Presentation at FETC13 with Dr. Francisca Yonekura of the University of Central FLorida and Tanya Martin of Broward County Public School in Orlando, FL, January 2013
This document summarizes a presentation about an open online community (MOOC) focused on games, game design, and learning. Key themes from the MOOC included unparalleled experiential learning, diverse global participation, experimental "maker" activities, extraordinary mentorship, and accelerated professional development. Community engagement occurred through online discussions, video broadcasts, virtual tours, and creative projects. Outcomes included problem solving, scientific inquiry, constructivism, engagement in professional development, and relationships.
The document discusses using virtual and immersive technologies like VR, augmented reality, and 360-degree videos and movies to enhance library orientations. It presents a case study of a VR library orientation using Google Cardboard and a follow-up gamified scavenger hunt orientation. Survey results found that over half of students want information provided through VR and want to learn about library services. The session demonstrated creating 360-degree library orientations and contact information was provided for further information.
This document discusses shifts towards digital fluency and embracing change in education. It notes that children are immersed in digital technologies from a young age, but the idea of "digital natives" is inaccurate as access and opportunities vary. It defines digital fluency as using technologies readily and strategically for learning, work and play. Communicating, connecting and collaborating online requires network literacies and understanding how networks function. Examples show using relevant modes, the power of global audiences, utilizing networks, and teaching/learning online. Embracing change involves planning for technology renewal, evaluating emerging technologies, responsible use policies, embracing free and open resources, understanding privacy and citizenship issues online.
Developing a Digital Citizenship ProgramCathy Oxley
This document discusses developing a digital citizenship program for schools. It begins by asking who needs digital citizenship education and why they need educating. It notes some issues students face online like cyberbullying, inappropriate images, and gaming and social media addiction.
It then discusses what responsibility schools and teachers have to address these issues. The document outlines steps schools can take to develop a digital citizenship program, including forming a team, conducting surveys, developing policies, and choosing a framework. It provides examples of frameworks like Mike Ribble's Digital Compass and the ISTE NETS standards.
The document also discusses resources available, including lesson plans, units, and scope and sequence documents from groups like Common Sense Media. It emphasizes using a
Leadership for digital citizenship action acec 2014Julie Lindsay
The document summarizes Julie Lindsay's presentation on digital citizenship and connected learning. Some key points:
1) Julie Lindsay is an educator who promotes connected and collaborative learning through digital tools and global partnerships.
2) She discusses the importance of developing students' digital lives and responsibilities, including managing their online identity and modeling good digital citizenship.
3) Lindsay presents strategies for schools to encourage digital citizenship, such as embedding it in the curriculum, using social media for learning, and empowering student independence through connected learning models.
The document discusses using video games for educational purposes. It provides an overview of the potential benefits and concerns of using video games in classrooms. Some benefits discussed include engaging students, developing various skills and intelligences, and supporting different learning styles. However, concerns include potential negative impacts on behavior. The document also examines theoretical frameworks that can inform teaching with video games and how games support various learning theories.
Synthesis of opener 7 Collaborate or Dieguestddee28a
The document discusses the importance and benefits of electronic collaboration and interaction in education. It provides examples of how online collaboration tools allow students all over the world to work together on projects, share knowledge and ideas, and learn from scientists and experts globally. While internet access is still limited in some rural areas, the document highlights projects that bridge this gap and allow collaboration even without full internet connectivity.
This document summarizes a presentation about an open online community (MOOC) focused on games, game design, and learning. Key themes from the MOOC included unparalleled experiential learning, diverse global participation, experimental "maker" activities, extraordinary mentorship, and accelerated professional development. Community engagement occurred through online discussions, video broadcasts, virtual tours, and creative projects. Outcomes included problem solving, scientific inquiry, constructivism, engagement in professional development, and relationships.
The document discusses using virtual and immersive technologies like VR, augmented reality, and 360-degree videos and movies to enhance library orientations. It presents a case study of a VR library orientation using Google Cardboard and a follow-up gamified scavenger hunt orientation. Survey results found that over half of students want information provided through VR and want to learn about library services. The session demonstrated creating 360-degree library orientations and contact information was provided for further information.
This document discusses shifts towards digital fluency and embracing change in education. It notes that children are immersed in digital technologies from a young age, but the idea of "digital natives" is inaccurate as access and opportunities vary. It defines digital fluency as using technologies readily and strategically for learning, work and play. Communicating, connecting and collaborating online requires network literacies and understanding how networks function. Examples show using relevant modes, the power of global audiences, utilizing networks, and teaching/learning online. Embracing change involves planning for technology renewal, evaluating emerging technologies, responsible use policies, embracing free and open resources, understanding privacy and citizenship issues online.
Developing a Digital Citizenship ProgramCathy Oxley
This document discusses developing a digital citizenship program for schools. It begins by asking who needs digital citizenship education and why they need educating. It notes some issues students face online like cyberbullying, inappropriate images, and gaming and social media addiction.
It then discusses what responsibility schools and teachers have to address these issues. The document outlines steps schools can take to develop a digital citizenship program, including forming a team, conducting surveys, developing policies, and choosing a framework. It provides examples of frameworks like Mike Ribble's Digital Compass and the ISTE NETS standards.
The document also discusses resources available, including lesson plans, units, and scope and sequence documents from groups like Common Sense Media. It emphasizes using a
Leadership for digital citizenship action acec 2014Julie Lindsay
The document summarizes Julie Lindsay's presentation on digital citizenship and connected learning. Some key points:
1) Julie Lindsay is an educator who promotes connected and collaborative learning through digital tools and global partnerships.
2) She discusses the importance of developing students' digital lives and responsibilities, including managing their online identity and modeling good digital citizenship.
3) Lindsay presents strategies for schools to encourage digital citizenship, such as embedding it in the curriculum, using social media for learning, and empowering student independence through connected learning models.
The document discusses using video games for educational purposes. It provides an overview of the potential benefits and concerns of using video games in classrooms. Some benefits discussed include engaging students, developing various skills and intelligences, and supporting different learning styles. However, concerns include potential negative impacts on behavior. The document also examines theoretical frameworks that can inform teaching with video games and how games support various learning theories.
Synthesis of opener 7 Collaborate or Dieguestddee28a
The document discusses the importance and benefits of electronic collaboration and interaction in education. It provides examples of how online collaboration tools allow students all over the world to work together on projects, share knowledge and ideas, and learn from scientists and experts globally. While internet access is still limited in some rural areas, the document highlights projects that bridge this gap and allow collaboration even without full internet connectivity.
This document discusses the challenges and opportunities that principals face in leading 21st century learning environments. It outlines how Web 2.0 tools can facilitate administration, communication, and learning by enabling collaboration, conversation, creation, and contribution. However, it also notes that this will require rethinking issues like copyright, authorship, identity, ethics and more. It argues that students need skills to participate in society and that professional development must help teachers adapt to these changes.
This document discusses what can be learned from computer games. It begins by asking the audience about their favorite games and what they enjoyed about them. It then lists 21st century skills like creativity, problem solving, and collaboration that can be learned from games. The document discusses how games are motivating and universal. It provides examples of constructive, creative, complex, and collaborative games that teach these skills like Lego Digital Designer, Professor Layton, and Spore. It concludes by stating that games must be constructive, creative, complex, collaborative, and most importantly, fun.
This document discusses how networks and new technologies are changing learning. It notes that knowledge is now abundant and free online, learning is increasingly social and visible, and networks enable new forms of collaboration. Weak ties and open sharing of ideas can spark innovation. The document provides examples of how YouTube, social media, and memes spread information and new literacies like network literacy are important. It emphasizes making the learning process visible and contributing to others' learning through open sharing.
1) The document discusses how social networks and Web 2.0 tools can positively transform research, teaching, and service for academics if they build serious academic lives online.
2) It explores concepts like knowledge, the human thought process, coding languages, and how media and society have shifted with increased access to digital tools and networks.
3) Examples are provided of how networks can increase the power of audiences, support learning, and enable teaching/learning online through meaningful collaboration and sharing of information.
Learning to Win: Digital Based Games in EducationNancy Konopka
This document discusses the advantages of using digital games for education. It explores game definitions and histories, and how games can promote learning through safe environments that improve cognition and test scores. The document covers designing, developing, and implementing games for learning. It also outlines barriers to educational games and leading tools like game engines. Finally, it discusses the bright future for games in education, including supporting organizations and the role of academia.
Minds over matter_Constructivism and Emerging MediaCynthia Calongne
Discusses the importance of personalization and affect while providing an overview of pedagogy, andragogy and heutagogy and how they are applied in virtual worlds, augmented reality apps and alternate reality games.
Presented at the WW2012 Conference, July 23-27, 2012, Las Vegas, NV during the Breakout Session 1 by Dr. Cynthia Calongne on July 24, 2012.
A brief overlook of video games and their use for education. Included in the presentation are drawbacks, the power of reading, and tangential learning through video games.
The Business Case for Game Based LearningKarl Kapp
Games, gamification, and game-based learning have entered into the vocabulary of trainers, e-Learning developers, and instructional designers in the past few years.
While many companies are beginning to explore ways to use games for learning, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change as a result of playing a game? What elements of games can learning designers borrow from game designers?
Creating engaging learning using game elements requires matching instructional content with the right game mechanics.
The document describes a camp that focuses on robotics, virtual reality, and gaming. Students will learn about robot design and programming, experience virtual reality to visit different places, and take their ideas to create video games. The camp aims to develop students' skills in areas like critical thinking, teamwork, and STEM learning in a fun, hands-on way through interactive projects and activities using different technologies.
Play to Learn : Keynote by Professor Maja PivecPaul Pivec
1. The document discusses the potential for game-based learning and addresses both benefits and challenges. It references several studies that found games can develop skills but teachers need support integrating them.
2. It describes a game design summer school that teaches students about educational game design. Lectures cover design concepts while practical sessions have students work in groups.
3. The document advocates for resources like Level Up for Teachers to help educators learn how to choose games, implement them, and assess learning outcomes, in order to better utilize games for learning.
Games are a $60 billion global industry played by 97% of American teenagers and the average Facebook gamer is 39 years old. Research organizations argue games offer attributes for 21st century learning like systems thinking and problem solving. Games are being used by non-profits and agencies to further educational and social goals. G4C's methodology involves understanding the audience, context, desired impact, appropriate platform, financial sustainability, gameplay design, execution process, and evaluation metrics. Case studies demonstrate games in classrooms, developing countries, direct action games, mass collaboration, youth creation, and evaluation/brain research.
In this paper we suggest a design research method for eliciting
affordances and new meanings for Smart Objects in the Internet of Things Era.
After an introduction to the topic and the description of some open issues, we
propose to adopt a Critical Design approach, where the role of Ambiguity is
twofold: on the one hand, it is the objective of the observation for defining a set
of ambiguous objects or affordances; on the other hand, it is the result of a
design conceptualization of smart objects aiming at provoking cognitive
dissonance and finalized to understand people adaptation processes and
behaviors.
Free eBook - Beyond Fun: Serious Games and MediaAyman Sarhan
This document summarizes an article from the book "Beyond Fun: Serious Games and Media" about using simulation and game environments across academic disciplines for learning. The article argues that computer games demonstrate effective pedagogical techniques that can illustrate complex systems, enable visualization and manipulation of microscopic concepts, and embody experiences to cultivate cultural empathy. It provides examples of how simulations have been used in specific fields like engineering, the military, and aviation for training, and suggests these environments could also be useful for students in other fields like business, architecture, history and more by allowing them to actively use concepts rather than just know facts.
Game-based learning can be effective for increasing engagement and retention when certain principles are applied. These include using stories to provide context, challenges to motivate learning, and competition/cooperation between students. Providing continuous feedback throughout the learning process also reinforces skills. To maximize benefits, games should be embedded within the curriculum rather than used as standalone activities.
This document discusses the educational benefits of multiplayer online games and simulations. It notes that these types of games can promote problem solving, critical thinking, collaboration, and basic computer skills. The document provides several citations for research articles that have studied how educational gaming can support distance learning and socialization among remote students.
The document discusses creating a culture of learning in libraries. It argues that learning, rather than training, should be emphasized because learning is self-directed, focused on the individual, and can happen anywhere and anytime. The key elements of a learning culture include management involvement, tying learning to strategic goals, and providing access to learning resources for all staff. Tips for creating such a culture involve things like dedicating staff to guide learning, collaborating with other libraries, and allowing time and incentives for staff learning. An emphasis on informal and ongoing learning is important for adapting to changing needs.
O documento discute a educação aberta na Europa. Ele apresenta o projeto OpenEdu da Comissão Europeia, que apoia a agenda política de educação aberta. O documento também descreve o Marco de Educação Aberta desenvolvido pelo projeto, que fornece uma estrutura para planejamento estratégico de educação aberta em instituições de ensino superior com dez dimensões. Além disso, apresenta pesquisas realizadas pelo projeto sobre MOOCs e reconhecimento de aprendizagem aberta.
This document discusses the challenges and opportunities that principals face in leading 21st century learning environments. It outlines how Web 2.0 tools can facilitate administration, communication, and learning by enabling collaboration, conversation, creation, and contribution. However, it also notes that this will require rethinking issues like copyright, authorship, identity, ethics and more. It argues that students need skills to participate in society and that professional development must help teachers adapt to these changes.
This document discusses what can be learned from computer games. It begins by asking the audience about their favorite games and what they enjoyed about them. It then lists 21st century skills like creativity, problem solving, and collaboration that can be learned from games. The document discusses how games are motivating and universal. It provides examples of constructive, creative, complex, and collaborative games that teach these skills like Lego Digital Designer, Professor Layton, and Spore. It concludes by stating that games must be constructive, creative, complex, collaborative, and most importantly, fun.
This document discusses how networks and new technologies are changing learning. It notes that knowledge is now abundant and free online, learning is increasingly social and visible, and networks enable new forms of collaboration. Weak ties and open sharing of ideas can spark innovation. The document provides examples of how YouTube, social media, and memes spread information and new literacies like network literacy are important. It emphasizes making the learning process visible and contributing to others' learning through open sharing.
1) The document discusses how social networks and Web 2.0 tools can positively transform research, teaching, and service for academics if they build serious academic lives online.
2) It explores concepts like knowledge, the human thought process, coding languages, and how media and society have shifted with increased access to digital tools and networks.
3) Examples are provided of how networks can increase the power of audiences, support learning, and enable teaching/learning online through meaningful collaboration and sharing of information.
Learning to Win: Digital Based Games in EducationNancy Konopka
This document discusses the advantages of using digital games for education. It explores game definitions and histories, and how games can promote learning through safe environments that improve cognition and test scores. The document covers designing, developing, and implementing games for learning. It also outlines barriers to educational games and leading tools like game engines. Finally, it discusses the bright future for games in education, including supporting organizations and the role of academia.
Minds over matter_Constructivism and Emerging MediaCynthia Calongne
Discusses the importance of personalization and affect while providing an overview of pedagogy, andragogy and heutagogy and how they are applied in virtual worlds, augmented reality apps and alternate reality games.
Presented at the WW2012 Conference, July 23-27, 2012, Las Vegas, NV during the Breakout Session 1 by Dr. Cynthia Calongne on July 24, 2012.
A brief overlook of video games and their use for education. Included in the presentation are drawbacks, the power of reading, and tangential learning through video games.
The Business Case for Game Based LearningKarl Kapp
Games, gamification, and game-based learning have entered into the vocabulary of trainers, e-Learning developers, and instructional designers in the past few years.
While many companies are beginning to explore ways to use games for learning, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change as a result of playing a game? What elements of games can learning designers borrow from game designers?
Creating engaging learning using game elements requires matching instructional content with the right game mechanics.
The document describes a camp that focuses on robotics, virtual reality, and gaming. Students will learn about robot design and programming, experience virtual reality to visit different places, and take their ideas to create video games. The camp aims to develop students' skills in areas like critical thinking, teamwork, and STEM learning in a fun, hands-on way through interactive projects and activities using different technologies.
Play to Learn : Keynote by Professor Maja PivecPaul Pivec
1. The document discusses the potential for game-based learning and addresses both benefits and challenges. It references several studies that found games can develop skills but teachers need support integrating them.
2. It describes a game design summer school that teaches students about educational game design. Lectures cover design concepts while practical sessions have students work in groups.
3. The document advocates for resources like Level Up for Teachers to help educators learn how to choose games, implement them, and assess learning outcomes, in order to better utilize games for learning.
Games are a $60 billion global industry played by 97% of American teenagers and the average Facebook gamer is 39 years old. Research organizations argue games offer attributes for 21st century learning like systems thinking and problem solving. Games are being used by non-profits and agencies to further educational and social goals. G4C's methodology involves understanding the audience, context, desired impact, appropriate platform, financial sustainability, gameplay design, execution process, and evaluation metrics. Case studies demonstrate games in classrooms, developing countries, direct action games, mass collaboration, youth creation, and evaluation/brain research.
In this paper we suggest a design research method for eliciting
affordances and new meanings for Smart Objects in the Internet of Things Era.
After an introduction to the topic and the description of some open issues, we
propose to adopt a Critical Design approach, where the role of Ambiguity is
twofold: on the one hand, it is the objective of the observation for defining a set
of ambiguous objects or affordances; on the other hand, it is the result of a
design conceptualization of smart objects aiming at provoking cognitive
dissonance and finalized to understand people adaptation processes and
behaviors.
Free eBook - Beyond Fun: Serious Games and MediaAyman Sarhan
This document summarizes an article from the book "Beyond Fun: Serious Games and Media" about using simulation and game environments across academic disciplines for learning. The article argues that computer games demonstrate effective pedagogical techniques that can illustrate complex systems, enable visualization and manipulation of microscopic concepts, and embody experiences to cultivate cultural empathy. It provides examples of how simulations have been used in specific fields like engineering, the military, and aviation for training, and suggests these environments could also be useful for students in other fields like business, architecture, history and more by allowing them to actively use concepts rather than just know facts.
Game-based learning can be effective for increasing engagement and retention when certain principles are applied. These include using stories to provide context, challenges to motivate learning, and competition/cooperation between students. Providing continuous feedback throughout the learning process also reinforces skills. To maximize benefits, games should be embedded within the curriculum rather than used as standalone activities.
This document discusses the educational benefits of multiplayer online games and simulations. It notes that these types of games can promote problem solving, critical thinking, collaboration, and basic computer skills. The document provides several citations for research articles that have studied how educational gaming can support distance learning and socialization among remote students.
The document discusses creating a culture of learning in libraries. It argues that learning, rather than training, should be emphasized because learning is self-directed, focused on the individual, and can happen anywhere and anytime. The key elements of a learning culture include management involvement, tying learning to strategic goals, and providing access to learning resources for all staff. Tips for creating such a culture involve things like dedicating staff to guide learning, collaborating with other libraries, and allowing time and incentives for staff learning. An emphasis on informal and ongoing learning is important for adapting to changing needs.
O documento discute a educação aberta na Europa. Ele apresenta o projeto OpenEdu da Comissão Europeia, que apoia a agenda política de educação aberta. O documento também descreve o Marco de Educação Aberta desenvolvido pelo projeto, que fornece uma estrutura para planejamento estratégico de educação aberta em instituições de ensino superior com dez dimensões. Além disso, apresenta pesquisas realizadas pelo projeto sobre MOOCs e reconhecimento de aprendizagem aberta.
Creating a learning culture with first-year undergraduatesFlorence Dujardin
This document discusses creating a learning culture with first-year undergraduates. It defines a learning culture as an environment that supports knowledge discovery, sharing, and application to help continual improvement. Components include stakeholders, formal/informal practices, beliefs and assumptions. Learning can be through acquisition, participation, or knowledge creation. The overview discusses design, facilitation, critique, and educators as "brokers" between students and institutions. Facilitating involves balancing challenge and support. As brokers, educators mediate disciplines, attend to social dimensions, help students learn, and understand benchmarks.
Be where your users are: libraries in content management systemsJezmynne Dene
Academic institutions acquire and use content or learning management systems for online teaching and learning. Faculty and students log into their CMS daily to peruse readings, check schedules, turn in assignments, and connect with content. Integrating library resources, both librarian expertise and materials, into the CMS enables users to connect with the library without leaving the ‘classroom’ the CMS provides. This session will cover different approaches to embedding librarians and library content into the CMS using examples with Sakai, and open source content management system. Use of CMS tools for instruction, reference, and communication will be addressed as well as different options for creating or interacting with course sites will be covered.
This document discusses considerations around massive open online courses (MOOCs). It provides an overview of what MOOCs are, their history and current landscape. It examines potential pros and cons of MOOCs from the perspectives of students, faculty, universities and teaching/learning. It also addresses frequently asked questions around MOOCs and revenue/accreditation models. Overall, the document aims to inform decisions around whether and how an institution might engage with MOOCs.
A presentation exploring the place of Massive Open Online Courses (MOOCs) in a Higher Education context by Laura Czerniewicz and Sukaina Walji from the Centre for Innovation in Learning and Teaching, University of Cape Town. Presented at Stellenbosch University Auxin Seminar.
This document discusses the state of digital gaming in small liberal arts colleges in 2009. It provides examples of how gaming is being used pedagogically through classes, curriculum content, and student projects. A taxonomy is presented that includes faculty research on gaming, faculty/staff-created games, games used as learning content, and students creating game content and games. The role of NITLE in facilitating networking and collaboration on gaming across liberal arts campuses is also discussed. Potential future directions are explored, such as increased modding, mobile gaming, and involvement from more disciplines like the sciences.
This document outlines the syllabus and weekly schedule for a course on gaming and media design for learning, including assignments such as designing a digital game, analyzing existing educational games, and discussing how games can be incorporated into classroom instruction. It introduces concepts like digital game-based learning and Bloom's Digital Taxonomy, and provides examples of existing educational games that teach various subjects in an engaging way through gameplay.
Connected learning aims to engage students through their personal interests by connecting in-school learning to out-of-school interests through production, academics, and peer culture using digital media and networks. Research shows gaming can benefit learning by fostering identity, interaction, production, risk-taking, and challenge. Educators are incorporating games, simulations, and game design into classrooms to teach complex problem-solving and systems thinking. Resources for connected learning include organizations, conferences, and tools that support game and simulation-based learning practices.
1. The document discusses pervasive performance through gaming and how gaming can be used for learning. It covers topics like ubiquitous computing, alternative reality gaming, and "supergaming" at massive scales.
2. Jane McGonigal is discussed as a renowned game researcher who argues gaming can build massively scaled online communities through ubiquitous technologies.
3. Supergaming is defined as harnessing players across public environments at massive scales for problem solving, going beyond traditional audiences to connect many individuals.
This document provides an overview of the history of video games from the 1960s to present day. It discusses early games like Spacewar developed in the 1960s and the growth of the video game industry from the 1970s onward. Key points covered include the shift from arcade to home console games, the rise in game sales and popularity in the 1990s and 2000s, the growth of online and subscription-based games, and how games are now influencing the real world and culture.
Level up! Integrating Games and Gamification to Support Teaching & LearningMichael M Grant
The document discusses integrating games and gamification to support teaching and learning. It distinguishes between gaming, which is designed for entertainment, and serious games or gamification, which apply game elements to non-game processes to motivate learners. Background research shows games can improve learning outcomes when targeted to specific objectives. The document provides examples of commercial, specialty, and teacher-created games for various subjects and populations. Implementation challenges like assessment and perceptions of games are addressed.
Gamification and GBL Presentation to UnitecPaul Pivec
The document discusses game-based learning and the potential of digital games for education. It summarizes several related studies that found games can develop skills and motivate learning when designed appropriately. However, teachers need support in choosing games and integrating them into lessons. The document proposes resources and training to help teachers understand how games can supplement traditional teaching and promote quality learning.
Presentation delivered by Daniel Livingstone, Glasgow School of Art at the Still Game to Learn event organised by College Development Network, 9th December, 2016.
Video games is a fast growing industry all over the world. Amount of time and money spent on the games industry cannot stay without our attention. Video games have interest and attention of school aged youth. Which make us think of the possibility of using video games in learning process, particularly in educational institutions.I discuss influence of video games and concentrate on learning through video games and its main learning principles. My essay is mainly based on J.P. Gee works.
Gaming in the School Library: the How & Why
Beth Gallaway offers a presentation of best practices in literacy-based gaming of all types from in U.S. libraries, including a guide to launching gaming at your library, no matter what your size, space, staff or budget.
Tracy L.M. Kennedy is a PhD candidate at the University of Toronto studying how people use the internet and how technology integrates into daily life. Her research focuses on ICTs (information and communication technologies), families, households, digital culture, video games, gaming, and virtual worlds. She has published several papers on these topics and conducted research projects investigating internet use, online gaming communities, and virtual worlds.
This presentation, originally presented in Second Life to the NC Distance Learning Association, explores how video games and virtual worlds can be valuable tools for instruction and shares resources that teachers might use to incorporate gaming into their curriculum.
Digital Space as Semi - Permeable Membranesalex bal
This document summarizes a research project studying how young media users aged 4-13 interact with and learn through digital media. It used ethnographic research methods to observe 31 children in their natural environments and interview them over 12-24 months. Key findings included that digital media serves as a social space where children game, communicate, and create content together. Children also learn informally through peer-produced content on sites like YouTube and social media. As mobile devices become more prevalent, children are accessing digital media across different spaces. The researchers aim to understand how children's digital media use and expertise changes over time, with digital space acting as a semi-permeable membrane between their social worlds.
The document discusses using games and multimedia in education. It notes that today's students are immersed in technology and that games can provide engaging, hands-on learning. The document suggests incorporating gaming into classrooms to better teach students through meaningful choices, collaboration, and problem-solving in simulated environments.
Playing to Learn: Using Games and Simulations in the Classroom 07-19-11Andy Petroski
Playing to Learn: Games and Simulations in the Classroom
12:30 PM - 3:30 PM
Promote active learning, impact student motivation and improve learning outcomes through the use of games and simulations in the classroom. Technology expands the opportunities for learning through games by increasing the interaction, expanding the audience and tracking the results. This session provides an overview of using games and simulations for learning, including an exploration of the impact of games and simulations, the types of games and simulations and considerations for using games and simulations in the classroom. Off-the-shelf games and game templates that can be implemented immediately will be reviewed and simple tools for creating your own games will also be explored.
Beth Gallaway presented on bringing gaming to libraries. She discussed how gaming can promote literacy in various formats including print, visual, media, science, technology, programming, and information and communication technology. Playing video games can help develop skills like problem solving. Gallaway provided examples of libraries hosting gaming events and maintaining gaming collections. She offered best practices for gaming programs and collections including choosing appealing titles, marketing programs effectively, implementing them safely, and evaluating their success.
Hsiao Wei (Michelle) Chen is pursuing a PhD to research how to develop video games about mental health using a Participatory Action Research methodology. She will work with people with lived experience of mental illness, mental health professionals, and video game developers. The research aims to create video games that promote mental health awareness and reduce stigma, not for therapeutic purposes. Game jams will be conducted online in phases of storytelling, ideation, development, and release. The timeline spans from 2020 to 2022.
A Digital Game to Support Youth Social Decision MakingYTH
Working to create a series of digital and analog games to address complex issues of social and emotional health of youth, Ragnar Anderson of the University of Chicago presents the digital game "A Day in the Life." Presented at YTH Live 2014 session "Gaming for Health."
Peter Shea - Serious Games in Higher Education: Problems and PotentialSeriousGamesAssoc
Presenters:
Peter Shea, Director of the Office of Professional Development, Middlesex Community College
Nikki Boots, Instructional Technologist, Harvard University
Jim Grenier, Associate Director of The Center for Teaching, Learning and Technology Innovation, Mass Bay Community College
Despite the large body of research which supports the use of serious games and simulations in a variety of knowledge domains, sg/s have not made a significant impact in higher education. In this presentation, three professional instructional designers will discuss the reasons why higher education is a difficult market to break into, but also why and where there are signs of hope.
This document provides an overview of an event on the promise and pitfalls of realizing the Internet of Things (IoT). It summarizes presentations and demonstrations that took place at various IoT conferences and workshops in 2015 showcasing applications of IoT in areas like emergency management, transportation, healthcare, energy, and assistive technologies. It also highlights some of the societal impacts and challenges of IoT, such as issues around control, privacy, security, and ensuring accessibility for all.
This document discusses the relationship between systems thinking and design thinking. It argues that both are needed to solve complex problems. Design thinking focuses on creativity and prototyping solutions, while systems thinking considers how all parts of a system interact. The document provides examples of how both have been applied to education and collaboration projects. It also discusses building personal mastery and self-awareness to fully engage in this work. In the end, it advocates combining systems thinking with design thinking to address challenges.
TCC Online Conference 2014 -Towards Transdisciplinarity with CVEs Barbara Truman
This document summarizes a study on leading collaboration in virtual environments using avatars. It discusses transdisciplinarity and how virtual worlds can facilitate collaborative learning across distributed groups. The study involved a survey of 61 participants from various professional backgrounds on their experiences with avatar use. Quantitative analysis identified factors like engagement, empowerment, collaboration and transdisciplinarity. Qualitative analysis identified themes like embodiment, self-actualization, and discipline. The document discusses potential applications of virtual worlds to areas like leadership development, social entrepreneurship, and blending physical and virtual team experiences.
Slides used for successful docotoral proposal defense (minus some speculative information) as part of the Doctorate of Computer Science, Emerging Media from Colorado Technical University.
Barbara Truman presented on using immersive learning environments like virtual worlds for study abroad orientation. She discussed how they allow for non-threatening experiential learning, social experimentation, role play, and identity exploration to help prepare students culturally. Examples included using a virtual world to orient students to a short-term trip to Nicaragua or allowing international students to collaborate in a virtual case study. Truman suggested immersive environments could enrich orientation by allowing students to grasp foreign cultures through simulated interactions and experiences to better understand social norms and safety abroad.
This document discusses the potential for digital game-based learning to help unlock optimal learning outcomes. It notes that games can motivate learners and provide feedback, practice, and a sense of flow that supports learning. However, there are also obstacles to adopting game-based learning such as cost, tools, and perceptions of games replacing teachers. The document advocates applying what is known about effective game techniques and outlines examples of institutions that are exploring game-based learning. It argues that games should be used to enhance learning rather than just for gamification.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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Article: https://pecb.com/article
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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 Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
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.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Florida EdTech Conference 2013
1. Game MOOC
Experiential Engagement and Transformation
Barbara Truman – UCF Academic Partnerships
Dr. Francisca Yonekura – University of Central Florida
Tanya Martin – Broward County Schools
Kae Novak – Colorado Community College – Front Range
2. Participant Objectives
• Identify potential benefits for different
stakeholders
• Gain knowledge about Game Based Learning
and gamification
• Choose a level of engagement in an upcoming
GAME MOOC
• Use leadership within an online professional
development community
3. Overview of the Research
within the Project
Participatory Culture
Dr. Lisa Dawley
Dr. Henry Jenkins
Dr. Clay Shirky
Game Based Learning –Gamification
Dr. James Gee
Dr. Jane McGonigal
Mr. Jesse Schell
Dr. Constance Steinkuehler
Dr. John Seely Brown
13. A MOOC by any other name…
cMOOC, xMOOC
cMOOC
• Connectivist MOOC
• Social networked
learning
• Gamification
• Knowledge creation
• Crowd-sourced
information
xMOOC
• Well funded MOOC
• Traditional approach
• Knowledge
duplication
• Prestige of expert
• Access to elite
institutions and
content
19. Game-Based Learning
• Use of game mechanics and game design
• Making learning more engaging
• Path to mastery via scaffolding skills
• Scientific Inquiry
• Problem Solving
• Leveling and Achievements
• Failure is part of learning
• Constructivist Learning
30. Outcomes
• PLNs and Communities of practice
– Inevitable Betrayal
– SIGVE/Game Connection
• G.A.M.E. (Gamers Advancing Meaningful Educa
• Youtube Channel of videos
• Ongoing Tweetchats #Gamemooc
• Use of new tools
31. Future Implications
• Shareable Resources
• Social Networking – multiple venues
• Mastery vs “seat time”
• Seamless – just natural learning
• Global participation/collaboration
• Innovate continuously
• Professional networking
• Lower cost of professional development
32. Sign up at
• http://bit.ly/gamesmooc
• Begins March 18, 2013
• 6 weeks til April 22, 2013
• Topics include:
– Build the Game using Apps
– AR and ARGs
34. References
Lisa Dawley http://lisadawley.wordpress.com
Dawley, L. (2009). Social network knowledge construction: emerging virtual world pedagogyOn the Horizon (Vol. 17, pp. 109 - 121): Emerald
Group Publishing Limited. doi: 10.1108/10748120910965494
Henry Jenkins http://henryjenkins.org
Jenkins, H. (2006). Convergence culture: where old and new media collide: New York University Press.
Jenkins, H. (2006). Fans, bloggers, and gamers: exploring participatory culture: New York University Press.
Jenkins, H. (2007). The wow climax: Tracing the emotional impact of popular culture. New York, NY New York University Press.
Clay Shirky http://www.shirky.com/
Shirky, C. (2008). Here comes everybody: the power of organizing without organizations. New York: Penguin Press.
Shirky, C. (2010). Cognitive surplus: creativity and generosity in a connected age. New York: Penguin Press.
James Paul Gee http://www.jamespaulgee.com
Gee, J. P. (2007). Good video games. New York, NY: Peter Lang.
Gee, J. P. (2004). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.
Gee, J. (2008). Video Games and Embodiment. Games and Culture, 3(3-4), 253-263. doi: citeulike-article-id:3882509
Gee, J. (2008). A sociocultural perspective on opportunity to learn. Assessment, equity, and opportunity to learn, 76–108. (available online
http://www.jamespaulgee.com/node/31
Gee, J. (2008). Video Games and Embodiment. Games and Culture, 3(3-4), 253-263. doi: citeulike-article-id:3882509
Gee, J. P. (2009). Digital Media and Learning as an Emerging Field, Part I: How We Got Here. International Journal of Learning and Media,
1(2), 13-23. doi: 10.1162/ijlm.2009.0011
Gee, J. P. (2009). Digital Media and Learning as an Emerging Field, Part I: How We Got Here. International Journal of Learning and Media,
1(2), 13-23. doi: 10.1162/ijlm.2009.0011
Gee, J. P. (2010). New Digital Media and Learning as an Emerging Area and "Worked Examples" as One Way Forward: The MIT Press.
35. References (continued)
Jane McGonigal http://janemcgonigal.com
McGonigal, J. (2005). All Game Play is Performance: The State of the Art Game.
McGonigal, J. E. (2006). This might be a game: ubiquitous play and performance at the turn of the twenty-first century. Available from
http://worldcat.org /z-wcorg/ database.
McGonigal, J. (2008). Engagement economy: The future of massively scaled collaboration and participation (Report no. 1183). Palo Alto, CA:
Institute for the Future.
McGonigal, J. (2008). Engagement economy: The future of massively scaled collaboration and participation (Report no. 1183). Palo Alto, CA:
Institute for the Future.
Jesse Schell http://janemcgonigal.com
Schell, J. (2008). The Art of Game Design: A Book of Lenses: Elsevier/Morgan Kaufmann.
Constance Steinkuehler http://constances.org
Steinkuehler, C. A. (2005). Cognition and learning in massively multiplayer online games: A critical approach. The University of Wisconsin -
Madison, Madison, WI.
Steinkuehler, C., & Chmiel, M. (2006). Fostering scientific habits of mind in the context of online play. Paper presented at the Proceedings of the 7th
international conference on Learning sciences, Bloomington, Indiana.
Steinkuehler, C. (2006). Massively Multiplayer Online Video Gaming as Participation in a Discourse. Mind, Culture & Activity, 13(1), 38-52. doi:
citeulike-article-id:1121789
Steinkuehler, C., & Williams, D. (2006). Where Everybody Knows Your (Screen) Name: Online Games as "Third Places". Journal of Computer-
Mediated Communication, 11(4). doi: citeulike-article-id:825426
Steinkuehler, C. (2010). Video Games and Digital Literacies. Journal of Adolescent & Adult Literacy, 54(1), 61-63.
John Seely Brown http://www.johnseelybrown.com
John Hagel, III, Brown, J. S., & Davison, L. (2012). The Power of Pull: How Small Moves, Smartly Made, Can Set Big Things in Motion: Basic Books.
Thomas, D., & Brown, J. S. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change: CreateSpace.
36. Thank you!
• Tanya Martin
– gridjumper2@gmail.com
– Twitter @gridjumper
– Blog Gridjumper.net
• Barbara Truman
– Email barbara.truman@gmail.com
– Twitter @barbaratruman
• Dr. Francisca Yonekura
– E-mail francisca@ucf.edu
– Twitter @frankiey
Editor's Notes
Transforms participants into community Mashup – Facilitatied Leadership Experiential Learning
Front Range Community College Kae Novak, Chris Luchs Advisory Board Design Delivery Marketing Connected Educator Moving to the present the Games MOOC has been more formulated into something that has rubrics and requirements, I hate to phrase it with a certain “standard” but its reached a point where arranging and organizing events has become second nature to the Organizers. A couple of notable changes are the switch from P2PU to the shivtar portal guild site, the introduction of badges and the weekly Twitter chats/Google hangouts. Most of the major changes were from our secret Advisory Board meetings where we all sat down (in Google Hangouts) and really got down to brass tacks about what was doing well in the Games MOOC and what needed to be changed. Changing the learning management system (lms) was probably the hardest thing for all of us to admit needed to happen, but we were hesitant as well. Kae was probably thinking it was for the better though Chris hasn’t complained about it too badly, collecting quantitative data is about the same. This decision came about from having a semi-more focus on the game WoW being our prime example and being able to show Gamification and teambuilding through easier means, pretty much all the organizers have at least a level 1 or up to level 20 character on the Sisters of Elune server in the starting area for when we first start out (even going so far as to reaching the new level 90 cap). Shivtar was originally intended to be a Guild (the in-game groups/clubs in WoW) database with forum and badge capabilities through Mozilla Backback core standards, this has also expanded into the real world forming bonds with other educators such as the Inevitable Betrayal Guild on the Horde side on the aforementioned server which was formed over two years ago with people who already saw the learning potential of games before we did. After a presentation by the great James Paul Gee about gamification, the idea acted as resurgence through the educational community like wild fire. We too were looking to incorporate game design into the Games MOOC back in the P2PU rendition, but the site didn’t offer that sort of thing adding another positive chalk mark on Shivtr. Even though it was a hard decision it was made for the better as we switched to the more Game-friendly lms, Shivtr. The last major change was the rough requirement of having to attend or comment on or during the live sessions that were scheduled once or twice a week in the evenings. Back in the P2PU we met frequently in SL at Front Range to do introductions before speeding off into other programs. True, SL was a great place to meet, but more and more participants became weary (I would think) of doing the whole SL program and then going into multiple programs soon after when they were just getting situated in SL became such a task in it of itself. So we still do give that option now, but we live stream the Google Hangouts in the Diner on ISTE for those that want to, but between Youtube and Twitter the competition is clear to see which people lean to. Anyways, the weekly meetings have topics that they revolve around and most of the readings, links to other pages of interest and additional resources are located on the Shivtr site while the bulk of the discussion happens live with easily twenty or more attending. In its current episode, it’s seeing over 500 participants with an astonishing growing number of 1700 and beyond. Having regulated meetings at predictable dates and times was a must. On P2PU, it was practically a free-for-all trying to schedule meetings so multiple people could come on different days; sure it was the summer, but a line needed to be drawn. From myself going by a head first volunteer of moderating and facilitating to a reserved Advisory Board member, seeing the Games MOOC evolve and change really does make me happy to have been and to continue to be a part of something so profound as the Games MOOC no words can express my gratitude to my fellow educators who are trying to make that difference that everyone talks about but rarely follows through with it.
Shareable Resources Lower cost of PD Maybe a mahinima here ??
Use of MMORPGs in education WoW Educator Guilds Machinima in Education So between 2 iterations 419 participants and 1704 posts. Here are the full stats Total Visitors: 129734 Total Page Views: 192232 Total Members: 419 Total Shouts: 1 Total Threads: 344 Total Posts: 1704 Info on next Games MOOC
Shareable Resources Lower cost of PD
To sign-up for the third iteration of the Games MOOC, click here:. This course will begin on March 18, 2013 and run for six weeks until April 22, 2013. Our topic for Games MOOC III is Build the Game using Apps, AR and ARGs. The focus of this MOOC will be creating a game or gaming project for your course. Depending on your class, you may choose to use a little, a lot or no technology at all. This course will have us exploring all the options. This is the sign-up http://bit.ly/gamesmooc for the third iteration of the Games MOOC.This course will begin on March 18, 2013 and run for six weeks until April 22, 2013. Our topic for Games MOOC III is Build the Game using Apps, AR and ARGs. The focus of this MOOC will be creating a game or gaming project for your course.This may take the form of using mobile devices to include even augmented reality. Or it may be a highly immersive interactive project that has your students doing live action role-play. Depending on your class, you may choose to use a little, alot or no technology at all. This course will have us exploring all the options.
We could give Kae’s contact info if she says it is ok