This document summarizes a presentation about using the eAdventure game platform to create serious games as open and reusable educational content. Some key points:
- eAdventure is an authoring tool that allows educators to create point-and-click adventure games without programming for use in subjects like medicine, language learning, and more.
- It aims to make serious games more affordable, scalable, and sustainable by treating them as open educational resources like Wikipedia that can be easily adapted and reused. Games are exported to common formats for deployment on various devices.
- The platform collects student usage data that can be used for assessment and integrates with learning management systems. Version 2.0 will improve analytics and standards compliance
Presentation at the 2nd UCL Festival for Digital Health - University College London about if the Games for health really work
we present some experiments we carried out in the medical domain and we propose methodologies and learning analytics as the way to go
This document discusses how gaming learning analytics can be used to improve serious games. It describes two EU projects, RAGE and BEACONING, that are developing frameworks to simplify incorporating learning analytics into serious games. RAGE is creating reusable technology components like game trackers and analytics servers. BEACONING aims to enrich the gaming learning analytics data model with contextual and location information. Both projects see potential for learning analytics to enable new forms of assessment and personalization in serious games.
In this talk we will introduce serious games as games which purpose is not only amusement and can be effectively used for educational or training purposes. This kind of games are also frequently named as educational games or even as game-like simulations. We will describe the general characteristics of serious games and how they are used in several domains (e.g. military, medicine), describing their main advantages (e.g. engagement, student motivation) and some of the shortcomings that prevent a wider generalization in educational settings (e.g. cost, deployment). We will also describe new emerging trends in the field of serious games such as gaming for solving scientific problems or how the application of learning analytics techniques can improve and simplify serious games application in different domains.
From eAdventure serious games framework we have created the uAdventure environment on top of Unity3D. uAdventure improve eAdventure games cycle and include new capacities: learning analytics (xAPI) and geolocated games
Game Learning Analytics (GLA) provides insights into student learning through analysis of interaction data in serious games. GLA allows games to be improved and to offer new business models as a service. The RAGE and BEACONING projects are developing open frameworks to simplify GLA implementation and make analytics feasible for small game studios. Standards like xAPI help systematize data collection and analysis across different games.
“Create It” - “Share It” - “Game It”: The Case of a Web-based Digital Platfor...Game It
The International Academy of Technology, Education and Development (IATED) is an organisation dedicated to the promotion of international education and university cooperation in the field of Technology and Science. Through the organisation of different international events, it brings together institutions, bodies and organisations from different countries of the world for discussion and cooperation.
Using Game Learning Analytics to Improve the Design, Evaluation and Deploymen...Baltasar Fernández-Manjón
Game Learning Analytics (GLA) is the process of applying Learning Analytics techniques to Serious Games in order to get insight about how the game is being used and improve the educational experience. In this talk we will present the general ideas about the GLA and provide details about the GLA supporting framework and some of the experiences done on H2020 EU projects RAGE and BEACONING and in cooperation with the Telefonica-Complutense Chair on Digital Education and Serious Games.
uAdventure simplifying narrative serious games development - icalt 2019 (1)Baltasar Fernández-Manjón
uAdventure aims to simplify serious games development for non-experts by providing an authoring tool built on Unity. It focuses on point-and-click adventure games which are effective for education. The tool includes a narrative model editor, simplified scene editor, and integrated learning analytics. An evaluation found non-technical users could create simple games using the tool after reading documentation, though some improvements were identified. The tool looks to further simplify serious games creation and analyze learning from the games.
Presentation at the 2nd UCL Festival for Digital Health - University College London about if the Games for health really work
we present some experiments we carried out in the medical domain and we propose methodologies and learning analytics as the way to go
This document discusses how gaming learning analytics can be used to improve serious games. It describes two EU projects, RAGE and BEACONING, that are developing frameworks to simplify incorporating learning analytics into serious games. RAGE is creating reusable technology components like game trackers and analytics servers. BEACONING aims to enrich the gaming learning analytics data model with contextual and location information. Both projects see potential for learning analytics to enable new forms of assessment and personalization in serious games.
In this talk we will introduce serious games as games which purpose is not only amusement and can be effectively used for educational or training purposes. This kind of games are also frequently named as educational games or even as game-like simulations. We will describe the general characteristics of serious games and how they are used in several domains (e.g. military, medicine), describing their main advantages (e.g. engagement, student motivation) and some of the shortcomings that prevent a wider generalization in educational settings (e.g. cost, deployment). We will also describe new emerging trends in the field of serious games such as gaming for solving scientific problems or how the application of learning analytics techniques can improve and simplify serious games application in different domains.
From eAdventure serious games framework we have created the uAdventure environment on top of Unity3D. uAdventure improve eAdventure games cycle and include new capacities: learning analytics (xAPI) and geolocated games
Game Learning Analytics (GLA) provides insights into student learning through analysis of interaction data in serious games. GLA allows games to be improved and to offer new business models as a service. The RAGE and BEACONING projects are developing open frameworks to simplify GLA implementation and make analytics feasible for small game studios. Standards like xAPI help systematize data collection and analysis across different games.
“Create It” - “Share It” - “Game It”: The Case of a Web-based Digital Platfor...Game It
The International Academy of Technology, Education and Development (IATED) is an organisation dedicated to the promotion of international education and university cooperation in the field of Technology and Science. Through the organisation of different international events, it brings together institutions, bodies and organisations from different countries of the world for discussion and cooperation.
Using Game Learning Analytics to Improve the Design, Evaluation and Deploymen...Baltasar Fernández-Manjón
Game Learning Analytics (GLA) is the process of applying Learning Analytics techniques to Serious Games in order to get insight about how the game is being used and improve the educational experience. In this talk we will present the general ideas about the GLA and provide details about the GLA supporting framework and some of the experiences done on H2020 EU projects RAGE and BEACONING and in cooperation with the Telefonica-Complutense Chair on Digital Education and Serious Games.
uAdventure simplifying narrative serious games development - icalt 2019 (1)Baltasar Fernández-Manjón
uAdventure aims to simplify serious games development for non-experts by providing an authoring tool built on Unity. It focuses on point-and-click adventure games which are effective for education. The tool includes a narrative model editor, simplified scene editor, and integrated learning analytics. An evaluation found non-technical users could create simple games using the tool after reading documentation, though some improvements were identified. The tool looks to further simplify serious games creation and analyze learning from the games.
After five years, the Dutch national program on OER Wikiwijs has finished. In this presentation we will present the main lessons learned in these five years.
Intro to and overview of Open Educaiton with an empnasis on the Why, from philosophical to economic arguments. Practicing what we preach - this is a mash-up using openly licensed presentations from other open education advocates along with original ones (and lots of pics). All licenses (except screenshots) are attached to the relvant slides. Any questions, just contact us at feedback@oeconsortium.org.
The document summarizes an external evaluation of the FutureLearn community and platform. It provides an overview of FutureLearn, including that it was launched in 2012 by the UK Open University to provide free online courses from UK universities. It then summarizes findings about the FutureLearn community, which currently focuses on staff aspects and involves teams from each partner university developing courses with some informal collaboration. Finally, it discusses factors contributing to FutureLearn's sustainability and success, as well as the potential for replicating the FutureLearn model in other countries.
Across Europe over 50 million users at more than 10,000 organisations within the research and education sector are interconnected through the pan-European Research and Education (R&E) Network GÉANT . Linking National Research and Education Networks (NRENs) at speed up to 500Gbps GÉANT provides the environment for a truly global exchange of ideas and knowledge.
Co-funded by the European Commission, GÉANT also reaches 65 countries beyond Europe, putting itself at the heart of the global research village.
The document summarizes a presentation about Jorum, a UK national repository for sharing learning and teaching materials. It discusses how Jorum has been reshaped to support open educational resources and open courseware by adopting the DSpace platform and adding features like Creative Commons licensing, content packaging support, and metadata registration via RSS feeds. The goal is for Jorum to be a place where open content from UK projects can be stored, managed, and made available worldwide.
This document discusses sharing teaching tips through OpenCourseWare at Nagoya University in Japan. It provides examples of two courses - Board Games, A to Z and Creative Machine Design - that include teaching tips. For Board Games, A to Z, the tip explains how using foreign board games helped teach literacy skills. For Creative Machine Design, the one-minute video tip summarizes how student contests excited learning but also revealed knowledge gaps students then pursued. The document concludes that sharing instructors' teaching tricks and insights through OCW can make courses more beneficial by facilitating exchange of teaching ideas and expertise.
Overview of open educational resources for university libraries, relating the vision and mission of OER to the Open Access movement in libraries worldwide. Presentation to the International Association of Scientific and Technological University Libraries by the OpenCourseWare Consortium.
This document summarizes the evolution and results of an open online arithmetic course (MOOC) offered by Scottsdale Community College. Over 500 students from around the world signed up, but completion rates were low, with only 13 students completing all lessons. For future offerings, the college plans to increase enrollment to 1,000, shorten the duration to 6 weeks, remove discussion groups to promote more interaction, and advertise the certificate earlier. While MOOCs show promise for community colleges, their potential is still being explored as completion numbers remain a challenge. This initial MOOC was a learning experience for investigating open online education models.
Learning Analytics and how to use in educational or serious games for improving the use of the games
game traces
evidence based education
Talk at the Ecole Normal Superior, Lyon, France
The document summarizes the work of the e-UCM research group over the past 4 years and outlines their goals for the next 4 years. The group develops open-source educational tools and serious games, including their eAdventure game authoring platform. Their work focuses on topics like serious games for healthcare, e-learning standards, learning analytics, and accessibility. They aim to expand their work to include new domains like MOOCs and digital humanities. They are also developing a new version of eAdventure with improved technologies, learning analytics, and support for emerging standards.
2014 05 30 (uc3m) e madrid balta ucm mirando 4 anyos atras adelante tecnologi...eMadrid network
This document discusses the past and future work of the e-UCM research group over the past 4 years and next 4 years. The group focuses on educational technologies like serious games, e-learning, and learning analytics. Recent projects include developing game platforms like eAdventure and using games for language learning, healthcare education, and digital humanities. Going forward, the group aims to develop new open standards like xAPI and apply games to MOOCs and new domains while focusing on reusability through communities and interoperability.
2015 03 19 (EDUCON2015) eMadrid UCM Educational Games in MOOCseMadrid network
- The document discusses integrating educational games and serious games into MOOCs to address issues like high dropout rates and to generate more user data.
- It presents different options for integrating games, including using the eAdventure game platform, adding games as custom XBlocks in EdX, or having standalone game clients and servers that communicate with the MOOC platform through APIs.
- Better integration of games could provide educational context, customize learning experiences using student profiles, and allow analysis of game interaction data to benefit both the games and MOOC courses.
Full Lyifecycle Architecture for Serious Games - JCSG 2017Cristina Alonso
This document proposes a full lifecycle architecture for integrating game learning analytics into serious games. It includes tracking player interactions during game play, analyzing the data in real-time, and visualizing insights for various stakeholders like teachers and students. The architecture standardizes analysis using the xAPI tracking model and implements the approach in the uAdventure game authoring tool to reduce the effort required for analytics integration. The goal is to provide meaningful feedback throughout development and use of serious games to improve both learning and game designs.
This document discusses game-based learning and the e-Adventure platform. It introduces game-based learning and some of its benefits but also open issues. It then describes e-Adventure, an authoring tool that aims to increase educational value and reduce costs of game development while facilitating deployment. Current research with e-Adventure includes integrating it with other e-learning platforms and improving the design process and resources like assets. Accessibility is also being addressed.
Gaming Learning Analytics: using data for improving serious games applicability”
This talk will present how to use a data-driven approach to improve how serios games are applied in different domains and how H2020 RAGE project is trying to simplify this analytics processes by creating an open software infrastructure.
Game Design Course Development Panel at the Foundations of Digital Games Conference held on a Royal Caribbean cruise to Cozumel, Mexico. The panel speakers were Dr. Ken Hoganson, Dr. Cynthia Calongne, Dr. Mario Guimaraes (our mastermind) and Dr. Barbara Truman. Dr. Jing (Selena) He was unable to join us. Slides by Dr. Calongne from her games and simulation design classes with Dr. Andrew Stricker at Colorado Technical University.
This document summarizes Baltasar Fernandez-Manjon's presentation on developing serious games. It discusses how serious games can be used for educational purposes in domains like medicine and military training. It also describes challenges in developing serious games, such as high costs and difficulties integrating expertise from different fields. The presentation advocates for a collaborative process between domain experts, educators, and game developers to more effectively create educational games through knowledge elicitation, case studies, flow diagrams, and rapid prototyping. It provides an example of a first aid game developed through this process that was shown to improve students' first aid knowledge compared to traditional instruction.
The document discusses Tallinn University's experiences with serious games. It describes past projects involving educational games for teaching European history and supporting child development. It also outlines the current Serious Games Network (SEGAN) project, which aims to systematize European approaches to serious games. Additionally, it discusses an innovative teaching scenario piloted through the iTEC project where students design their own educational games.
Learning with computer games for vocational sectorMaja Pivec
Short webinar presenting two EC projects using and developing computer games for learning and upskilling.
GREAT Project – Lifelong learning and training - GBL for management training; http://www.projectgreat.eu/
Serious Sports – game-based learning in sports - with a link to the catalog of 35 COTS games for sports and fitness training; http://www.serious-sports.org/
This document discusses including games in education across Europe to promote inclusion. It describes networking organizations like European Schoolnet and SENnet that research how games can provide engaging, individualized learning. Research shows games can foster problem-solving, bridge in-school and out-of-school learning, and allow embedded assessment. Examples from Italy describe an accessible video game for blind and dyslexic students. The document outlines creating educational games and tools to author them. It discusses effective uses of games but also barriers that prevent their wider adoption, like relevance of content and teacher resources.
After five years, the Dutch national program on OER Wikiwijs has finished. In this presentation we will present the main lessons learned in these five years.
Intro to and overview of Open Educaiton with an empnasis on the Why, from philosophical to economic arguments. Practicing what we preach - this is a mash-up using openly licensed presentations from other open education advocates along with original ones (and lots of pics). All licenses (except screenshots) are attached to the relvant slides. Any questions, just contact us at feedback@oeconsortium.org.
The document summarizes an external evaluation of the FutureLearn community and platform. It provides an overview of FutureLearn, including that it was launched in 2012 by the UK Open University to provide free online courses from UK universities. It then summarizes findings about the FutureLearn community, which currently focuses on staff aspects and involves teams from each partner university developing courses with some informal collaboration. Finally, it discusses factors contributing to FutureLearn's sustainability and success, as well as the potential for replicating the FutureLearn model in other countries.
Across Europe over 50 million users at more than 10,000 organisations within the research and education sector are interconnected through the pan-European Research and Education (R&E) Network GÉANT . Linking National Research and Education Networks (NRENs) at speed up to 500Gbps GÉANT provides the environment for a truly global exchange of ideas and knowledge.
Co-funded by the European Commission, GÉANT also reaches 65 countries beyond Europe, putting itself at the heart of the global research village.
The document summarizes a presentation about Jorum, a UK national repository for sharing learning and teaching materials. It discusses how Jorum has been reshaped to support open educational resources and open courseware by adopting the DSpace platform and adding features like Creative Commons licensing, content packaging support, and metadata registration via RSS feeds. The goal is for Jorum to be a place where open content from UK projects can be stored, managed, and made available worldwide.
This document discusses sharing teaching tips through OpenCourseWare at Nagoya University in Japan. It provides examples of two courses - Board Games, A to Z and Creative Machine Design - that include teaching tips. For Board Games, A to Z, the tip explains how using foreign board games helped teach literacy skills. For Creative Machine Design, the one-minute video tip summarizes how student contests excited learning but also revealed knowledge gaps students then pursued. The document concludes that sharing instructors' teaching tricks and insights through OCW can make courses more beneficial by facilitating exchange of teaching ideas and expertise.
Overview of open educational resources for university libraries, relating the vision and mission of OER to the Open Access movement in libraries worldwide. Presentation to the International Association of Scientific and Technological University Libraries by the OpenCourseWare Consortium.
This document summarizes the evolution and results of an open online arithmetic course (MOOC) offered by Scottsdale Community College. Over 500 students from around the world signed up, but completion rates were low, with only 13 students completing all lessons. For future offerings, the college plans to increase enrollment to 1,000, shorten the duration to 6 weeks, remove discussion groups to promote more interaction, and advertise the certificate earlier. While MOOCs show promise for community colleges, their potential is still being explored as completion numbers remain a challenge. This initial MOOC was a learning experience for investigating open online education models.
Learning Analytics and how to use in educational or serious games for improving the use of the games
game traces
evidence based education
Talk at the Ecole Normal Superior, Lyon, France
The document summarizes the work of the e-UCM research group over the past 4 years and outlines their goals for the next 4 years. The group develops open-source educational tools and serious games, including their eAdventure game authoring platform. Their work focuses on topics like serious games for healthcare, e-learning standards, learning analytics, and accessibility. They aim to expand their work to include new domains like MOOCs and digital humanities. They are also developing a new version of eAdventure with improved technologies, learning analytics, and support for emerging standards.
2014 05 30 (uc3m) e madrid balta ucm mirando 4 anyos atras adelante tecnologi...eMadrid network
This document discusses the past and future work of the e-UCM research group over the past 4 years and next 4 years. The group focuses on educational technologies like serious games, e-learning, and learning analytics. Recent projects include developing game platforms like eAdventure and using games for language learning, healthcare education, and digital humanities. Going forward, the group aims to develop new open standards like xAPI and apply games to MOOCs and new domains while focusing on reusability through communities and interoperability.
2015 03 19 (EDUCON2015) eMadrid UCM Educational Games in MOOCseMadrid network
- The document discusses integrating educational games and serious games into MOOCs to address issues like high dropout rates and to generate more user data.
- It presents different options for integrating games, including using the eAdventure game platform, adding games as custom XBlocks in EdX, or having standalone game clients and servers that communicate with the MOOC platform through APIs.
- Better integration of games could provide educational context, customize learning experiences using student profiles, and allow analysis of game interaction data to benefit both the games and MOOC courses.
Full Lyifecycle Architecture for Serious Games - JCSG 2017Cristina Alonso
This document proposes a full lifecycle architecture for integrating game learning analytics into serious games. It includes tracking player interactions during game play, analyzing the data in real-time, and visualizing insights for various stakeholders like teachers and students. The architecture standardizes analysis using the xAPI tracking model and implements the approach in the uAdventure game authoring tool to reduce the effort required for analytics integration. The goal is to provide meaningful feedback throughout development and use of serious games to improve both learning and game designs.
This document discusses game-based learning and the e-Adventure platform. It introduces game-based learning and some of its benefits but also open issues. It then describes e-Adventure, an authoring tool that aims to increase educational value and reduce costs of game development while facilitating deployment. Current research with e-Adventure includes integrating it with other e-learning platforms and improving the design process and resources like assets. Accessibility is also being addressed.
Gaming Learning Analytics: using data for improving serious games applicability”
This talk will present how to use a data-driven approach to improve how serios games are applied in different domains and how H2020 RAGE project is trying to simplify this analytics processes by creating an open software infrastructure.
Game Design Course Development Panel at the Foundations of Digital Games Conference held on a Royal Caribbean cruise to Cozumel, Mexico. The panel speakers were Dr. Ken Hoganson, Dr. Cynthia Calongne, Dr. Mario Guimaraes (our mastermind) and Dr. Barbara Truman. Dr. Jing (Selena) He was unable to join us. Slides by Dr. Calongne from her games and simulation design classes with Dr. Andrew Stricker at Colorado Technical University.
This document summarizes Baltasar Fernandez-Manjon's presentation on developing serious games. It discusses how serious games can be used for educational purposes in domains like medicine and military training. It also describes challenges in developing serious games, such as high costs and difficulties integrating expertise from different fields. The presentation advocates for a collaborative process between domain experts, educators, and game developers to more effectively create educational games through knowledge elicitation, case studies, flow diagrams, and rapid prototyping. It provides an example of a first aid game developed through this process that was shown to improve students' first aid knowledge compared to traditional instruction.
The document discusses Tallinn University's experiences with serious games. It describes past projects involving educational games for teaching European history and supporting child development. It also outlines the current Serious Games Network (SEGAN) project, which aims to systematize European approaches to serious games. Additionally, it discusses an innovative teaching scenario piloted through the iTEC project where students design their own educational games.
Learning with computer games for vocational sectorMaja Pivec
Short webinar presenting two EC projects using and developing computer games for learning and upskilling.
GREAT Project – Lifelong learning and training - GBL for management training; http://www.projectgreat.eu/
Serious Sports – game-based learning in sports - with a link to the catalog of 35 COTS games for sports and fitness training; http://www.serious-sports.org/
This document discusses including games in education across Europe to promote inclusion. It describes networking organizations like European Schoolnet and SENnet that research how games can provide engaging, individualized learning. Research shows games can foster problem-solving, bridge in-school and out-of-school learning, and allow embedded assessment. Examples from Italy describe an accessible video game for blind and dyslexic students. The document outlines creating educational games and tools to author them. It discusses effective uses of games but also barriers that prevent their wider adoption, like relevance of content and teacher resources.
2014 04 03 (educon2014) emadrid ucm serious games as ed x mooc activitieseMadrid network
This document discusses integrating serious games into MOOCs as edX activities. It motivates this by explaining how games can add motivation for students in MOOCs, which often struggle with motivation and analytics, while MOOCs provide games with a large potential audience and analytics capabilities. The document then focuses on using the popular edX platform and the eAdventure game authoring tool. It outlines several strategies for integrating games as edX modules and blocks and handling analytics and reporting of game data and student progress. Future work discussed includes further testing integration and using game data and analytics to influence student learning.
This presentation describes our work in progress about how to include serious games as edX activities. The final idea is to simplify the inclusion of serious games as exercises in edX MOOCs. We are considering how to automatize the inclusion of eAdventure games into edX.
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.
This document outlines various ways that teachers can use technology in the classroom. It begins by establishing a philosophy that technology should supplement, not replace, the teacher. It then lists signs that a teacher is using technology effectively in the 21st century, such as having students conduct Skype interviews and create digital portfolios. Potential obstacles to using technology, such as finding time and resources, are addressed. The document proposes numerous tools for teachers to use for tasks like collaboration, presentation, and developing supplemental resources. It concludes by citing references for further developing technology skills.
Game-based Learning for English Language LearnersJudie Haynes
This document discusses game-based learning (GBL) for English language learners (ELLs). GBL combines gameplay with defined learning outcomes to engage students in content instruction. It provides opportunities for collaboration, problem-solving, and developing different perspectives. The document recommends several digital games and apps that incorporate topics like STEM, literacy, and social studies for ELLs. Benefits of the game Minecraft are outlined, such as developing higher-order thinking and collaboration skills. Teachers are encouraged to discuss how they can incorporate GBL into their own content area instruction.
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.
This document discusses moving beyond open educational resources (OER) to broader open education strategies. It defines OER and reviews studies showing OER are of similar or better quality than traditional resources and have similar or better learning outcomes. The document advocates for integrating OER into ongoing course design rather than as a special project. It discusses open pedagogy, policy support for open education, and creating global change through alignment and planting seeds for an open future. The goal is to reconsider approaches to teaching and learning through open education.
The document discusses challenges facing higher education and the potential for disruption from open education models. It argues that while open educational resources can help reduce costs, they also enable alternative models of education to emerge based around free content and new forms of recognition outside traditional degrees. The document advocates for a future where universities provide credentials based on demonstrated competencies rather than time spent in classes, and where learning from open resources and professional experience can be formally recognized.
The StartUp project aims to foster entrepreneurship through open educational resources (OER) and personalized learning paths. It will develop an OER gateway that will assess users' entrepreneurial skills and provide curated OERs to address skills gaps. The gateway will include authoring and rating systems to support sharing and improving OER quality. The project brings together partners from several European countries and will involve testing the OER gateway with a growing community of educators and learners.
This document summarizes a study on faculty use of open educational resources (OER) at community and technical colleges in Washington state. The study found that faculty use OER in various ways, from supplementing courses to replacing commercial textbooks. Faculty reported that OER allows them to save students money, enhance instruction, and increase pedagogical freedom. However, faculty also face challenges like lack of time, uncertainty about OER, and difficulties finding appropriate materials. The study recommends that colleges provide more support for faculty as they adopt and adapt OER in their courses.
The document discusses licensing issues for TU Delft's MOOCs. It proposes that while course contents can be openly licensed, supporting the learning experience through services and teaching efforts is more difficult to license openly. It presents a model distinguishing between educational resources, services, and teaching efforts. It concludes contents can be shared openly, but licensing the learning experience is more complex, creating a paradox for reusability. The next steps are continuing the open mission while offering top MOOCs to new areas, maintaining high open standards, and combining MOOCs with open educational resources.
The document discusses educators' experiences with implementing open textbooks. It aims to understand the potential barriers faced by educators and institutions. Through interviews, several themes emerged: educators became interested in open textbooks through various means, including OER practices and the philosophy of openness; they were motivated by concerns for students and academic culture; and they faced issues around copyright knowledge, quality of resources, and support for selecting and implementing open textbooks.
This document discusses co-designing using inclusive design practices. It defines disability as a mismatch between learner needs and the educational environment rather than a personal trait. Accessibility is the ability of the learning environment to adjust to all learners through flexible design. Co-design is described as collaborative, responsive, and iterative rather than a fixed process. An example of personalized interfaces and tools for authoring inclusive content are demonstrated. The benefits of considering edge cases and supporting a diversity of learners are discussed.
This document provides an overview of TU Delft's open and online education initiatives. It discusses why universities participate in open education, including expanding access to knowledge, strengthening teaching and learning, and supporting innovation. It outlines TU Delft's open education portfolio, including open courseware, MOOCs, and online distance education programs. The document addresses concerns about open education and provides counterarguments. It also provides guidance on organizing open education initiatives, including identifying needed expertise, champions, and support structures. Exercises encourage attendees to relate open education to their own institution's mission and identify potential advocates.
This document provides an introduction to open educational resources (OER) presented by Robert Schuwer, a lector at Fontys University of Applied Sciences. It defines OER as digital learning materials that are freely available under open licenses allowing users five rights: reuse, rework, remix, redistribute, and retain. It outlines the benefits of OER including personalized learning and cost savings. It also discusses challenges to introducing OER such as findability, quality assurance, and developing sustainable business models. The presentation concludes with contact information for Robert Schuwer.
The document outlines the steps to publish open educational resources (OER) which include determining materials to publish openly, choosing an open license, reworking materials, clearing copyrights, adding metadata, and publishing. It provides tips at each step such as looking for expert support, collaborating with colleagues, and using tools from Creative Commons and other sites to decide on licenses and find open resources. The overall goal is to make educational materials more accessible and reusable through opening them with appropriate licenses and metadata.
Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth (OE Global 2015)
This document discusses the challenges teachers face when creating open educational resources (OERs). It notes that creating high-quality OERs requires a significant investment of teachers' time. While technology could help address this issue, it also introduces new constraints. The document proposes two approaches to reduce the time cost for teachers: developing time-saving technologies and using crowdsourcing approaches to engage learners in enriching OER content through activities like proposing alternative quiz questions.
Este documento describe una arquitectura de aprendizaje abierto que permite la creación y compartición de contenido educativo entre estudiantes y educadores. La arquitectura integra recursos de aprendizaje modulares y herramientas de colaboración para apoyar modelos participativos y comunitarios de aprendizaje.
Adala Atieno is affiliated with the African Virtual University in Nairobi, Kenya. The document provides the name and affiliation of an individual based in Nairobi, Kenya working with the African Virtual University.
This document discusses open educational resources (OER) strategies and best practices that contribute to success in open access initiatives in higher education. It outlines some key OER initiatives at Universidad Nacional Autónoma de México (UNAM) including All UNAM Online, which makes all of UNAM's public domain content available under an open access policy. The document emphasizes collaboration and sharing of experiences, lessons learned, and best practices to improve the quantity and quality of OER available in Spanish.
This document summarizes research on developing web-based learning resources to supplement existing printed materials for an undergraduate translation program. It describes analyzing existing materials, designing new online resources covering translation theories and strategies using instructional design models. Evaluation found the new resources helped students understand concepts and learn independently, though some technical terms required more support. The research concludes that traditional printed materials should be supplemented with online resources to create new open and distance learning environments for students.
This document discusses open intellectual property rights and licensing for open educational resources (OER) repositories in Latin America. It reports on two studies in Brazil that found licensing for OER is often unclear or confusing, with many users unsure of what they can and cannot do with resources. The document advocates creating better technical guidance and alignment across initiative levels to support a middle ground approach and clarify licensing for OER.
The document discusses the Open Library at Athabasca University, which supports open access and open educational resources. It provides an overview of the open library concept, how it promotes information literacy and benefits the academy. It also describes how the site was developed with a flexible structure and extensive tagging, and the current database that feeds open content back to the library site, such as open access, free, and hybrid materials.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
1. eAdventure: Serious Games
as Open Reusable Content
2014 OCW Consortium Global Conference
Ljubljana, Slovenia
Baltasar Fernandez-Manjon, balta@fdi.ucm.es , @BaltaFM
e-UCM research group, www.e-ucm.es
http://slideshare.net/BaltasarFernandezManjon
2. e-UCM group and projects
‣ CS Professor at Complutense U.
• Director of e-UCM
‣ e-UCM research group about
Learning technologies
• www.e-ucm.es
• 15 researchers
• Serious Game technology
- eAdventure platform
- GLEANER for SG Learning Analytics
• Serious games development
- Application to the medical domain
- Use and evaluation in formal education
Application of e-learning standards to SG
2
3. Open content and open education
‣ Open content has changed education
• Now there is plenty of high quality content available
• Mainly text, video and low-interactivity multimedia
‣ It is simple to locate, use and adapt open content
‣ MOOCs
• Content is basically video, text and exercises (e.g. edX
uses LON-CAPA, http://www.lon-capa.org/ )
• Also including social interaction and peer review
‣ Can Serious Games become an Open Reusable
Content?
• Games are very dependant on platform/technology
• Proprietary technology, no “standard” formats (Flash,
Unity3D)
• New heterogeneus devices (mobile, tablets)
4. Serious Games as educational content?
‣ Serious Games have probed to be an effective
educational content in several domains
• Medicine, military, business, corporate training
‣ The NMC Horizon Report: 2013 Higher Education
Edition
• Games and Gamification
• Time-to-Adoption Horizon: Two to Three Years
‣ But still is a low adoption of Serious Games in
mainstream education
4
http://www.nmc.org/publications/
5. Educational SG challenges
‣ Reducing SG cost development
‣ Simplify SG deployment
• Using preexisting infrastructure
• Mobile devices
‣ SG scalability and maintainability
• Reducing TCO
‣ Actual application of SG in real educational settings
• Taking into account current technical infrastructures
• Including scientific and formal evaluation
‣ Include student evaluation into SG
‣ Take into account curriculum and involve educators
• Teachers are a key element in games use
6. SG deploymen:Black box model
‣ Games as “isolated”
pieces of content
‣ No information about
what is happening during
the in-game play
‣ Or very simple
• Completed or not completed
• Time used
6
del Blanco et al (2013). Using e-Learning standards in educational video games.
Computer Standards & Interfaces 36 (1) pp. 178–187
10. Serious games: our vision
‣ Wikipedia approach to serious games
• Reduce the cost of creating games
• Produce games that can be reused
• Provide user with easy to use tools to create the games
• Simplify the integration of games in the pre-existing e-
learning infrastructure
• Games should have an open license (e.g. CC, LGPL)
11. eAdventure game platform
Open code authoring environment for the production of point-and-click
adventure games & immersive learning simulations
Multiplatform (windows, linux, mac) , Multilingual (10 languages)
Oriented to
educators
No programming
required
12. sec. education healthcare accessibility language training
eAdventure use
http://sourceforge.net/projects/e-adventure
14. eAdventure: main characteristics
‣ Focus on adventure videogames
• Story is more important than action
• First person and third person games
‣ Ease the development of serious games and game-
like simulation
• Low cost, high reusability
- Use photos and videos for graphical assets
• Participation of educators in the development process
- No programming required
‣ Serious games as learning objects
• Simple exportation without requiring deep knowledge
about e-learning standards (e.g. SCORM)
‣ Introducing games into learning flow
• Integration with LMS (e.g. Moodle)
14
15. eAdventure educational features
‣ User tracking and assessment
• Educational relevant situations can be detected and
included in a report that can be used for auto evaluation
or assessment purposes
‣ Produced games can be stored in a repository of
educational contents
• AGREGA Spanish Ministry of Education central repository
for learning contents
‣ Teacher as a game producer?
17. Integración con Entornos Virtuales de
Enseñanza
‣ Proceso de exportación
• Configurar arquitectura (ambas capas).
• Etiquetar contenido con meta-datos
• Empaquetamiento como Objeto de Aprendizaje (IMS-CP,
SCORM, AGREGA)
20. Games for English practice
Download from www.e-ucm.es or from
http://descargaterecursos.wordpress.com/e-adventures/
21. Game authoring
‣ Even with easy to use tools game authring is a
complex task
• more an art than a science
‣ Generally involves several different experts:
• Educational expert, domain expert, game programmer
• Communication problems
‣ Open questions
• Maintenance, new versions with required educational
changes, etc
‣ Methodologies to simplify the SG creation
22. Educational Game Development Approach
Torrente et at (in press) Development of Game-Like Simulations for Procedural Knowledge in
Heathcare Education. IEEE Transactions on Learning Tecnologies.
23. Rapid prototyping
‣ eAdventure allows progressive
addition of multimedia resources
‣ Easy to test concepts before capturing resources
‣ Reduces changes to resources, which are the
costliest part of development
27. eAdventure 2.0 - Main goals
• Easy creation and deployment of state-of-the-art
games
• Interoperability
• Multiple formats and devices
28. eAdventure 2.0 - Main goals (2)
• Easy integration of educational features
o Easy configuration of gamification features
o In-Game Assessment
o Integration with Learning Analytics
o Communication of results through standards (xAPI)
Learning
Analytics
29. Focus on open games and reusability
(1) Build a community of practitioners to share and
reuse games
• Creating a game resources is expensive
• Top quality requires experience and qualified professionals
30. Focus on open games and reusability
eAdventure games = Open games
• Every game created can always be edited back
• Games stored in human readable format
• API and model schema are publicly available
31. Focus on open games and reusability
‣ (2) Sharing and reusing PARTS of games
‣ Art resources
• Images
• Animations
• Sounds
‣ Libraries that contained reusable components in the
game
- Buttons
- Markers (score, lifes)
- Mini-games
‣ Templates to create slightly different versions of the
same component
32. Example: eCharacter
Tool for creating animated characters for eAdventure
• Base characters can be downloaded from a repository for
customization
• Idea: create synergy between young artists who need to
showcase their work and educational gaming community
33. Artist creates base character and
“interchangable pieces”. Uploads it
to central repository and gets
credits and visibility
34. Teacher downloads the base
model and uses it to créate bunch
of different characters with
eCharacter
36. Conclusions
‣ To generalize SG we need to create a new ecosystem
for open games
• Tools, repositories, methodologies, open licenses (cc, lgpl)
‣ We need easy to use tools that simplify SG creation,
reuse and maintenance
• Join us in the creation of eAdventure 2.0 !!
‣ SG need to be simply to deploy in real settings
• Interoperability formats and open technologies (e.g.
HTML5)
‣ SG need to communicate with other systems (e.g.
using standards such as xAPI)
38. References
•eAdventure. http://e-adventure.e-ucm.es/
•First Aid Game. http://first-aid-game.e-ucm.es/
· Ángel Serrano-Laguna, Javier Torrente, Pablo Moreno-Ger, Baltasar Fernández-Manjón
(2014): Application of Learning Analytics in Educational Videogames. Entertainment
Computing, Elsevier (in press) http://dx.doi.org/10.1016/j.entcom.2014.02.003 [early access at
http://www.sciencedirect.com/science/article/pii/S1875952114000111].
· Javier Torrente, Blanca Borro Escribano, Manuel Freire, Ángel del Blanco, Eugenio J.
Marchiori, Iván Martínez-Ortiz, Pablo Moreno-Ger, Baltasar Fernández-Manjón (2014):
Development of Game-Like Simulations for Procedural Knowledge in Healthcare
Education. IEEE Transactions on Learning Technologies (In press). [JCR-SCI: 0.758(2012),
73/100 in COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS].
· Javier Torrente, Ángel del Blanco, Ángel Serrano-Laguna, J. A. Vallejo-Pinto, Pablo Moreno-
Ger, Baltasar Fernández-Manjón (2014): Towards a Low Cost Adaptation of Educational
Games for People with Disabilities. Computer Science and Information Systems (ComSIS),
11(1), pp. 369-391, January 2014. [SCI-JCR:0.549 (2012)]..
· Blanca Borro Escribano, Ángel del Blanco, Javier Torrente, Itziar Martínez Alpuente, Baltasar
Fernández-Manjón (2014): Developing game-like simulations to formalize tacit procedural
knowledge: The ONT Experience. Educational Technology Research & Development. Vol
62(2) pp 227-243, Springer. DOI: 10.1007/s11423-013-9321-6. [SCI-JCR:1.155 (2012)]..
· Manuel Freire, Ángel del Blanco, Baltasar Fernández-Manjón (2014): Serious Games as
edX MOOC Activities. Proceedings of the 2014 IEEE Global Engineering Education
Conference (EDUCON) Page 867-871 ISBN: 978-1-4799-3190-3.
· Ángel Serrano-Laguna, Baltasar Fernández-Manjón (2014): Applying learning analytics to
simplify serious games deployment in the classroom. Proceedings of the 2014 IEEE
Global Engineering Education Conference (EDUCON) Page 872-877 ISBN: 978-1-4799-3190-
3.
Check www.e-ucm.es/publications/ for updated references
39. References
39
· Blanca Borro Escribano, Javier Torrente, Ángel del Blanco, Baltasar Fernández-Manjón,
Itziar Martínez Alpuente, Rafael Matesanz (2014): Expert User Validation of Transplant
Management Procedure Simulations. IEEE 3rd International Conference on Serious Games
and Applications for Health. Rio de Janeiro, Brazil (In Press. May 2014).
· Javier Torrente, Ángel del Blanco, Pablo Moreno-Ger, Iván Martínez-Ortiz, Baltasar
Fernández-Manjón (2014): Accessible Games and Education: Accessibility Experiences
with eAdventure. In Fun for All: Translation and Accessibility Practices in Video Games,
Carmen Mangiron, Pilar Orero, Minako O’Hagan (Eds.), pp. 67-90. Peter Lang AG,
International Academic Publishers, Bern (Switzerland). ISBN 978-3-0343-1450-3.
· Blanca Borro Escribano, Itziar Martinez Alpuente, Ángel del Blanco, Javier Torrente, Baltasar
Fernández-Manjón, Rafael Matesanz Acedos (2013): APPLICATION OF GAME-LIKE
SIMULATIONS IN THE SPANISH TRANSPLANT NATIONAL ORGANIZATION.
Transplantation Proceedings [http://www.journals.elsevier.com/transplantation-proceedings/].
· Borja Manero, Clara Fernández-Vara, Baltasar Fernández-Manjón (2013): E-Learning
Takes the Stage: From La Dama Boba to a Serious Game. IEEE Xplore. Vol 8, Issue 4, pp.
197-204 . DOI: 10.1109/RITA.2013.2285023.
· Ángel del Blanco, Eugenio J. Marchiori, Javier Torrente, Iván Martínez-Ortiz, Baltasar
Fernández-Manjón (2013): Using e-Learning standards in educational video games.
Computer Standards & Interfaces 36 (1) pp. 178–187, DOI 10.1016/j.csi.2013.06.002,
November 2013 .
· Iván Martínez-Ortiz, Ángel del Blanco, Javier Torrente, Ángel Serrano-Laguna, Pablo
Moreno-Ger, Baltasar Fernández-Manjón, Eugenio J. Marchiori (2013): Addressing Serious
Games Interoperability: The eAdventure Journey. Journal Of Advanced Distributed
Learning Technology; 1 (1); pp. 60-76. http://jadlet.com/magazine/JADLeT-no1-april-2013.pdf.
· Ángel del Blanco, Baltasar Fernández-Manjón, Pedro Ruiz, Manuel Giner (2013): Using
videogames facilitates the first visit to the operating theatre. Medical Education. Vol 47,
Issue 5, pp. 519-520 .
40. Our current projects
Increasing patient safety
using games
Modelling/teaching medical procedures at
National Transplant Organization