event in Edinburg, February 28, 2017.
It's the Autonomy, Stupid: Autonomy Experiences Between Playful Work and Work...
A core tenet of traditional play theories is that play is voluntary. This view has been troubled by recent empirical phenomena of "instrumental play" and "playbour": instances where play is mandatory, has serious consequences attached or is done as gainful labour, such as goldfarming. Similarly, people are increasingly using game design elements in non-game contexts like work to make them more playful and engaging. This talk suggests that the conceptual troubles of playbour and gamification can be resolved by focusing on autonomy as a psychological state: how much autonomy people experience informs whether they understand and a label an activity as "work(-like)" or "play(ful)". Drawing on a qualitative interview study with participants engaging in instrumental play, the talk will tease out how social and material features of gaming and work situations support and thwart autonomy experience and thus, their understanding as "work" or "play."
Game based learning
A presentation I did for my Masters back in August 2010. (Presentation last edited August 4th, 2010).
LAFS SVI Level 2 - Psychology of Play
Lecture for Level 2 of The Los Angeles Film School's Survey of the Videogame Industry course.
I wonder ... Designing for Curiosity
Keynote for the Museums+Tech 2016 Conference "Sharing Our Stories" at October 19, 2016 in London
Would the real Mary Poppins please stand up? Approaches and Methods in Gamefu...
Talk at the University of Leicester on January 27, 2017.
Game Thinking - Free Chapter from Even Ninja Monkeys Like to Play
A chapter all about Game Thinking and how gamification fits into the overall scheme of all things games.
Get the full book on Amazon! http://www.gamified.uk/even-ninja-monkeys-like-to-play/
Youth Easter Ideas - Easter Exchange
Can you grab a chair while youth switch places based on Easter symbols?
Game Thinking: More than just Gamification
An approach to problem solving and solution building that includes games, serious games, gamification and more. This slideshare introduces the topic in a simple way.
The Golden Gamers: A 65+ Library Gaming Group
"The Golden Gamers" Equitable and Inclusive Gaming Events for the Elderly presented by John Pappas
Tabletop board gaming is a creative, multi-generational, social and fun activity. While there is a broad swatch of recreational activities for the 65+ crowd, generally gaming is left out. Conversations with the Senior Activities Board of the Upper Darby Libraries confirmed this with traditional video games providing an engaging experience but accessibility tends to be a challenge due to physical determinants (carpal tunnel, poor eyesight, arthritis) and experiential (with a large learning curve required for many video games). Tabletop board games provide an experience that is interactive, social, cognitive and engaging. With concerns over Alzheimer's and social isolation, this is an important subject for many seniors. The Primos Library instituted a series of programs "Tabletop Gaming at the Library" (intergenerational, weekly), The Game Designer's Guild (monthly, intergenerational) and the "Golden Gamers" (65+, Monthly-Weekly dependant upon interest) each providing a gaming experience for burgeoning and experienced gamers of any age.
In this talk, Pappas will discuss the initial planning, marketing, collection development and community engagement elements of the series as well as successes and challenges. A large portion of the talk will be on game selection for this age group including issues such as the level of social interaction inherent in the game, types of games, levels of complexity and iconography.
Game Specific Creativity Techniques
About creativity and idea generation techniques especially designed for games. Techniques are developed in GameSpace project.
What's hot (20)
It's the Autonomy, Stupid: Autonomy Experiences Between Playful Work and Work...
It's the Autonomy, Stupid: Autonomy Experiences Between Playful Work and Work...
Introduction games for education presentation by steve bunce
Introduction games for education presentation by steve bunce
OGDC 2014_Creativity in Game Design - Case Study: Famous Vietnamese mobile ga...
OGDC 2014_Creativity in Game Design - Case Study: Famous Vietnamese mobile ga...
Would the real Mary Poppins please stand up? Approaches and Methods in Gamefu...
Would the real Mary Poppins please stand up? Approaches and Methods in Gamefu...
Game Thinking - Free Chapter from Even Ninja Monkeys Like to Play
Game Thinking - Free Chapter from Even Ninja Monkeys Like to Play
Similar to Design Paradox: Educational Game Design
DevLearn ILS slides
Jeff Johannigman's slides from the Serious Games and ILS Symposium at DevLearn 2008
From gamification to game design
by Pietro Polsinelli - We will go through real world cases of applied application design and development - games for health and educational games. There is a common pattern in applied game design: the customer puts in enthusiastic but rough ideas, and the game designer’s work is to refine the provided concepts, come up with new ones and bind the concept with mechanics and loops that result in consistent game play. We will go through several applied game design process in order to give a how-to first guide and we'll give directions for other cases.
Game Design: from rules to craft
Game Design: how to use real craft to improve your game design, several examples and tips.
Gaming the System with Mary Poppins & Mr T
My slides from 2nd Web Conference: IATEFL LTSIG & TESOL CALL-IS: Gaming and Gamification - a Win-win for Language Learning
What is a Game Designer (and why do you need one)?
What does a game designer really do. And, more importantly, how do they make the products better. How does a designer contribute and what how do you work with them to solve your problem.
What is a Game Designer (And Why Do You Need One)? - Douglas Whatley
What does a game designer really do. And, more importantly, how do they make the products better. How does a designer contribute and what how do you work with them to solve your problem.
Play to Learn : Keynote by Professor Maja Pivec
Keynote Presentation at Teaching and Learning Conference in Seville, 2010
Games for learning & Role Play Scenarios
Presentation to the 2010 Advance Distributed Learning Conference for the Norwegian Armed Forces.
9,5 Theses on the Power and Efficacy of Gamification
Video: http://goo.gl/oKMFm // Are points and badges mere indulgences for the faithful looking for redemption in loyalty programs? In nine (and a half) theses, this talk will walk you through the history, definition, and issues of “gamification,” and point out what is worth salvaging for designers and researchers.
ULEARN13: Game Based Learning
How can we use games in the classroom? Don't use them because they're "cool with the kids" (that's a recipe for chocolate coated brocolli), instead used them because they're sophisticated, challenging digital simulations.
Eli game design jam 2013
The game jam workshop ppt Ryan MArtinez and I have used in our game jams for the EDUCAUSE Learning Initiative, and EDUCAUSE National conference workshop. Why and how to design games in a short, one-hour session (four 15-minute sections).
"The Perspective Game: An Epistemic Game for Civic Engagement" by Sherry Jone...
Oct. 23, 2015 - This presentation features The Perspective Game, a massively multiplayer online role playing card game (MMORPCG) that aims to provide players a fun, challenging, and immersive experience of critically examining current and emerging issues mentioned in national and international discourse. The game is created by the GetTheIssues Team, and advances the game-based learning method for adult learners/players. This presentation is for the 2015 Metro State University of Colorado Teaching and Learning with Technology Conference.
Sherry Jones is the game architecture designer of The Perspective Game. In this presentation, she defines what an epistemic game is, and illustrates how The Perspective Game is an epistemic game of which its design is driven by advanced academic theory and game design principles.
Game designer's journey 2.0
Second version of my lecture about career path of the Game Designer for Lviv Gamedev conference.
Lrn2play
This presentation by Rachel S. Smith of the New Media Consortium discusses games for learning, from paper-and-pencil games to MMOs.
Similar to Design Paradox: Educational Game Design (20)
What is a Game Designer (and why do you need one)?
What is a Game Designer (and why do you need one)?
What is a Game Designer (And Why Do You Need One)? - Douglas Whatley
What is a Game Designer (And Why Do You Need One)? - Douglas Whatley
9,5 Theses on the Power and Efficacy of Gamification
9,5 Theses on the Power and Efficacy of Gamification
"The Perspective Game: An Epistemic Game for Civic Engagement" by Sherry Jone...
"The Perspective Game: An Epistemic Game for Civic Engagement" by Sherry Jone...
More from Katrin Becker
Cross breeding animation
This is a brief video I made that shows how genes can be passed on through 3 generations. You can see by the colours how much or how little of the grandparents can be passed on to the children. It is true that there are WAY more than 8 genes that get passed on, but it is a mistake to think that we always inherit EXACTLY 1/4 of our genes from each grandparent. The farther down the line we go, the more the //actual// percentages can vary.
Assignments that Meet the Needs of Exceptional Students without Disadvantagin...
This is a talk I did in 2003 (!), but it turns out that the ideas contained in this presentation are as relevant (and NOVEL?!) as they were 15 years ago.
Please note: I DO NOT work for the University of Calgary any more. They do not deserve any credit for this work.
T.A.P. : The Teach Aloud Protocol
A popular approach in teaching is what is being called “Teaching Out Loud”. The approach advocated by many of those who use the term is in many ways closer to “Teaching Boldly” (or “Teaching Loud”) than it is to Teaching out Loud. The idea is to advocate for the courage to try new things and to teach the ways students learn. While this is important, there is another approach that has received far less attention, but that is equally important, especially with adult learners. This approach is called the Teach Aloud Protocal (T.A.P.), and it draws inspiration from the “Think Aloud” idea in psychological and educational research. The basic idea is that the ‘subject’ says what they are thinking about as they complete a task. The goal is to learn about the thought processes the subject is using. Given that, “Teaching Aloud” should be about the teacher explaining their reasoning and thought processes while teaching. This presentation will relate the author’s experiences with this approach and discuss some of the implications of adopting a Teach Aloud Protocol in higher education courses.
Misguided illusions of understanding
“Familiarity can provide the misguided illusion of understanding. Assume nothing.” — Truth Devour, Wantin.
Grading is one area of formal education that isn’t often interrogated. Compartmentalized scoring is the norm. Compartmentalized scoring is when portions of a student’s overall grade are tied to specific tasks. For example, we might allot 30% for assignments, 30% for the midterm exam, and 40% for the final exam. We don’t give it much thought. We should.
If we agree that our primary goal as instructors is to help students master the course content to a defined level of competence, then how does compartmentalized grading support that goal? This workshop will present a simple alternative to the typical approach of compartmentalized grading: namely, cumulative scoring.
Signature pedagogy
Many M.Ed. programs claim to incorporate signature pedagogies in their programs, which often include approaches such as inquiry-based, case-based, and problem-based learning, communities of learners, and more.
Teacher education is unique among disciplines in that we are doing what we are teaching. Metateaching has been defined as thinking about teaching (Timpson 1999), but if metacognition is thinking about thinking, and a meta-language is a language about languages, then metateaching is in fact teaching about teaching. If we combine this with notions of signature pedagogies and the idea that we should be modeling what we are teaching, then what does this mean at the graduate level?
It means that graduate instructors should themselves be modeling what they are teaching. Wouldn’t signature pedagogy in education be one that actually implements the theories and models being studied in order to teach those same theories and models? Shouldn’t it be one that employs experimental designs and invites the students (most of who are teachers) to examine the course design as it’s being taught? Wouldn’t it make sense to have the students have input into the design and/or teaching?
This presentation will examine the common approach to teaching graduate level education courses - the seminar - and suggest an alternate approach that uses the theories and models being taught and where the teaching methodology matches the kind of work the participants will do when they graduate.
Virtue of Failure
Just what do we learn from playing serious games?
Especially common in games for learning is the notion that participants need to be able to win the game, but is it always necessary for the player to win in order to ‘get’ our message? In his studies of productive failure, Kapur (2008) has suggested that failure can be important to learning. Indeed, when we think back on our most memorable learning experiences we often find that these lessons are things learned through failure rather than success. Learning through failure is an effective way to help people learn how to cope with situations where there is no clear solution (Dorner, et al., 1990), and for certain kinds of messages negative messages delivered via games you can’t win may be more powerful than those you can.
This presentation explores a class of games where ‘winning’ doesn’t look the way we expect it to look. Some games don’t allow players to win at all, in which case the ‘message’ is effectively a cautionary tale. The authors refer to these games as “games you can’t win”, and they form a distinctly different approach to game design (examples include: Sweatshop, Darfur is Dying, and September 12th). This presentation will examine the philosophical background of games in education, the design of serious games, and look at both accidental and deliberately designed unwinnable games and how this relates to learning objectives.
4 Pillars of DGBL: A Structured Rating System for Games for Learning
Videogames are interactive by nature - people proceed in games by doing things, and this experiential quality lies at the very core of game design. Without interaction, it isn’t a game. Videogames are popular precisely because of the experience - games designed for learning can do no less. However, to be feasible for use in formal educational settings, they must do more, and while we are making progress studying games in classrooms, there remain few structured approaches to analysing games that do not include classroom testing.
This presentation will outline the author’s Four Pillars of Game-Based Learning and show using examples how they can be used to perform a structured analysis of both COTS and serious games to assess whether or not a game has potential for use in the classroom.
These four pillars are:
Gameplay - How is it as a game? Is it fun? Is it Interesting? How does it measure up esthetically?
Educational Content - Are there one or more recognizable educational objectives, discernible either from the game itself or from the accompanying support materials.
Teacher Support - Is there adequate teacher support to make viable for use in a formal setting?
Balance - This section examines the game through the lens of the Magic Bullet model to see how well the various learning elements are balanced.
Together these four pillars highlight the key issues associated with the use of games in the classroom.
Gamification paradigm
In a recent online presentation Charles M. Reigeluth, he said that the future of Ed Tech would require a change of paradigm of pedagogy. Gamification is one such new pedagogy that can be implemented without the need for institutional systemic change.
‘Gamification’ is the use of game elements in non-game contexts and since the term’s first appearance in 2006, it has become a trending topic on many education forums. This presentation reports on the gamification of 2 university courses: one a grad-level education course and the other a freshman computer course.
While many aspects of gamification are *not* new, some are, and when taken together create a pedagogy that could be one of Reigeluth’s different paradigms. His requirements for a new paradigm includes a requirement for attainment-based, continuous student progress that is learner-centered, personalized, and self-directed. Gamification, done right, is all those things.
The Gamification Paradigm includes:
Strict cumulative grading.
More tasks to choose from than needed for a perfect score.
Flexible path through content to demonstrate objectives.
Attainment-base student progress.
Criterion-referenced assessment.
The presentation will explain the structure of the courses that were taught, highlight successes and failures, and conclude with strategies that can be used to incorporate meaningful gamification into existing courses.
The Calm and The Storm: Simulation and Games - Why All Games are Simulations ...
"There are some things you learn best in calm, and some in storm." Willa Cather (1915)
In this community, the claim that all games are simulations, but not all simulations are games does not seem especially radical. When you look under the hood of a modern simulation or videogame, you see pretty much the same stuff. It hardly seems worth a second thought. We all know that simulation has been at the very core of computer development since the very beginning, and we’ve applied what we know to games for almost as long. Nevertheless, with a very few exceptions, what the rest of the world knows of simulations is very much like the elephant described by the famous blind monks. This was not a big handicap in the early days when simulations were primarily created for fairly specialized applications, but thanks to the Internet, videogames, and mobile technology, things have changed. One of the places where things have changed the most is in education and professional development (training of all sorts).
In education, simulations are said to be about real life systems, while games are about fantasy and often times educational simulations have nothing at all to do with computers. Educationists make sweeping assumptions about how simulations get used, including notions that fidelity and realism are requirements for effective learning, and that winning always takes precedence over exploration in games. These notions end up being more limiting than liberating. Clearly, recognizing that games are in fact merely a subset of a larger category of simulations affords opportunities for a fruitful exchange of knowledge, which includes the sharing of methodologies and tools.
Join me as we look at the claim that all games are simulations in more detail. We will examine the dichotomy between modern digital games and the more traditional view of simulations, and what implications this has for the design and development of both ‘pure’ simulations as well as games for learning.
Gamification how to gamify learning and instruction Part 1 (of 3)
‘Gamification’ - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isn’t, and reports on the author’s experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 ‘experience points’ (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of ‘guild’ (group) quests and ‘solo’ quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
Gamification how to gamify learning and instruction, part 2 (of 3)
‘Gamification’ - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isn’t, and reports on the author’s experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 ‘experience points’ (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of ‘guild’ (group) quests and ‘solo’ quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
Is gamification a game changer
‘Gamification’ - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isn’t, and reports on the author’s experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 ‘experience points’ (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of ‘guild’ (group) quests and ‘solo’ quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
CS Example: Parsing a Sentence
A worked example of parsing a natural language sentence using syntax diagrams.
CS: Introduction to Record Manipulation & Indexing
An introduction to data record manipulation and indexing.
Originally created 2003 by Katrin Becker
All rights reserved.
CS Lesson: Creating Your First Class in Java
A brief introduction to creating a first class in the programming language Java.
Informing pedagogy through collaborative inquiry
SoTL research is often instigated and directed by the instructors or facilitators who are responsible for a given course, program, seminar, or workshop. The facilitators, or sometimes an outside person is the researcher, while the students are the subjects. Even in participatory action research, the learners are still primarily treated as subjects. Recently, the author designed and delivered a graduate level course where the entire course design became the subject of a co-operative inquiry. In co-operative inquiry, “members of the group contribute both to the ideas that go into their work together, and also are part of the activity that is being researched. Everyone has a say in deciding what questions are to be addressed and what ideas may be of help; everyone contributes to thinking about how to explore the questions; everyone gets involved in the activity that is being researched; and finally everybody has a say in whatever conclusions the co-operative inquiry group may reach. So in co-operative inquiry the split between 'researcher' and 'subjects' is done away with, and all those involved act together as 'co-researchers' and as 'co-subjects'. “(Heron, 1992).In other words the learners are also the researchers alongside the instructor. This presentation is intended to outline the methodology known as co-operative inquiry, to briefly report on the author’s experiences with this approach in a graduate level Education class, and to solicit collaborators in pursuing possible opportunities to explore this approach further in undergraduate courses.
Informing SoTL using playtesting techniques
Typical research methodologies in SoTL include many of the traditional educational research methodologies, yet there are methodologies in other disciplines and industries that can provide fresh perspectives. One of these industries is the videogame industry. While there are fundamental differences such as the fact that one seeks primarily to entertain and the other to enlighten or educate, the practices, processes, and theories behind playtesting games can be used to inform aspects of pedagogy that relate to engagement. The primary focus in game design is on the experience and there has been considerable research into ways to assess and measure the player experience through playtesting. Playtesting is concerned with such things as whether or not the game is fun, which parts are too easy or hard, whether and when people become bored, and with the player’s progression through the to the end. All of these properties have relevance to teaching and learning even though they may not appear to be directly connected with whether or not the learning objectives were met. Rather, playtesting is concerned with the motivation of the player/student to continue the particular course of learning, which speaks to the success of the methodology in capturing the student's imagination. Sometimes, simply taking a novel approach to evaluation can yield insights that were not uncovered by more common approaches. This presentation will provide a brief overview of formal playtesting procedures and highlight ways these approaches could be used in the classroom as well as how this could inform pedagogy.
Using cards games as learning objects to teach genetics
This presentation reports on the early results of a study of a novel card game used to teach concepts of Mendelian genetics and inheritance in a biology class. The card game being tested is currently in the prototype stage, and the current study seeks to determine if the design of the cards, game rules, and support material are appropriate to meet the intended objectives. The game, which uses domestic rabbit coat colours as the theme has both a novice and a standard variant, both of which will be described. Gameplay is patterned after the popular genre of rummy card games where players must match cards in sets according to specified criteria, in this case the genotypes of the rabbits featured on the cards. Through playing the game and matching phenotypes w/ genotypes as well as determining what can be produced given a specific phenotype and underlying genotype, players will learn basic principles of genetics, including familiarity with standard notation, terminology, and concepts such as genotype vs. phenotype. The game has been tested in several other venues and the results of those playtests will be summarized along with the early results from the current study which is the first test of the game in a biology class. Students were invited to play the game, and reflect on their experience through a survey that includes standard playtesting methodologies. Preliminary results will be presented along with a plan for the next steps.
Gamification how to gamify learning and instruction, Part 3 (of 3)
‘Gamification’ - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isn’t, and reports on the author’s experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 ‘experience points’ (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of ‘guild’ (group) quests and ‘solo’ quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
More from Katrin Becker (20)
Assignments that Meet the Needs of Exceptional Students without Disadvantagin...
Assignments that Meet the Needs of Exceptional Students without Disadvantagin...
4 Pillars of DGBL: A Structured Rating System for Games for Learning
4 Pillars of DGBL: A Structured Rating System for Games for Learning
The Calm and The Storm: Simulation and Games - Why All Games are Simulations ...
The Calm and The Storm: Simulation and Games - Why All Games are Simulations ...
Gamification how to gamify learning and instruction Part 1 (of 3)
Gamification how to gamify learning and instruction Part 1 (of 3)
Gamification how to gamify learning and instruction, part 2 (of 3)
Gamification how to gamify learning and instruction, part 2 (of 3)
CS Lesson: Introduction to the Java virtual Machine
CS Lesson: Introduction to the Java virtual Machine
CS: Introduction to Record Manipulation & Indexing
CS: Introduction to Record Manipulation & Indexing
Using cards games as learning objects to teach genetics
Using cards games as learning objects to teach genetics
Gamification how to gamify learning and instruction, Part 3 (of 3)
Gamification how to gamify learning and instruction, Part 3 (of 3)
Recently uploaded
20240605 QFM017 Machine Intelligence Reading List May 2024
Everything I found interesting about machines behaving intelligently during May 2024
Removing Uninteresting Bytes in Software Fuzzing
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
SAP Sapphire 2024 - ASUG301 building better apps with SAP Fiori.pdf
Building better applications for business users with SAP Fiori.
• What is SAP Fiori and why it matters to you
• How a better user experience drives measurable business benefits
• How to get started with SAP Fiori today
• How SAP Fiori elements accelerates application development
• How SAP Build Code includes SAP Fiori tools and other generative artificial intelligence capabilities
• How SAP Fiori paves the way for using AI in SAP apps
Essentials of Automations: The Art of Triggers and Actions in FME
In this second installment of our Essentials of Automations webinar series, we’ll explore the landscape of triggers and actions, guiding you through the nuances of authoring and adapting workspaces for seamless automations. Gain an understanding of the full spectrum of triggers and actions available in FME, empowering you to enhance your workspaces for efficient automation.
We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdf
Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
While the dev and ops silo continues to crumble….many organizations still relegate monitoring & observability as the purview of ops, infra and SRE teams. This is a mistake - achieving a highly observable system requires collaboration up and down the stack.
I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
GridMate - End to end testing is a critical piece to ensure quality and avoid...
End to end testing is a critical piece to ensure quality and avoid regressions. In this session, we share our journey building an E2E testing pipeline for GridMate components (LWC and Aura) using Cypress, JSForce, FakerJS…
Microsoft - Power Platform_G.Aspiotis.pdf
Revolutionizing Application Development
with AI-powered low-code, presentation by George Aspiotis, Sr. Partner Development Manager, Microsoft
UiPath Test Automation using UiPath Test Suite series, part 4
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Generative AI Deep Dive: Advancing from Proof of Concept to Production
Join Maher Hanafi, VP of Engineering at Betterworks, in this new session where he'll share a practical framework to transform Gen AI prototypes into impactful products! He'll delve into the complexities of data collection and management, model selection and optimization, and ensuring security, scalability, and responsible use.
DevOps and Testing slides at DASA Connect
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
State of ICS and IoT Cyber Threat Landscape Report 2024 preview
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
National Security Agency - NSA mobile device best practices
Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
available on those devices, but many of the features provide convenience and capability but sacrifice security. This best practices guide outlines steps the users can take to better protect personal devices and information.
GraphRAG is All You need? LLM & Knowledge Graph
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Elevating Tactical DDD Patterns Through Object Calisthenics
After immersing yourself in the blue book and its red counterpart, attending DDD-focused conferences, and applying tactical patterns, you're left with a crucial question: How do I ensure my design is effective? Tactical patterns within Domain-Driven Design (DDD) serve as guiding principles for creating clear and manageable domain models. However, achieving success with these patterns requires additional guidance. Interestingly, we've observed that a set of constraints initially designed for training purposes remarkably aligns with effective pattern implementation, offering a more ‘mechanical’ approach. Let's explore together how Object Calisthenics can elevate the design of your tactical DDD patterns, offering concrete help for those venturing into DDD for the first time!
Communications Mining Series - Zero to Hero - Session 1
This session provides introduction to UiPath Communication Mining, importance and platform overview. You will acquire a good understand of the phases in Communication Mining as we go over the platform with you. Topics covered:
• Communication Mining Overview
• Why is it important?
• How can it help today’s business and the benefits
• Phases in Communication Mining
• Demo on Platform overview
• Q/A
GraphSummit Singapore | Graphing Success: Revolutionising Organisational Stru...
Sudheer Mechineni, Head of Application Frameworks, Standard Chartered Bank
Discover how Standard Chartered Bank harnessed the power of Neo4j to transform complex data access challenges into a dynamic, scalable graph database solution. This keynote will cover their journey from initial adoption to deploying a fully automated, enterprise-grade causal cluster, highlighting key strategies for modelling organisational changes and ensuring robust disaster recovery. Learn how these innovations have not only enhanced Standard Chartered Bank’s data infrastructure but also positioned them as pioneers in the banking sector’s adoption of graph technology.
Recently uploaded (20)
20240605 QFM017 Machine Intelligence Reading List May 2024
20240605 QFM017 Machine Intelligence Reading List May 2024
SAP Sapphire 2024 - ASUG301 building better apps with SAP Fiori.pdf
SAP Sapphire 2024 - ASUG301 building better apps with SAP Fiori.pdf
Essentials of Automations: The Art of Triggers and Actions in FME
Essentials of Automations: The Art of Triggers and Actions in FME
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdf
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdf
GridMate - End to end testing is a critical piece to ensure quality and avoid...
GridMate - End to end testing is a critical piece to ensure quality and avoid...
UiPath Test Automation using UiPath Test Suite series, part 4
UiPath Test Automation using UiPath Test Suite series, part 4
Generative AI Deep Dive: Advancing from Proof of Concept to Production
Generative AI Deep Dive: Advancing from Proof of Concept to Production
FIDO Alliance Osaka Seminar: Passkeys at Amazon.pdf
FIDO Alliance Osaka Seminar: Passkeys at Amazon.pdf
State of ICS and IoT Cyber Threat Landscape Report 2024 preview
State of ICS and IoT Cyber Threat Landscape Report 2024 preview
National Security Agency - NSA mobile device best practices
National Security Agency - NSA mobile device best practices
Elevating Tactical DDD Patterns Through Object Calisthenics
Elevating Tactical DDD Patterns Through Object Calisthenics
Communications Mining Series - Zero to Hero - Session 1
Communications Mining Series - Zero to Hero - Session 1
Free Complete Python - A step towards Data Science
Free Complete Python - A step towards Data Science
GraphSummit Singapore | Graphing Success: Revolutionising Organisational Stru...
GraphSummit Singapore | Graphing Success: Revolutionising Organisational Stru...
Design Paradox: Educational Game Design
- 1. Design Paradox: Instructional Game Design Katrin Becker, PhD
- 5. “ Edutainment” not-so-great then and now Jerusalem Mario is Missing
- 6. “ Edutainment” pretty good then and now NMC Campus, SL Virtual Leader Oregon Trail EcoQuest Food Force
- 9. Educational Game Debates Instructional designers suck all the fun out of games. Game designers drive all the learning out of games.
- 10. Educational Game Debates Games Design is all we need. Instructional Design is all we need. Grim Fandango Real Lives
- 11. Educational Game Debates All Instructional Games must have the learning fully integrated into the game story. We can wrap a game around any instruction and make it more interesting to learners.
- 18. Steps to GAME Design Literacy 1. Learning (How To) Computer Games Designing / Creating Writing / Copying (pre-designed) Programming *PLAYING*
- 19. Steps to Educational (Serious) Games Design Literacy Educational Games. Computer Games Software Instructional Design Education