Presentation from the SiS Catalyst and EUCU.NET Technucation conferernce at the University of Porto, 28th November to 1st December 2013. Workshop A - The Content.
Does creativity lose out to fears about safety? Opportunity and Risk in Outdo...Iriss
Harry Harbottle.
* More than 25 years representing consumer interests on EU child safety committees
* Co-author, European playground safety standard and European guidebook on subject
* Former Head of Consumer Protection/Public Health/Regeneration, Leicester, UK
* Currently working establishing bespoke playgrounds around Europe with Richter Spielgeraete
* Partner, Rattlin’ Boag Play Company
* MD PlayfortheSenses GmbH
Curriculum for Excellence - A Creative Curriculum,Friday 24th & Saturday 25th April 2009, Crawfurd Theatre, Glasgow.
Reclaiming Childhood: what this means for early years education - Helene Guld...Iriss
Helene Guldberg, author and lecturer, Open University.
Curriculum for Excellence - A Creative Curriculum, Friday 24th & Saturday 25th April 2009, Crawfurd Theatre, Glasgow.
When the entertainment software industry partners with government agencies and nonprofit entities, they encourage the use of video games as tools to strengthen our society and improve our lifestyle. Erik Huey of the Entertainment Software Association discussed this during the State of the Industry session.
Speaker:
Erik Huey - Senior Vice President for Government Affairs, Entertainment Software Association
Does creativity lose out to fears about safety? Opportunity and Risk in Outdo...Iriss
Harry Harbottle.
* More than 25 years representing consumer interests on EU child safety committees
* Co-author, European playground safety standard and European guidebook on subject
* Former Head of Consumer Protection/Public Health/Regeneration, Leicester, UK
* Currently working establishing bespoke playgrounds around Europe with Richter Spielgeraete
* Partner, Rattlin’ Boag Play Company
* MD PlayfortheSenses GmbH
Curriculum for Excellence - A Creative Curriculum,Friday 24th & Saturday 25th April 2009, Crawfurd Theatre, Glasgow.
Reclaiming Childhood: what this means for early years education - Helene Guld...Iriss
Helene Guldberg, author and lecturer, Open University.
Curriculum for Excellence - A Creative Curriculum, Friday 24th & Saturday 25th April 2009, Crawfurd Theatre, Glasgow.
When the entertainment software industry partners with government agencies and nonprofit entities, they encourage the use of video games as tools to strengthen our society and improve our lifestyle. Erik Huey of the Entertainment Software Association discussed this during the State of the Industry session.
Speaker:
Erik Huey - Senior Vice President for Government Affairs, Entertainment Software Association
A guest presentation given to students at the University of Cape Town introducing games and learning, serious games, and how these relate to the South African context.
After the Jump > Deroy Peraza: Meaningful design for the common good.Sullivan
Whether it’s education, health, poverty relief, access to clean water, climate change, human rights or social justice, organizations in these fields tackle some of the most complex problems of our time. Their stories are not only compelling, they are often critical. Many social enterprises, such as these, also diligently stockpile a treasure trove of valuable data that can potentially be extremely useful to the general public or can shed light on the impact of their work.
However, the data is often locked away in spreadsheets and is usually not made accessible to the public, or at least not in a useful way. Consequently change-makers such as these need help bringing clarity to their stories and educating the public about social issues whenever possible. Whether in print or online, this data needs to be structured and edited into powerful, visually stunning narratives. And typography plays a major role in establishing clear information hierarchies and striking an engaging tone for each audience. After all, data is just data unless it both informs and inspires.
Deroy Peraza is a founding partner and creative director at Hyperakt. Deroy works at the crossroads of social entrepreneurship and design and relentlessly searches for meaningful challenges. He loves juggling vastly different projects such as data visualizations, brand identities, website interfaces and inventing products such as ChampsRing.com and LetsSwap.it. http://www.hyperakt.com
Dan Donahoo: Future Tools For Future Games: Digital Play Beyond Screens
http://youtu.be/curBWbG-dkM
This presentation explores how the emergence of the internet of things allows us to design and create digital games that turn our schools, our cities and physical spaces into digital play environment. Daniel does this through demonstrating different ways digital tools have been used to create serious transmedia, educational and community building games and play spaces.
Design Intersections: How Games Can Help Us Solve the World's Biggest ProblemsJane McGonigal
Game design can be a platform for re-inventing reality and designing our future. Presented on March 18, 2010 at the Design Intersections Symposium on Disruptive Effects, at the University of Minnesota.
Keynote for Games for Change 2013
The world of educational games is changing, and we cannot understand it without understanding the psychology of education.
A guest presentation given to students at the University of Cape Town introducing games and learning, serious games, and how these relate to the South African context.
After the Jump > Deroy Peraza: Meaningful design for the common good.Sullivan
Whether it’s education, health, poverty relief, access to clean water, climate change, human rights or social justice, organizations in these fields tackle some of the most complex problems of our time. Their stories are not only compelling, they are often critical. Many social enterprises, such as these, also diligently stockpile a treasure trove of valuable data that can potentially be extremely useful to the general public or can shed light on the impact of their work.
However, the data is often locked away in spreadsheets and is usually not made accessible to the public, or at least not in a useful way. Consequently change-makers such as these need help bringing clarity to their stories and educating the public about social issues whenever possible. Whether in print or online, this data needs to be structured and edited into powerful, visually stunning narratives. And typography plays a major role in establishing clear information hierarchies and striking an engaging tone for each audience. After all, data is just data unless it both informs and inspires.
Deroy Peraza is a founding partner and creative director at Hyperakt. Deroy works at the crossroads of social entrepreneurship and design and relentlessly searches for meaningful challenges. He loves juggling vastly different projects such as data visualizations, brand identities, website interfaces and inventing products such as ChampsRing.com and LetsSwap.it. http://www.hyperakt.com
Dan Donahoo: Future Tools For Future Games: Digital Play Beyond Screens
http://youtu.be/curBWbG-dkM
This presentation explores how the emergence of the internet of things allows us to design and create digital games that turn our schools, our cities and physical spaces into digital play environment. Daniel does this through demonstrating different ways digital tools have been used to create serious transmedia, educational and community building games and play spaces.
Design Intersections: How Games Can Help Us Solve the World's Biggest ProblemsJane McGonigal
Game design can be a platform for re-inventing reality and designing our future. Presented on March 18, 2010 at the Design Intersections Symposium on Disruptive Effects, at the University of Minnesota.
Keynote for Games for Change 2013
The world of educational games is changing, and we cannot understand it without understanding the psychology of education.
Trip report: Games and Learning Conferences 2008Steve Vosloo
I presented at the 2008 Games, Learning and Society and ED-MEDIA conferences. In this presentation are broad themes related to digital game-based learning ...
Educational video games are an enjoyable and engaging method of education for children of all ages. They can help children enhance their literacy, mathematics, science, and problem-solving abilities, as well as develop crucial life skills like cooperation and creativity.
Educational video games are more prevalent than ever in the digital age. There is an extensive selection of educational games for all types of devices, including computers, tablets, and mobile phones. This means that children can simultaneously learn and have joy regardless of their location
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.
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.
Presentation from the SiS Catalyst and EUCU.NET Technucation conferernce at the University of Porto, 28th November to 1st December 2013. Workshop B - The Delivery.
Toni Maraviglia & Kago Kagichiri (Mobile Education – Mprep)eucunet
Presentation from the SiS Catalyst and EUCU.NET Technucation conferernce at the University of Porto, 28th November to 1st December 2013. Workshop D - The Technology.
Presentation from the SiS Catalyst and EUCU.NET Technucation conferernce at the University of Porto, 28th November to 1st December 2013. Workshop E - The Technology.
Darko Grabar Accessible e-learning in the cloudeucunet
Presentation from the SiS Catalyst and EUCU.NET Technucation conferernce at the University of Porto, 28th November to 1st December 2013. Workshop D - The Technology.
Presentation from the SiS Catalyst and EUCU.NET Technucation conferernce at the University of Porto, 28th November to 1st December 2013. Workshop A - The Content.
Presentation from the SiS Catalyst and EUCU.NET Technucation conferernce at the University of Porto, 28th November to 1st December 2013. Workshop A - The Content.
Debora d'Avila Reis Universidade das Criançaseucunet
Presentation from the SiS Catalyst and EUCU.NET Technucation conferernce at the University of Porto, 28th November to 1st December 2013. Workshop A - The Content.
Presentation from the SiS Catalyst and EUCU.NET Technucation conferernce at the University of Porto, 28th November to 1st December 2013. Workshop A - The Content.
Presentation from the SiS Catalyst and EUCU.NET Technucation conferernce at the University of Porto, 28th November to 1st December 2013. Workshop A - The Content.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Helen Smith Serious Games
1. To what extent do serious games
foster risk taking as an innovation
skill?
Helen Smith (PhD student-AIT)
2. Barriers to risk taking in the
classroom
• High stakes assessment and the fear of
failure
• Time
• Resources
• Individual skills of the teacher
• Political rhetoric and controls over
pedagogical practice
3. Can we create a learning environment….
• That is engaging?
• That engages young people
in real world problems?
• That allows them to see the
links between global
problems and science and
technology?
• That allows students to work
creatively and
collaboratively ?
• That allows them to freely
take risks?
4. Positive educational features
of computer games
Mirror constructivist learning models that students:
•Face uncertainty as to outcome of the task
•Recieve in time feedback
•Actively construct knowledge
•Can work co-operatively
•Are self-regulated learners
•Experience situations within the games that
resemble real-life or authentic situations.
5. Some more positive educational features of computer
games…
Players experience ‘fun failure’ (McGonigal,
2011)
6. Games engage the ‘digital natives’ of
contemporary society (Prensky,1996)
7. Games allow for a state of creative ‘flow’
(Csikszentmihalyi, 2003)
9. Theories of persuasive design (Fogg,
2002 and Bogost, 2007) suggest that
serious games are not value neutral and
that players are anchored in an
ideological position through a series of
processes
Does this lead to greater levels of
engagement than traditional educational
games?
12. Many serious games model the ‘Science-
Technology-Society’ nexus typified by
the work of Carl Mitcham (1994, 2001)
What are the implications of
climate change?
Scarce resources?
What would be peoples lived
experiences?
14.01.13c 12
15. Games for Change and Games
for Good
Increase capacity for
social innovation?
Collaboration beyond
the game in socially
innovative practices?
Real engagement in
issues around science
14.01.13
& sustainability? 15
16. • Engaged as both
creators and players
of serious games?
• Are more motivated
Young women by the social
& Serious aspects of science
Gaming and technology?
• Increase in serious
games that touch
upon the social
14.01.13
position of women?16
17. „I foresee games that fix our educational
systems... I foresee games that raise rates
of democratic participation. I foresee
games that tackle global scale problems
like climate change and poverty. In short, I
foresee games that augment our most
essential human capabilities- to be happy,
resilient, creative- and empower us to
change the world in meaningful ways“
Jane McGonigal Why Games Make Us Better
and How They Can Change the World (2011 )
14.01.13 17
18. Why are some of our young people fearful of taking
intellectual risks?
*psychological disposition
*a lack of cultural capital
*the consequence of living in a risk averse culture
What might be the limitations of serious games?
Could you apply the same principles of game based
learning to a non virtual environment with the same
degree of success?
What place can serious games have in the future of
educating our young people?
14.01.13 18
19. Thank you for listening…
Helen.Smith.fl@ait.ac.at
14.01.13 19