e-Learning for kids is a series of online educational games realized by a foundation with the goal of differentiating and complementing the didactical experience of K12 students.
Technology offers students many opportunities for learning through interactive tools like iPads, clickers, Microsoft Office, interactive whiteboards, listening centers, educational videos, document cameras, projectors, and Kindles. These tools allow hands-on learning, immediate feedback, skill building, active participation, virtual field trips, and engaging ways to read and listen.
Recent technological developments in the field of ICT have a major impact on our work and social experiences. With the help of interaction designers and their strategies to make technology work for the human condition, we can rightly claim that ICT tools add real value to our lives in various areas. Unfortunately, this is not the case when looking at education. Here, it seems as though things are moving slower than anywhere else. In the following article, which is based on my presentation at IxDA conference this January in Toronto, I’d like to propose various engagement points for interaction designers to make technology count for education.
A “user experience” of schooling
The prevalent learning experience
•Learning is seen as work, even by primary school kids
•Learning is disconnected from ‘real-life’ experiences of learners
•Learning is usually restricted to a classroom
•Learners are divided into age groups; irrespective of personal development
•Learners have little or no influence on learning content and methods
•An insufficient integration of information technology and interfaces
My wish list for 21st century learning experience
•Learning should be rewarding and propelled through curiosity inherent to human nature
•Learning should be linked to real world experiences and challenges
•Learning should be open to the activities outside of the classroom (e.g. flipped classroom)
•Learn groups should be flexible toward personal interest and progress
•Learners should influence what they learn and how
•Learners should have access to state of the art technology
So, what is the scope of interaction design for learning?
Whilst everybody talks about changing learning through technology, I am more concerned about the successful integration of technology to support the condition of learning through interaction design. As we speak policy makers spend huge budgets to fit out computer labs for the sake of introducing technology to schools oblivious to the fact that computer labs and the particular interaction this enforces are a thing of the past.
A report by the New Media Consortium (NMC) released this January suggests six key technologies for learning in pre-college education (K-12) to be adopted within 1-5 years. It becomes obvious that the effectiveness of these technologies is tightly linked to interaction design.
Short-term (within 12 months)
•Mobile devices and apps
•Tablet computing
Mid-term (within 2-3 years)
•Game-based learning
•Personal learning environments (PLE’s)
Long-term (within 5 years)
•Augmented reality
•Natural user interfaces
In the following passage, I am going to explain the potential of these technologies laying out some challenges for interaction design whilst bringing several examples of our work at Formula D interactive.
For the full transcrip please visit: www.designtalk.co.za
EEE Project - Discovering the Campus 2012Javier Melero
This document outlines a puzzle game designed to familiarize first-year undergraduate students with the University of Pompeu Fabra campus. [1] The game uses a virtual map of campus buildings containing slots with questions that students answer using QR codes located around campus. [2] Research questions are posed about representing the game using a conceptual model for puzzle games, how hints could scaffold learning, and evaluating the use of the game and etiquetAR mobile app. [3] Future work is discussed to integrate the game into a broader learning experience supported by a virtual learning environment and automatically generating suggestions based on student event logs.
Oral Presentation: Technological ResourcesOsvaldo G C
Technological resources include tools that help students learn, such as interactive whiteboards and digital cameras. They need people, energy, information, capital, materials, and time to function. When using technology, educators should consider how it fits the curriculum goals, connects to learning theories and student needs, and how students will interpret it. Online floor planning software allows students to design homes and identify furniture. Educational games can develop skills while making learning engaging and motivating for students. They fulfill educational needs but websites need updates and games could include more oral tasks.
The TERENCE FP7 project S&T Goals and Results for Schools and BeyondRosella Gennari
The presentation of how the TERENCE FP7 EU project met its scientific and technological goals, and worked for its beneficiaries, e.g., schools, at the final review meeting of TERENCE
This presentation was delivered at the first international conference on teaching deaf learners, held in Amsterdam, 19-21 March 2014.
The first part is by Caselli and Rinaldi and is concerned with language development of deaf children in the era of cochlear implants.
The second part is by Gennari with contributions by Melonio and is concerned with technology enhanced learning for deaf learners.
Intelligent systems and learning centred designRosella Gennari
What are intelligent systems for enhancing learning? How do we design them so as to enhance a certain learner's experience? This talk starts with pedagogy theories focusing on designing learning experiences according to learner characteristics. Then it boldly connects them to specific design methodologies, which aims at producing usable and pedagogically effective intelligent systems for delivering enhanced learning material and experiences. Then the real pulp starts: how we designed the intelligent system of the TERENCE FP7 EU project for designing adequate learning material, specifically, smart games for reasoning about stories and adequate to the needs of poor comprehenders. The talk concludes reflecting upon the speaker's change in research areas possibly due to several factors, such as personal reasons, interests and project-dependent requirements. The on-going work is also briefly illustrated, that is, how to design smart games not only for learners but also with learners, engaging and including all.
Technology offers students many opportunities for learning through interactive tools like iPads, clickers, Microsoft Office, interactive whiteboards, listening centers, educational videos, document cameras, projectors, and Kindles. These tools allow hands-on learning, immediate feedback, skill building, active participation, virtual field trips, and engaging ways to read and listen.
Recent technological developments in the field of ICT have a major impact on our work and social experiences. With the help of interaction designers and their strategies to make technology work for the human condition, we can rightly claim that ICT tools add real value to our lives in various areas. Unfortunately, this is not the case when looking at education. Here, it seems as though things are moving slower than anywhere else. In the following article, which is based on my presentation at IxDA conference this January in Toronto, I’d like to propose various engagement points for interaction designers to make technology count for education.
A “user experience” of schooling
The prevalent learning experience
•Learning is seen as work, even by primary school kids
•Learning is disconnected from ‘real-life’ experiences of learners
•Learning is usually restricted to a classroom
•Learners are divided into age groups; irrespective of personal development
•Learners have little or no influence on learning content and methods
•An insufficient integration of information technology and interfaces
My wish list for 21st century learning experience
•Learning should be rewarding and propelled through curiosity inherent to human nature
•Learning should be linked to real world experiences and challenges
•Learning should be open to the activities outside of the classroom (e.g. flipped classroom)
•Learn groups should be flexible toward personal interest and progress
•Learners should influence what they learn and how
•Learners should have access to state of the art technology
So, what is the scope of interaction design for learning?
Whilst everybody talks about changing learning through technology, I am more concerned about the successful integration of technology to support the condition of learning through interaction design. As we speak policy makers spend huge budgets to fit out computer labs for the sake of introducing technology to schools oblivious to the fact that computer labs and the particular interaction this enforces are a thing of the past.
A report by the New Media Consortium (NMC) released this January suggests six key technologies for learning in pre-college education (K-12) to be adopted within 1-5 years. It becomes obvious that the effectiveness of these technologies is tightly linked to interaction design.
Short-term (within 12 months)
•Mobile devices and apps
•Tablet computing
Mid-term (within 2-3 years)
•Game-based learning
•Personal learning environments (PLE’s)
Long-term (within 5 years)
•Augmented reality
•Natural user interfaces
In the following passage, I am going to explain the potential of these technologies laying out some challenges for interaction design whilst bringing several examples of our work at Formula D interactive.
For the full transcrip please visit: www.designtalk.co.za
EEE Project - Discovering the Campus 2012Javier Melero
This document outlines a puzzle game designed to familiarize first-year undergraduate students with the University of Pompeu Fabra campus. [1] The game uses a virtual map of campus buildings containing slots with questions that students answer using QR codes located around campus. [2] Research questions are posed about representing the game using a conceptual model for puzzle games, how hints could scaffold learning, and evaluating the use of the game and etiquetAR mobile app. [3] Future work is discussed to integrate the game into a broader learning experience supported by a virtual learning environment and automatically generating suggestions based on student event logs.
Oral Presentation: Technological ResourcesOsvaldo G C
Technological resources include tools that help students learn, such as interactive whiteboards and digital cameras. They need people, energy, information, capital, materials, and time to function. When using technology, educators should consider how it fits the curriculum goals, connects to learning theories and student needs, and how students will interpret it. Online floor planning software allows students to design homes and identify furniture. Educational games can develop skills while making learning engaging and motivating for students. They fulfill educational needs but websites need updates and games could include more oral tasks.
The TERENCE FP7 project S&T Goals and Results for Schools and BeyondRosella Gennari
The presentation of how the TERENCE FP7 EU project met its scientific and technological goals, and worked for its beneficiaries, e.g., schools, at the final review meeting of TERENCE
This presentation was delivered at the first international conference on teaching deaf learners, held in Amsterdam, 19-21 March 2014.
The first part is by Caselli and Rinaldi and is concerned with language development of deaf children in the era of cochlear implants.
The second part is by Gennari with contributions by Melonio and is concerned with technology enhanced learning for deaf learners.
Intelligent systems and learning centred designRosella Gennari
What are intelligent systems for enhancing learning? How do we design them so as to enhance a certain learner's experience? This talk starts with pedagogy theories focusing on designing learning experiences according to learner characteristics. Then it boldly connects them to specific design methodologies, which aims at producing usable and pedagogically effective intelligent systems for delivering enhanced learning material and experiences. Then the real pulp starts: how we designed the intelligent system of the TERENCE FP7 EU project for designing adequate learning material, specifically, smart games for reasoning about stories and adequate to the needs of poor comprehenders. The talk concludes reflecting upon the speaker's change in research areas possibly due to several factors, such as personal reasons, interests and project-dependent requirements. The on-going work is also briefly illustrated, that is, how to design smart games not only for learners but also with learners, engaging and including all.
This document summarizes an e-learning platform for kids called "e-Learning for Kids" that features self-contained educational games categorized by subject and grade level. The games aim to foster student attention through interactive gameplay and cover non-classroom subjects. The platform is funded through donations and grants and allows customization for students and teachers to select appropriate games.
This case study examines an e-learning platform for K-12 students that provides educational games. The platform hosts self-contained games developed independently in various subjects categorized by grade level. The games use an interactive game-based format to engage students. The business model relies on donations, grants, and volunteer work. While the low-cost model is effective, the study found that a lack of integration between games means the learning experience ends at the completion of each game rather than continuing across the platform.
As we move into the 21st century,
advances in information technology
are creating new possibilities for
using performance-based
assessments to measure learning.
Games in language learning opportunities and challengesAyuni Abdullah
This document discusses opportunities and challenges around using digital games for language learning. It notes that while games can provide an immersive environment for using a target language in meaningful ways, receiving feedback, and reinforcing structures, there is huge variability in game types and uses. The benefits depend on factors like the game design, classroom integration, and student activities. Overall, well-designed games in optimal contexts can support language exposure, interaction, cultural learning, and student motivation when paired with appropriate classroom activities. However, many open questions remain around selecting games and integrating gameplay effectively into language curricula.
The document discusses serious games and provides an overview of Laila Shoukry's background and research in mobile multimodal serious games and child-centered design of educational games. It also outlines considerations for designing serious games for mobile devices and children, including usability, learning objectives, and integrating educational content while maintaining engagement. Additionally, the document presents opportunities and challenges for the Arab world in developing higher quality educational games.
The Language Campus: Role-Play in an eLearning EnvironmenteLearning Papers
Author: Paul Pivec.
Collaborative learning allows participants to exchange information as well as produce ideas, simplify problems, and resolve tasks. When using an e-learning platform in a collaborative environment, the teacher becomes an active partner, moderator and advisor in the educational process, as do the other learners.
Author(s): Aristidis Protopsaltis, sonia Hetzner, Dimitra Pappa, Lucia Pannese.
Serious Games and Formal and Informal Learning
The experience garnered from the eVITA project is used to explore the relation between Serious Games (SGs) and formal and informal learning.
This document discusses using games and simulations in the classroom. It defines games as structured activities with rules where participants compete for an objective, and simulations as operational models of real or hypothetical processes. Benefits of games and simulations include improved learning outcomes and teaching effective 21st century skills. They can be used for formative assessment and to develop soft skills. Different genres and categories of games and simulations are outlined for different types of learning. Research shows games and simulations are at least as effective as conventional instruction and can improve student engagement through challenge and skill development.
The Use of Computer Simulations and Gaming to Enhance Authentic Learningzollnera
The document discusses the use of computer simulations and games to enhance authentic learning. It recognizes connections between simulations/games and learning theory. Key elements that make simulations effective for learning include content driven by goals, interactivity, feedback, and opportunities for reflection. Well-designed simulations can improve cognitive skills and allow students to experience concepts in dynamic, interactive environments. Reflection is important for students to make meaning and connect experiences to coursework.
1) A survey of over 300,000 students found that they prefer learning online and with the devices they use everyday like games. 65% thought using gaming technologies in the classroom would engage them.
2) The presenter discusses using the Nintendo DS for learning activities like math practice, language arts, and foreign language practice. Benefits include students already knowing how to use it, built-in networking, and learning being presented as entertainment.
3) Examples are given of how it could be used in stations for subjects like language arts, math, social studies and science. Considerations discussed are classroom management and ensuring focus remains on curriculum content.
The document discusses solutions for increasing primary school attendance in India. It proposes an Educational Software Package (ESP) that uses low-cost, interactive software and Microsoft MultiPoint technology to engage students. The ESP would include applications for guided writing, handwriting recognition, and narrative storytelling. It also recommends a dedicated website for tracking Millennium Development Goal progress. Testing of ESP prototypes showed they improved students' interest, concentration, and personalized learning.
Pre-Mega, A Proposed Framework for the Design and Evaluation of Preschoolers'...Laila Shoukry
This document proposes a framework called Pre-MEGa for designing and evaluating preschoolers' mobile educational games. It discusses why digital learning games are useful for preschoolers and some challenges and opportunities in designing them. The framework includes 15 categories with sub-categories of guidelines and heuristics for designing and testing preschool mobile games, covering areas like screen design, navigation, gameplay, learning potential, feedback, and more. It also provides suggestions for how to use the framework for design and evaluation purposes.
Game Based learning is very powerful tool for helping the students to learn difficult concept in a very simple way of teaching . It is very useful in both the teachers and the students. Bring high level of engagement to students during the learning process.Game-based learning is a teaching method that uses the power of games to define and support learning outcomes. A GBL environment achieves this through educational games that have elements such as engagement, immediate rewards and healthy competition. All so that while students play, they stay motivated to learn.Game-based learning can be defined as lessons which are competitive, interactive, and allow the learner to have fun while gaining knowledge. The best game-based learning has three main elements. The first element is competition. This need not be against another student or the teacher.Game-based learning is an active learning technique that uses games to improve student learning. The learning, in this case, comes from playing the game, which promotes critical thinking and problem-solving skills. Game-based training is a training method that uses games and other interactive activities to teach learners new skills and knowledge. Trainers can create a more enjoyable learning experience, which can help learners stay motivated and engaged throughout the training process.Educational games in the classroom can bring high levels of engagement to students during the learning process. When students engage in a game, their motivation increases, leading to better participation and the ability to form connections and positive memories of learning.According to research, using games in teaching can help increase student participation, foster social and emotional learning, and motivate students to take risks. One study of the popular multiple-choice quiz game Kahoot found that it improved students' attitudes toward learning and boosted their academic scores.An objective is a goal that a player must achieve to progress in a game. In some games, objectives are constant and presented only at the beginning of a level. In other games, objectives change and must be displayed to keep the player up to date.Today's game-based learning asks students to work toward a goal by choosing actions and experiencing whatever outcomes those decisions lead to. When students make educated and informed decisions, the positive outcome moves them forward in the game. When they make guesses or uninformed decisions, they reap the consequences and must continue to practice to improve their results. Constantly thinking about advancing in the game allows students to be active rather than passive learners.
In modern video games, players learn through repetition and failure. When goals are accomplished through trial, error and learning, players advance to new levels in the game. Most players start a video game slowly by learning the skills they need to navigate the world more accurately. The skills that they develop add up over time .
This document discusses the potential of using video games for educational purposes. It outlines some challenges to adopting educational games, such as the difficulty teachers have in identifying pedagogically relevant games and promoting games' educational value. The document also introduces e-Adventure, an authoring tool that allows instructors to create point-and-click adventure games for learning. Examples are given of e-Adventure games used in medical and computer science education.
Trip report: Games and Learning Conferences 2008Steve Vosloo
I presented at the 2008 Games, Learning and Society and ED-MEDIA conferences. In this presentation are broad themes related to digital game-based learning ...
Remote Collaborative Multi-User Informal Learning Experiences: Design and Ev...davinia.hl
Arroyo, E.; Righi, V.; Tarrago, R.; Santos, P.; Hernández-Leo, D.; Blat, J.; Remote Collaborative Multi-user Informal Learning Experiences: Design and Evaluation. In: Proceedings of 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 2011, pp. 43-56.
This paper presents a customizable system used to develop a
collaborative multi-user problem solving game. It addresses the increasing
demand for appealing informal learning experiences in museum-like settings.
The system facilitates remote collaboration by allowing groups of learners to
communicate through a videoconferencing system and by allowing them to
simultaneously interact through a shared multi-touch interactive surface. A user
study with 20 user groups indicates that the game facilitates collaboration
between local and remote groups of learners. The videoconference and multitouch
surface acted as communication channels, attracted students’ interest,
facilitated engagement, and promoted inter- and intra-group collaboration—
favoring intra-group collaboration. Our findings suggest that augmenting
videoconferencing systems with a shared multitouch space offers new
possibilities and scenarios for remote collaborative environments and
collaborative learning.
The document discusses Universal Design for Learning (UDL), which aims to provide all students equal opportunities to learn by creating flexible instructional methods, materials, and assessments that can be customized to individual needs. UDL is based on 3 principles: providing multiple means of representation, action and expression, and engagement. It supports student diversity and different learning styles by allowing for choice, differentiation, and technology integration. UDL helps ensure all parts of the brain involved in learning (recognition, strategic, and affective networks) are engaged. Resources like lesson builders and curriculum self-checks can help educators implement UDL principles.
Khan Academy is an online education platform that provides educational videos and exercises. It targets K-12 students and adults. Content is created by Salman Khan and the platform is developed by a team of engineers. The goal is to deliver personalized learning that allows students to learn at their own pace through video lessons and practice exercises. The non-profit is funded through donations. Key features include categorized educational videos on various subjects, practice sessions with adaptive exercises, and tools for teachers to track student progress. Strengths include comprehensive video content and a strong technical platform, while weaknesses include lack of funding and limited coverage of subjects like humanities.
iTunes provides a K-12 category of podcasts to help teachers and students find educational audio and video content. Content creators contribute crowdsourced podcasts, while Apple handles distribution through its proprietary iTunes software. The software allows users to access, manage, and load podcasts and other multimedia content onto iOS devices. iTunes is free to use and podcasts cannot be sold, but Apple profits from selling iOS devices and music/media on the iTunes Store.
This document summarizes an e-learning platform for kids called "e-Learning for Kids" that features self-contained educational games categorized by subject and grade level. The games aim to foster student attention through interactive gameplay and cover non-classroom subjects. The platform is funded through donations and grants and allows customization for students and teachers to select appropriate games.
This case study examines an e-learning platform for K-12 students that provides educational games. The platform hosts self-contained games developed independently in various subjects categorized by grade level. The games use an interactive game-based format to engage students. The business model relies on donations, grants, and volunteer work. While the low-cost model is effective, the study found that a lack of integration between games means the learning experience ends at the completion of each game rather than continuing across the platform.
As we move into the 21st century,
advances in information technology
are creating new possibilities for
using performance-based
assessments to measure learning.
Games in language learning opportunities and challengesAyuni Abdullah
This document discusses opportunities and challenges around using digital games for language learning. It notes that while games can provide an immersive environment for using a target language in meaningful ways, receiving feedback, and reinforcing structures, there is huge variability in game types and uses. The benefits depend on factors like the game design, classroom integration, and student activities. Overall, well-designed games in optimal contexts can support language exposure, interaction, cultural learning, and student motivation when paired with appropriate classroom activities. However, many open questions remain around selecting games and integrating gameplay effectively into language curricula.
The document discusses serious games and provides an overview of Laila Shoukry's background and research in mobile multimodal serious games and child-centered design of educational games. It also outlines considerations for designing serious games for mobile devices and children, including usability, learning objectives, and integrating educational content while maintaining engagement. Additionally, the document presents opportunities and challenges for the Arab world in developing higher quality educational games.
The Language Campus: Role-Play in an eLearning EnvironmenteLearning Papers
Author: Paul Pivec.
Collaborative learning allows participants to exchange information as well as produce ideas, simplify problems, and resolve tasks. When using an e-learning platform in a collaborative environment, the teacher becomes an active partner, moderator and advisor in the educational process, as do the other learners.
Author(s): Aristidis Protopsaltis, sonia Hetzner, Dimitra Pappa, Lucia Pannese.
Serious Games and Formal and Informal Learning
The experience garnered from the eVITA project is used to explore the relation between Serious Games (SGs) and formal and informal learning.
This document discusses using games and simulations in the classroom. It defines games as structured activities with rules where participants compete for an objective, and simulations as operational models of real or hypothetical processes. Benefits of games and simulations include improved learning outcomes and teaching effective 21st century skills. They can be used for formative assessment and to develop soft skills. Different genres and categories of games and simulations are outlined for different types of learning. Research shows games and simulations are at least as effective as conventional instruction and can improve student engagement through challenge and skill development.
The Use of Computer Simulations and Gaming to Enhance Authentic Learningzollnera
The document discusses the use of computer simulations and games to enhance authentic learning. It recognizes connections between simulations/games and learning theory. Key elements that make simulations effective for learning include content driven by goals, interactivity, feedback, and opportunities for reflection. Well-designed simulations can improve cognitive skills and allow students to experience concepts in dynamic, interactive environments. Reflection is important for students to make meaning and connect experiences to coursework.
1) A survey of over 300,000 students found that they prefer learning online and with the devices they use everyday like games. 65% thought using gaming technologies in the classroom would engage them.
2) The presenter discusses using the Nintendo DS for learning activities like math practice, language arts, and foreign language practice. Benefits include students already knowing how to use it, built-in networking, and learning being presented as entertainment.
3) Examples are given of how it could be used in stations for subjects like language arts, math, social studies and science. Considerations discussed are classroom management and ensuring focus remains on curriculum content.
The document discusses solutions for increasing primary school attendance in India. It proposes an Educational Software Package (ESP) that uses low-cost, interactive software and Microsoft MultiPoint technology to engage students. The ESP would include applications for guided writing, handwriting recognition, and narrative storytelling. It also recommends a dedicated website for tracking Millennium Development Goal progress. Testing of ESP prototypes showed they improved students' interest, concentration, and personalized learning.
Pre-Mega, A Proposed Framework for the Design and Evaluation of Preschoolers'...Laila Shoukry
This document proposes a framework called Pre-MEGa for designing and evaluating preschoolers' mobile educational games. It discusses why digital learning games are useful for preschoolers and some challenges and opportunities in designing them. The framework includes 15 categories with sub-categories of guidelines and heuristics for designing and testing preschool mobile games, covering areas like screen design, navigation, gameplay, learning potential, feedback, and more. It also provides suggestions for how to use the framework for design and evaluation purposes.
Game Based learning is very powerful tool for helping the students to learn difficult concept in a very simple way of teaching . It is very useful in both the teachers and the students. Bring high level of engagement to students during the learning process.Game-based learning is a teaching method that uses the power of games to define and support learning outcomes. A GBL environment achieves this through educational games that have elements such as engagement, immediate rewards and healthy competition. All so that while students play, they stay motivated to learn.Game-based learning can be defined as lessons which are competitive, interactive, and allow the learner to have fun while gaining knowledge. The best game-based learning has three main elements. The first element is competition. This need not be against another student or the teacher.Game-based learning is an active learning technique that uses games to improve student learning. The learning, in this case, comes from playing the game, which promotes critical thinking and problem-solving skills. Game-based training is a training method that uses games and other interactive activities to teach learners new skills and knowledge. Trainers can create a more enjoyable learning experience, which can help learners stay motivated and engaged throughout the training process.Educational games in the classroom can bring high levels of engagement to students during the learning process. When students engage in a game, their motivation increases, leading to better participation and the ability to form connections and positive memories of learning.According to research, using games in teaching can help increase student participation, foster social and emotional learning, and motivate students to take risks. One study of the popular multiple-choice quiz game Kahoot found that it improved students' attitudes toward learning and boosted their academic scores.An objective is a goal that a player must achieve to progress in a game. In some games, objectives are constant and presented only at the beginning of a level. In other games, objectives change and must be displayed to keep the player up to date.Today's game-based learning asks students to work toward a goal by choosing actions and experiencing whatever outcomes those decisions lead to. When students make educated and informed decisions, the positive outcome moves them forward in the game. When they make guesses or uninformed decisions, they reap the consequences and must continue to practice to improve their results. Constantly thinking about advancing in the game allows students to be active rather than passive learners.
In modern video games, players learn through repetition and failure. When goals are accomplished through trial, error and learning, players advance to new levels in the game. Most players start a video game slowly by learning the skills they need to navigate the world more accurately. The skills that they develop add up over time .
This document discusses the potential of using video games for educational purposes. It outlines some challenges to adopting educational games, such as the difficulty teachers have in identifying pedagogically relevant games and promoting games' educational value. The document also introduces e-Adventure, an authoring tool that allows instructors to create point-and-click adventure games for learning. Examples are given of e-Adventure games used in medical and computer science education.
Trip report: Games and Learning Conferences 2008Steve Vosloo
I presented at the 2008 Games, Learning and Society and ED-MEDIA conferences. In this presentation are broad themes related to digital game-based learning ...
Remote Collaborative Multi-User Informal Learning Experiences: Design and Ev...davinia.hl
Arroyo, E.; Righi, V.; Tarrago, R.; Santos, P.; Hernández-Leo, D.; Blat, J.; Remote Collaborative Multi-user Informal Learning Experiences: Design and Evaluation. In: Proceedings of 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 2011, pp. 43-56.
This paper presents a customizable system used to develop a
collaborative multi-user problem solving game. It addresses the increasing
demand for appealing informal learning experiences in museum-like settings.
The system facilitates remote collaboration by allowing groups of learners to
communicate through a videoconferencing system and by allowing them to
simultaneously interact through a shared multi-touch interactive surface. A user
study with 20 user groups indicates that the game facilitates collaboration
between local and remote groups of learners. The videoconference and multitouch
surface acted as communication channels, attracted students’ interest,
facilitated engagement, and promoted inter- and intra-group collaboration—
favoring intra-group collaboration. Our findings suggest that augmenting
videoconferencing systems with a shared multitouch space offers new
possibilities and scenarios for remote collaborative environments and
collaborative learning.
The document discusses Universal Design for Learning (UDL), which aims to provide all students equal opportunities to learn by creating flexible instructional methods, materials, and assessments that can be customized to individual needs. UDL is based on 3 principles: providing multiple means of representation, action and expression, and engagement. It supports student diversity and different learning styles by allowing for choice, differentiation, and technology integration. UDL helps ensure all parts of the brain involved in learning (recognition, strategic, and affective networks) are engaged. Resources like lesson builders and curriculum self-checks can help educators implement UDL principles.
Khan Academy is an online education platform that provides educational videos and exercises. It targets K-12 students and adults. Content is created by Salman Khan and the platform is developed by a team of engineers. The goal is to deliver personalized learning that allows students to learn at their own pace through video lessons and practice exercises. The non-profit is funded through donations. Key features include categorized educational videos on various subjects, practice sessions with adaptive exercises, and tools for teachers to track student progress. Strengths include comprehensive video content and a strong technical platform, while weaknesses include lack of funding and limited coverage of subjects like humanities.
iTunes provides a K-12 category of podcasts to help teachers and students find educational audio and video content. Content creators contribute crowdsourced podcasts, while Apple handles distribution through its proprietary iTunes software. The software allows users to access, manage, and load podcasts and other multimedia content onto iOS devices. iTunes is free to use and podcasts cannot be sold, but Apple profits from selling iOS devices and music/media on the iTunes Store.
Insegnalo is a social platform that aims to aid content creators in developing multimedia courses and connecting users. It provides guides for creating video tutorials using tools like Moodle, Adobe Screenr, and Prezi. The platform also includes social networking features like profiles, friendships, groups, and a newsfeed to help users discover and interact around courses. While the support for content creation is a differentiator, the success of the platform will depend on growing its network effects by increasing both the number of users and available courses. As a private initiative not yet monetized, it remains to be seen if Insegnalo can achieve the necessary scale.
Innovascuola Giorgio Sironi is an Italian digital platform that aims to foster digital didactics. It provides a directory of digital educational content that has been selected and categorized for teachers, educators, parents and students. The platform also includes social networking features and educational materials about technology to connect teachers and their communities. It is publicly funded and its goals are to provide vetted educational resources, educate teachers on e-learning, and facilitate connections without aiming to directly make a profit.
Chocolat 3B is a service that provides educational audio and video podcasts created by K-12 students for other students. Teachers work with students to produce podcasts on various subjects to make traditionally lecture-based learning more engaging. The podcasts are hosted for free on the service's platform and various thematic channels. Students can access and listen to the podcasts through a web browser player or iTunes, and can share, like, and download podcasts on social networks. The service has low production costs since students create the educational content, and it allows for customization and replication in different subject domains.
The Khan Academy targets the diffusion of free online education all over the world. It is based on recorded videos and the ability to spin up new teaching paradigms that use the videos as support.
iTunes for K-12 provides a categorization of podcasts to help navigation and add value to the iTunes platform. The iTunes software allows users to access, manage, and load podcasts and other multimedia content onto iOS devices. While podcasts themselves cannot be sold, iTunes generates revenue through selling music, iOS devices, and other products/services that are complementary to the free podcast content.
This document describes the Insegnalo platform, a social network and environment for multimedia courses. It provides guides for content creators to make video tutorials and design online courses. The platform aims to connect a general public audience with content. Users can watch, share and create content, with interactions increasing as activity levels grow. The network includes standard social features like profiles, groups and discussions. Courses integrate tools like YouTube and forums. The business model relies on subscriptions and advertising, hoping to benefit from network effects as more users and courses are added.
Innovascuola is an Italian government-backed portal that aims to foster digital didactics. It provides a directory of digital education content, materials for teaching teachers about e-learning, and a social network for connecting educators and students. The portal targets three main areas - content, teaching methodology, and its social network. It also has minor sections like a dictionary, news, and prizes. The goal is to provide vetted educational resources and train teachers on using technology in the classroom.
This document describes an audio/video podcasting service created by students and teachers. It has different thematic channels that are hosted online and distributed through iTunes. Content can be accessed through a web player or downloaded as MP3 files. The service aims to provide low-cost educational content production and delivery through open licensing and multiple access platforms.
Pursuing practices of Domain-Driven Design in PHPGiorgio Sironi
This document discusses pursuing practices of Domain-Driven Design in PHP. It introduces Domain-Driven Design concepts like the domain model, entities, value objects, aggregates, repositories, factories and services. It provides examples of how these concepts can be implemented in PHP, including using annotations and relationships with the Doctrine ORM framework. The document emphasizes building the domain model independently of frameworks and focusing on closely modeling the problem domain.
The document discusses testing software in isolation with unit tests rather than functional or end-to-end tests. Unit tests are simpler and faster, and help localize defects. There are different types of test doubles like dummies, stubs, mocks, and fakes. The document then provides examples of implementing unit tests for closed mail, address book generator, and order repository. It concludes by listing references for further reading on integration testing, test-driven development, and software architecture patterns.
Pursuing Domain-Driven Design practices in PHPGiorgio Sironi
The document discusses pursuing Domain-Driven Design practices in PHP. It covers building blocks like entities, value objects, aggregates, repositories, factories and services. It also discusses data modeling approaches like moving from active record to data mapper patterns. The document provides examples of implementing these concepts in PHP using annotations and libraries like Doctrine. It aims to help structure applications around the domain model and apply DDD practices like ubiquitous language in PHP projects.
The document discusses the Pomodoro Technique, a time management method that uses a timer to break work into intervals, traditionally 25 minutes in length, separated by short breaks. It recommends using Pomodoros to estimate task lengths, set goals, and take breaks to improve focus, motivation, and productivity. Common questions about the technique are addressed, such as how to handle interruptions or straying off task. Tips provided include adding new tasks to the end of a list and including setup time in Pomodoro estimates. Resources for learning more about the Pomodoro Technique are also included.
Blind detection of image manipulation @ PoliMiGiorgio Sironi
The document discusses various techniques for the blind detection of image manipulation without the use of digital watermarks. It outlines pixel-based, format-based, camera-based, physics-based, and geometric-based approaches. It focuses on the use of projective geometry tools and geometric-based techniques like analyzing the assumptions of manual text selection and rectification to known fonts or objects to detect tampering. Key steps involve finding keypoints with SIFT feature detection, matching keypoint pairs with RANSAC, and comparing rectified images to reference samples to judge manipulation.
CouchDB is a document-oriented database that is built for the web, open source, and written in Erlang. It has no schema, uses HTTP as its protocol, supports eventual consistency through multiversion concurrency control, and models transactions through documents. CouchDB is designed for crash-only recovery, allows for automated replication between distributed nodes, and enables long-polling queries through requests that can remain open indefinitely.
Cohesion and coupling metrics for workflow process designGiorgio Sironi
This document summarizes a presentation on metrics for workflow process design given by Giorgio Sironi on December 20, 2010. It discusses using cohesion and coupling metrics from software engineering to measure the quality of a workflow schema. It defines information elements, activities, and partitions workflows into sets of activities. Finally, it proposes metrics for relation cohesion, information cohesion, activity cohesion, workflow cohesion, coupling, and the coupling/cohesion ratio to objectively compare different workflow designs.
PHP Barcelona 2010 - Architecture and testabilityGiorgio Sironi
This document discusses techniques for improving code testability and maintainability. It recommends:
1. Applying SOLID principles like the single responsibility principle and dependency injection to reduce coupling and improve cohesion.
2. Avoiding direct static method calls and singleton patterns in favor of dependency injection as it allows dependencies to be mocked/stubbed for testing.
3. Following the law of Demeter to avoid excessive coupling between classes.
4. Using factories instead of singletons to allow injecting fakes/mocks for testing. Testing first and listening to tests results in more maintainable code.
Chansonnier: web application for multimedia search on song videosGiorgio Sironi
This document summarizes a case study on the Chansonnier web application for multimedia search of song videos. Chansonnier allows for full-text and faceted search on manual and automatically extracted metadata. It was developed using an agile process with test-driven development. Tools used include Solr, LyricWiki, Google Translate, and FFmpeg. Future work includes adding new annotators and capabilities for content-based search and cloud distribution.
Chansonnier: web application for multimedia search on song videosGiorgio Sironi
This document summarizes a case study on the development of Chansonnier, a web application for multimedia search of song videos. Chansonnier allows full-text and faceted search on manual and automatically extracted metadata. It was developed using agile methodologies like test-driven development. Tools used include Solr, LyricWiki, Google Translate, and FFmpeg for tasks like extraction, translation and emotion recognition. Future work may include new annotators, content-based search, and cloud distribution.
Chansonnier: web application for multimedia search on song videos
e-Learning for kids
1. e-Learning for Kids
Case study
Giorgio Sironi
NEST project
Alta Scuola Politecnica 7th cycle
2. Description
Series of self-contained applications
developed independently
categorized by subject and student's grade (K12)
Game-based, continuous interaction to foster
attention
Goals
Treat non-classroom subjects
Availability as additional work for best students
Differentiates the experiences of students
6. Games list
Topics The subjects list
math complements K12
education: it is also
language
oriented to topics that
science are not treated in the
computer classroom
environmental
health
life skills
laundry
10. In-game navigation
Glossary
Audio controls
Audio is not strictly necessary, fallback to textu
Game play movement
Back/forward to skip and repeat scenese
Pause/replay
12. Completion
Game completion certificate
Reward for the student
Printable or exportable
Customizable with the student's name
Does not tie-in with other games or the rest of
the platform
Lack of integration between games
13. Business model
Funding
Donations to the foundation
Grants for research
Volunteering
Sponsorships
Royalties from firms
Redistributors (e.g. for offline access)
Resellers
14. Conclusions
Cost model
One-time production of content, little maintenance
Freely available, redistributable for royalties
Take-aways
Game-based interactions are attractive for children
Lack of integration between games should be
addressed
Experience ends with each game
Children are not tracked between sessions
Multiple units (e.g. games) allow to parallelize
development