Gaming/simulation and the Virtual Learning Environment VLE

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Presentation by Pieter van der Hijden (pvdh@sofos.nl) of Sofos Consultancy (www.sofos.nl) at the 38th annual conference of the International Simulation and Gaming Association (ISAGA, www.isaga.info); Nijmegen, The Netherlands, 2007. The presentation uses Moodle as VLE example.

Education Technology

Pieter van der Hijden (Sofos Consultancy)
38th Annual ISAGA Conference, 9-13 July 2007
Nijmegen, The Netherlands
ISAGA 2007www.sofos.nl
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 Your presenter
ISAGA 2007www.sofos.nl
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 The theme
 Virtual Learning Environment becomes central
backbone in educational institutes
 Implications for serious computer-based games
ISAGA 2007www.sofos.nl
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 Presentation
 VLE as a world apart
 VLE as game management system
 VLE as game extension
 VLE as game engine (now)
 VLE as game engine (future)
ISAGA 2007www.sofos.nl
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ISAGA 2007www.sofos.nl
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VLE is the end of a the educational process chain

ISAGA 2007www.sofos.nl
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VLE Gaming/Simul
ations
Educational /
Gaming
Teacher centred
Goal is learning
(and testing)
Student centred
Goal is exploring,
competing, fun
Organisational Hierarchical
Cohort based
Extension of
classroom
Network
Flexible in time
Informal learning
Technical Backbone for the
whole institute
Developing
slowly
Each game
isolated, various
platforms
Changing rapidly

 Administer and enrol students
 Organise subgroups
 Deliver learning resources and activities
(see next slide)
 Collect results
 Organise gradebook
ISAGA 2007www.sofos.nl
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 Start-up
 Introduction
 Briefing
 Micro cycles
 Steps-of-play
 Mini-critique
 Shut-down
 Debriefing
 Evaluation & follow-up
ISAGA 2007www.sofos.nl
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 VLE’s have intrinsic
gaming functions
 Branched story games
 Flash games (via
SCORM)
ISAGA 2007www.sofos.nl
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ISAGA 2007www.sofos.nl
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 New functions of VLE’s
 Choreography of learning (Learning Design,
IMS-LD)
 Sequential activities
 Parallel activities
 Conditional activities
 New challenges
 Service oriented architecture

 Using Role-Play Simulations for teaching and Learning - motivation
and pedagogy; powerpoint presentation at SAGANET-seminar; Roni
Linser (www.fablusi.com), September 27th, 2006, Delft, The
Netherlands.
 Patterns in game-design; Staffan Björk, Jussi Holopainen; Charles
River Media, 2005.
 Putting a Second Life “Metaverse” skin on learning management
systems; Jeremy Kemp, Daniel Livingstone (www.sloodle.com).
 Learning Design; a handbook on modelling and delivering networked
education and training; Rob Koper, ColinTattersall (eds.); Springer,
2005.
 On the Development of Asynchronous Workflow-based Group
Simulations; Pieter van der Hijden (www.sofos.nl); Paper presented at
the ISAGA05 Conference in Atlanta, USA; June 27th - July 4th 2005.
ISAGA 2007www.sofos.nl
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Pieter van der Hijden (pvdh@sofos.nl)
Sofos Consultancy (www.sofos.nl)
ISAGA 2007www.sofos.nl
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The past years have seen the exponential growth of the number of Massive Open Online Courses (MOOCs). Many universities made the move to predominantly address positioning and students’ selection concerns. Nonetheless, the components used in a MOOC are still pretty much the same as the ones used in online education: lecture, videos, forums and quizzes. As an application school in engineering for the energy and transportation sectors, IFP School launched its first MOOC on November 2014. In this paper, we describe how the school challenged the current practices with the design and implementation of a Serious Game over a three weeks period of the online course. This pedagogical innovation facilitates knowledge transfer through situational learning. The Serious Game allows the learners to put their knowledge into practice and to face situations they would face in the industry in their future careers. The paper is organized in two parts. First, we review the main steps of the project: the educational objectives, the instructional design, the content development, the Serious Game usage and the learners’ qualitative feedback. For its first edition, the MOOC has a 31% retention rate on the total number of registered people, a high score considering that the average completion rate for a MOOC is around 10%. According to the MOOC survey, the majority of users considers the Serious Game to be the main positive asset of the course. In addition, partly due to the Serious Game implementation, 49% of the registered people are students under 25 year olds considering that in France, the average for other MOOCs is between 15 and 19%. In a second part, we discuss the characteristics of the Serious Game as it has been implemented in the IFP School MOOC. In particular, we use typological studies on gamification and also multimedia learning to understand if all or part of the components are exclusively related Serious Games theories and principles. Finally, we conclude with the interest of gamification in an application school like IFP School.

Game Based Learning ICT.pptx

kaviyar58

Game Based learning is very powerful tool for helping the students to learn difficult concept in a very simple way of teaching . It is very useful in both the teachers and the students. Bring high level of engagement to students during the learning process.Game-based learning is a teaching method that uses the power of games to define and support learning outcomes. A GBL environment achieves this through educational games that have elements such as engagement, immediate rewards and healthy competition. All so that while students play, they stay motivated to learn.Game-based learning can be defined as lessons which are competitive, interactive, and allow the learner to have fun while gaining knowledge. The best game-based learning has three main elements. The first element is competition. This need not be against another student or the teacher.Game-based learning is an active learning technique that uses games to improve student learning. The learning, in this case, comes from playing the game, which promotes critical thinking and problem-solving skills. Game-based training is a training method that uses games and other interactive activities to teach learners new skills and knowledge. Trainers can create a more enjoyable learning experience, which can help learners stay motivated and engaged throughout the training process.Educational games in the classroom can bring high levels of engagement to students during the learning process. When students engage in a game, their motivation increases, leading to better participation and the ability to form connections and positive memories of learning.According to research, using games in teaching can help increase student participation, foster social and emotional learning, and motivate students to take risks. One study of the popular multiple-choice quiz game Kahoot found that it improved students' attitudes toward learning and boosted their academic scores.An objective is a goal that a player must achieve to progress in a game. In some games, objectives are constant and presented only at the beginning of a level. In other games, objectives change and must be displayed to keep the player up to date.Today's game-based learning asks students to work toward a goal by choosing actions and experiencing whatever outcomes those decisions lead to. When students make educated and informed decisions, the positive outcome moves them forward in the game. When they make guesses or uninformed decisions, they reap the consequences and must continue to practice to improve their results. Constantly thinking about advancing in the game allows students to be active rather than passive learners. In modern video games, players learn through repetition and failure. When goals are accomplished through trial, error and learning, players advance to new levels in the game. Most players start a video game slowly by learning the skills they need to navigate the world more accurately. The skills that they develop add up over time .

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Fab17 panel: "Working Group FabCare "; Jimbaran Hub, Bali, Indonesia, October 18th, 2022 The UN SDGs are a globally accepted reference framework for socio-economic issues including health and care, they set common goals for all countries for the year 2030 and they are provided with indicators and a system of monitoring to track progress. We indicate the role health and care play within the SDGs and which fablabs have SDG profiles that show they are interested in this or want to contribute. Based on current data on the state of “care” within various countries, we can see where the existing fablabs could have the most impact with regard to care. And which themes are preferable to tackle.

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Mindmapping via a “hand tool” is great. With data becoming more and more important it is time to automate it. We developed a simple command language and interpreter (Corel/Mindmanager Macro) to do so. For more than 20 years mindmapping has been my personal productivity booster. It helps to organize my thoughts, to play on different fields, to plan, to develop and to write. With data becoming more and more important, it is time for a next round. Spending time with mindmapping software as part of a creative process, planning or writing is a pleasure. But spending time to visualize information is becoming more and more a load. It certainly is possible, but it takes often too much time and energy. As an example, look at the Figure 1. It is very simple in structure; it has a central topic, 13 main topics (picture only) and an additional main topic with some statistics. Figure 1 - Simple mindmap, nevertheless a lot of work In this example the creative part of the process to produce the map is rather limited. Maybe you need two minutes to set-up the main idea. But be honest, how many minutes will it take to produce the complete map? and even worse: this map is about UN Sustainable Development Goal #09. There are 17 such goals, so producing such a map for each of these goals will cost you 17 times that amount of time. All this time you can not spend to creative and more engaging processes! Mindmapping software is like a Swiss Army Knife, a fantastic tool in all kinds of situations. However, this tool needs the hands of a human all the time. So there is an upper limit to the fun you can have with it. In complex applications (eg a map with 100 nodes, decorated with images, markers, hyperlinks etc.), using the tool is too laborious. In series production (eg a series of 17 maps), the repetition becomes boring. We have to distinguish creative work from creating graphics. The latter should become more and more data driven and automated.

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