This document summarizes a proposed cross-sectional study examining the influences of educational gaming on four age groups: elementary school, high school, college, and the workplace. It reviews literature on differing goals, audiences, motivations, methodologies, and environmental influences of educational games. The proposed study would measure self-efficacy outcomes from simulated real-life gaming experiences tailored to each age group, to better understand how motivations and methodologies impact varying audiences. Recommendations include using surveys before and after gameplay to calculate differences in potentials for learning across groups.
For the 2011 eXtension Community of Practice Meeting, Barbara Chamberlin and Jeanne Gleason shared their strategies for designing educational media and games, including avoiding educational design myths. They also shared ways some of their innovative products, and discussed ways to work together in grant partnerships to develop educational tools.
Playing for change, playshop resources, Dr Jenny Fisher and Chrissi NerantziChrissi Nerantzi
1) The document describes a 90-minute playshop being held by Dr. Jenny Fisher and Chrissi Nerantzi on playing for change.
2) The playshop will involve participants experiencing three playstations focused on making, animating, and designing playful learning activities.
3) The facilitators believe that play is integral to learning at any age and can foster cooperation, trust, empathy and creativity. Playful learning approaches like making, animating and games will be explored.
The document summarizes a student's final project at the Copenhagen Institute of Interaction Design where he explored new potential uses for cameras beyond just taking photos, with a focus on designing cameras for children. Through research including interacting with children, he developed several camera concepts aimed at communication, outdoor play, and new ways to view and share images. He created prototypes to test the concepts and refined the designs based on feedback from experience testing with children.
Gadgets, Games and Gizmos for Learning: Teach on the BeachKarl Kapp
1. The document discusses how technology has advanced in many areas but not as much in learning, and it is time to change that.
2. Mobile devices are best used for performance support by providing workers with information they need on the job.
3. Games can impact learning through feedback, storytelling, and challenging learners in ways that help transfer knowledge more effectively than traditional methods.
The role of educational and learning pc games1Andris Vališins
The document discusses the role of educational PC games in developing children with disabilities. It defines key concepts like play, games, and disability. Educational games can help children develop skills but must be integrated properly into the curriculum. Both benefits and disadvantages are discussed, such as educational games being fun but possibly overused or replacing human interaction. The document also considers how games versus play may impact children with disabilities differently.
Judy Perry- MIT Scheller Teacher, Education Program LabSeriousGamesAssoc
The document discusses using mobile augmented reality (AR) games to foster informal learning in real-world spaces. It describes how AR games can create "bridges" between visitors and places by overlaying digital information and gameplay. The author provides examples of an environmental detective AR game used with MIT students and high school students. For the MIT students, the game exhibited some elements of gaminess like interesting decisions, but lacked clear goals and feedback. For the high school students, the game was more focused on completion than problem-solving. The author advocates designing AR games that balance structured learning and open-ended play to cultivate both fun and deeper understanding.
This document summarizes a proposed cross-sectional study examining the influences of educational gaming on four age groups: elementary school, high school, college, and the workplace. It reviews literature on differing goals, audiences, motivations, methodologies, and environmental influences of educational games. The proposed study would measure self-efficacy outcomes from simulated real-life gaming experiences tailored to each age group, to better understand how motivations and methodologies impact varying audiences. Recommendations include using surveys before and after gameplay to calculate differences in potentials for learning across groups.
For the 2011 eXtension Community of Practice Meeting, Barbara Chamberlin and Jeanne Gleason shared their strategies for designing educational media and games, including avoiding educational design myths. They also shared ways some of their innovative products, and discussed ways to work together in grant partnerships to develop educational tools.
Playing for change, playshop resources, Dr Jenny Fisher and Chrissi NerantziChrissi Nerantzi
1) The document describes a 90-minute playshop being held by Dr. Jenny Fisher and Chrissi Nerantzi on playing for change.
2) The playshop will involve participants experiencing three playstations focused on making, animating, and designing playful learning activities.
3) The facilitators believe that play is integral to learning at any age and can foster cooperation, trust, empathy and creativity. Playful learning approaches like making, animating and games will be explored.
The document summarizes a student's final project at the Copenhagen Institute of Interaction Design where he explored new potential uses for cameras beyond just taking photos, with a focus on designing cameras for children. Through research including interacting with children, he developed several camera concepts aimed at communication, outdoor play, and new ways to view and share images. He created prototypes to test the concepts and refined the designs based on feedback from experience testing with children.
Gadgets, Games and Gizmos for Learning: Teach on the BeachKarl Kapp
1. The document discusses how technology has advanced in many areas but not as much in learning, and it is time to change that.
2. Mobile devices are best used for performance support by providing workers with information they need on the job.
3. Games can impact learning through feedback, storytelling, and challenging learners in ways that help transfer knowledge more effectively than traditional methods.
The role of educational and learning pc games1Andris Vališins
The document discusses the role of educational PC games in developing children with disabilities. It defines key concepts like play, games, and disability. Educational games can help children develop skills but must be integrated properly into the curriculum. Both benefits and disadvantages are discussed, such as educational games being fun but possibly overused or replacing human interaction. The document also considers how games versus play may impact children with disabilities differently.
Judy Perry- MIT Scheller Teacher, Education Program LabSeriousGamesAssoc
The document discusses using mobile augmented reality (AR) games to foster informal learning in real-world spaces. It describes how AR games can create "bridges" between visitors and places by overlaying digital information and gameplay. The author provides examples of an environmental detective AR game used with MIT students and high school students. For the MIT students, the game exhibited some elements of gaminess like interesting decisions, but lacked clear goals and feedback. For the high school students, the game was more focused on completion than problem-solving. The author advocates designing AR games that balance structured learning and open-ended play to cultivate both fun and deeper understanding.
Jeanne Gleason and Barbara Chamberlin share their approach to developing interactive content, with recommendations on how to create learning experiences.
Snacking and Gaming: What We Know So Far (Presentation in Keynote)
At the Games for Health Conference (2010), we reviewed existing research regarding snacking, and the impacts of gameplay on snacking. We also shared initial data on a pilot study conducted in NMSU's Learning Games Lab, where we compared snack consumption across three types of activities: video game play, board game play, video watching. Barbara Chamberlin, Ph.D., Rachel Gallagher, Michelle Garza, Pamela Martinez
Note: If you are downloading, and cannot open Keynote files, consider downloading the PDF version of this, which is the handout with slide content on it.
The document discusses three social media platforms - Facebook, Twitter, and blogging - and provides guidance on how to use them for extension work.
Facebook allows users to create profiles, connect with others, and share posts, photos and events. It offers privacy controls and options for pages, groups and networks. Twitter allows microblogging through tweets (limited to 140 characters) and includes features like replies, direct messages, retweets and lists. Blogs are online journals that allow for longer form posts with photos, videos and links. The document provides tips on setting up accounts and pages as well as examples of how extension agents currently use each platform.
NMSU Media Productions (Also called the Learning Games Lab) has developed apps, virtual labs, animations and games, and work to promote them for distribution. Their goal is not revenue, but distribution, trying to find as large an audience as possible. Here, Barbara Chamberlin shares what they've learned at the ACE 2015 Conference in Charleston, SC.
The document discusses three social media platforms - Facebook, Twitter, and blogs - and provides an overview of their key features and how extension professionals can use them. Facebook allows users to create profiles and connect with others. Twitter is a microblogging platform that limits posts to 140 characters. Blogs are online journals that allow for longer form posts with images, videos and links. The document provides guidance on setting up accounts and pages for each platform and examples of how extension is currently using social media.
UCF's Literary Arts Partnership provides creative writing workshops for organizations serving vulnerable populations, including homeless shelters, schools, and rehabilitation centers. Students in UCF's creative writing classes work one-on-one with participants, using writing prompts to improve literacy and self-expression. At the end of each 10-12 week program, the partnership hosts a reading event for participants to share their writings. The program aims to improve literacy and self-sufficiency among at-risk youth and adults through creative writing.
Before app design work begins, teams need to think about the target devices, legal and ownership issues related to setting up a store, and distribution and promotional issues. AT this session from the 2015 ACE Conference in Charleston, SC, Barbara Chamberlin shares what the Learning Games Lab has learned in the process. NMSU has been developing apps since 2010, and their lessons learned can help other university-based developers who wish to enter the app field.
This document summarizes research on the impacts of exergames or active video games. It discusses physiological impacts such as increased energy expenditure and improvements in measures like blood pressure and body composition. It also discusses social and psychosocial benefits such as improved bonding and self-esteem. While exergames show potential for positive impacts, the document notes that longer term effects are unknown and more research is needed to understand long term behavioral changes. It also discusses implications for academic performance like improved grades and test scores when physical activity is increased. Overall, the research presented suggests exergames can provide health benefits but more work is still required to understand their full impacts and how to best design and implement exergames.
From the 2012 Games for Health conference in Boston, Barbara Chamberlin and Michelle Garza share a review of exergaming-related literature from the past year.
The document contains a collection of quotes and sayings on various topics like work, life, happiness, love, decisions, failure, nature, time, judgment, and appreciation. Some of the key messages are: love your work but don't rely on your company, you determine your own success through involvement, happiest people appreciate what they have rather than want more, make decisions based on experience not emotions, it's better to lose your ego than a relationship, forget past failures and look ahead, and it's easy to receive but difficult to give of yourself to others.
Growing your Global Brand: Lionbridge WebinarLionbridge
This document discusses how to develop and deliver a successful digital strategy for growing your global brand. It provides tips on defining a digital experience that connects people, content, platforms and outcomes. It also outlines challenges in managing global content experiences and provides recommendations around establishing team roles, managing workflows, translation techniques, global SEO frameworks, and developing the right linguistic tools. The overall goal is to optimize the digital experience and content for customers globally.
Pike Medical Consultants is a medical practice that will be exhibiting at the Indy Health Expo on January 23-24, 2010. They provide a range of medical services including internal medicine, family medicine, physician assistants, nurse practitioners, and an expedited walk-in clinic. Their mission is to offer caring and compassionate healthcare.
A campanha publicitária visa sensibilizar jovens de 14 a 18 anos sobre a prevenção de DST através da distribuição de preservativos. Serão realizadas ações educativas nas escolas sobre sexualidade responsável e utilização correta de preservativos, além de distribuição dos mesmos e material informativo. O orçamento é de €10.000 e a campanha decorrerá ao longo do ano letivo de 2008/2009.
This document provides strategies for teaching children to think, including developing positive dispositions for thinking and learning, generating intellectual rigor and inquiry, combining proven frameworks with practical strategies, and enhancing thinking with technology. It discusses developing curiosity, self-talk, passion-driven inquiries, taxonomies of thinking, problem-solving approaches, and using technology like cellphones and visuals to advance thinking. The document aims to provide teachers with practical yet intellectually rigorous approaches to teaching children higher-order thinking.
Alexander Stevenson took a social learning class that helped him identify his learning preferences. He prefers visual and sequential learning. He explored various social technologies and found screencasts and games best suited his strengths. Screencasts allow him to learn steps visually, and games help reinforce concepts. Going forward, he plans to use screencasts to improve his design skills and games to review coursework.
Social Media CPEC Exemplary Practice #AFC63Joshua Murdock
This document provides an overview of a professional development course on using social media in teaching and learning. The course explores communication, engagement and networking through social media and how to integrate various applications into courses. Participants develop a plan to appropriately incorporate social media into a specific course. The document also lists additional social media-related courses and resources for further networking opportunities.
Phystec Conference: The Gentle Art of Questioning. Writing Great Clicker Qu...Stephanie Chasteen
How does a teacher use questioning effectively? This workshop will focus on writing those questions that engage students, spark their curiosity, help recap material, give you insight into their thinking, or help them learn critical ideas in physics. We will focus on "peer instruction" -- a research-tested method of requiring students to discuss challenging questions with one another. We will investigate the surprising power of multiple-choice questions to achieve critical thinking skills. Finally, we will look at writing questions that align with our goals for students, discuss the elements of effective questions, and practice writing questions and work on improving them.
This document discusses support for gifted children in classrooms. It suggests that the quality of thinking is critical for gifted students and outlines several strategies to support them both in and out of the classroom. These include using computers, independent study, having students teach others, and extracurricular activities. The document also discusses identifying gifted students and building lessons around their interests and passions. It proposes blended learning models and innovative opportunities like 3D printing to engage gifted students.
The Motion Math app:
- Is an interactive app that tests elementary students on math skills in a fun way without test pressure
- Can be used for students in grades 1-3 and allows adjusting the level of difficulty
- Provides practice on a range of math topics from addition/subtraction to decimals and negative numbers
- Is useful for both students and teachers, allowing students to practice skills and teachers to evaluate their lessons
- Addresses mathematics standards for elementary students by testing on different math topics in an engaging format
Jeanne Gleason and Barbara Chamberlin share their approach to developing interactive content, with recommendations on how to create learning experiences.
Snacking and Gaming: What We Know So Far (Presentation in Keynote)
At the Games for Health Conference (2010), we reviewed existing research regarding snacking, and the impacts of gameplay on snacking. We also shared initial data on a pilot study conducted in NMSU's Learning Games Lab, where we compared snack consumption across three types of activities: video game play, board game play, video watching. Barbara Chamberlin, Ph.D., Rachel Gallagher, Michelle Garza, Pamela Martinez
Note: If you are downloading, and cannot open Keynote files, consider downloading the PDF version of this, which is the handout with slide content on it.
The document discusses three social media platforms - Facebook, Twitter, and blogging - and provides guidance on how to use them for extension work.
Facebook allows users to create profiles, connect with others, and share posts, photos and events. It offers privacy controls and options for pages, groups and networks. Twitter allows microblogging through tweets (limited to 140 characters) and includes features like replies, direct messages, retweets and lists. Blogs are online journals that allow for longer form posts with photos, videos and links. The document provides tips on setting up accounts and pages as well as examples of how extension agents currently use each platform.
NMSU Media Productions (Also called the Learning Games Lab) has developed apps, virtual labs, animations and games, and work to promote them for distribution. Their goal is not revenue, but distribution, trying to find as large an audience as possible. Here, Barbara Chamberlin shares what they've learned at the ACE 2015 Conference in Charleston, SC.
The document discusses three social media platforms - Facebook, Twitter, and blogs - and provides an overview of their key features and how extension professionals can use them. Facebook allows users to create profiles and connect with others. Twitter is a microblogging platform that limits posts to 140 characters. Blogs are online journals that allow for longer form posts with images, videos and links. The document provides guidance on setting up accounts and pages for each platform and examples of how extension is currently using social media.
UCF's Literary Arts Partnership provides creative writing workshops for organizations serving vulnerable populations, including homeless shelters, schools, and rehabilitation centers. Students in UCF's creative writing classes work one-on-one with participants, using writing prompts to improve literacy and self-expression. At the end of each 10-12 week program, the partnership hosts a reading event for participants to share their writings. The program aims to improve literacy and self-sufficiency among at-risk youth and adults through creative writing.
Before app design work begins, teams need to think about the target devices, legal and ownership issues related to setting up a store, and distribution and promotional issues. AT this session from the 2015 ACE Conference in Charleston, SC, Barbara Chamberlin shares what the Learning Games Lab has learned in the process. NMSU has been developing apps since 2010, and their lessons learned can help other university-based developers who wish to enter the app field.
This document summarizes research on the impacts of exergames or active video games. It discusses physiological impacts such as increased energy expenditure and improvements in measures like blood pressure and body composition. It also discusses social and psychosocial benefits such as improved bonding and self-esteem. While exergames show potential for positive impacts, the document notes that longer term effects are unknown and more research is needed to understand long term behavioral changes. It also discusses implications for academic performance like improved grades and test scores when physical activity is increased. Overall, the research presented suggests exergames can provide health benefits but more work is still required to understand their full impacts and how to best design and implement exergames.
From the 2012 Games for Health conference in Boston, Barbara Chamberlin and Michelle Garza share a review of exergaming-related literature from the past year.
The document contains a collection of quotes and sayings on various topics like work, life, happiness, love, decisions, failure, nature, time, judgment, and appreciation. Some of the key messages are: love your work but don't rely on your company, you determine your own success through involvement, happiest people appreciate what they have rather than want more, make decisions based on experience not emotions, it's better to lose your ego than a relationship, forget past failures and look ahead, and it's easy to receive but difficult to give of yourself to others.
Growing your Global Brand: Lionbridge WebinarLionbridge
This document discusses how to develop and deliver a successful digital strategy for growing your global brand. It provides tips on defining a digital experience that connects people, content, platforms and outcomes. It also outlines challenges in managing global content experiences and provides recommendations around establishing team roles, managing workflows, translation techniques, global SEO frameworks, and developing the right linguistic tools. The overall goal is to optimize the digital experience and content for customers globally.
Pike Medical Consultants is a medical practice that will be exhibiting at the Indy Health Expo on January 23-24, 2010. They provide a range of medical services including internal medicine, family medicine, physician assistants, nurse practitioners, and an expedited walk-in clinic. Their mission is to offer caring and compassionate healthcare.
A campanha publicitária visa sensibilizar jovens de 14 a 18 anos sobre a prevenção de DST através da distribuição de preservativos. Serão realizadas ações educativas nas escolas sobre sexualidade responsável e utilização correta de preservativos, além de distribuição dos mesmos e material informativo. O orçamento é de €10.000 e a campanha decorrerá ao longo do ano letivo de 2008/2009.
This document provides strategies for teaching children to think, including developing positive dispositions for thinking and learning, generating intellectual rigor and inquiry, combining proven frameworks with practical strategies, and enhancing thinking with technology. It discusses developing curiosity, self-talk, passion-driven inquiries, taxonomies of thinking, problem-solving approaches, and using technology like cellphones and visuals to advance thinking. The document aims to provide teachers with practical yet intellectually rigorous approaches to teaching children higher-order thinking.
Alexander Stevenson took a social learning class that helped him identify his learning preferences. He prefers visual and sequential learning. He explored various social technologies and found screencasts and games best suited his strengths. Screencasts allow him to learn steps visually, and games help reinforce concepts. Going forward, he plans to use screencasts to improve his design skills and games to review coursework.
Social Media CPEC Exemplary Practice #AFC63Joshua Murdock
This document provides an overview of a professional development course on using social media in teaching and learning. The course explores communication, engagement and networking through social media and how to integrate various applications into courses. Participants develop a plan to appropriately incorporate social media into a specific course. The document also lists additional social media-related courses and resources for further networking opportunities.
Phystec Conference: The Gentle Art of Questioning. Writing Great Clicker Qu...Stephanie Chasteen
How does a teacher use questioning effectively? This workshop will focus on writing those questions that engage students, spark their curiosity, help recap material, give you insight into their thinking, or help them learn critical ideas in physics. We will focus on "peer instruction" -- a research-tested method of requiring students to discuss challenging questions with one another. We will investigate the surprising power of multiple-choice questions to achieve critical thinking skills. Finally, we will look at writing questions that align with our goals for students, discuss the elements of effective questions, and practice writing questions and work on improving them.
This document discusses support for gifted children in classrooms. It suggests that the quality of thinking is critical for gifted students and outlines several strategies to support them both in and out of the classroom. These include using computers, independent study, having students teach others, and extracurricular activities. The document also discusses identifying gifted students and building lessons around their interests and passions. It proposes blended learning models and innovative opportunities like 3D printing to engage gifted students.
The Motion Math app:
- Is an interactive app that tests elementary students on math skills in a fun way without test pressure
- Can be used for students in grades 1-3 and allows adjusting the level of difficulty
- Provides practice on a range of math topics from addition/subtraction to decimals and negative numbers
- Is useful for both students and teachers, allowing students to practice skills and teachers to evaluate their lessons
- Addresses mathematics standards for elementary students by testing on different math topics in an engaging format
This document summarizes a student's experience in a multimedia learning class. It describes the student's learning preferences as sequential and sensory. Throughout the class, the student explored various multimedia technologies for learning including games, simulations, and apps. The student found that simulation activities best accommodated their learning preferences by challenging them to think through sequential steps. Going forward, the student plans to use simulated games and activities to practice skills and gain experience in topics like running a business.
Digital game-based learning (DGBL) incorporates educational content into video games to engage learners by drawing on constructivist learning theory. DGBL mirrors how the human brain learns through experiences and simulations, providing motivation and fun for 21st century learners. While some educators have misconceptions that games are too violent, a waste of time, or don't align with curriculum, the document provides strategies for finding appropriate browser-based instructional games to incorporate into lessons.
The student took a learning preference survey that showed they were most reflective, sensual, sequential, and verbal. However, based on their own experience, they felt they learned best visually and verbally. The survey results did not change their view that their top learning preferences were visual and verbal. Overall, the student believes a survey alone cannot determine someone's best learning style and it must be figured out individually.
The student took a learning preference survey that showed they were most reflective, sensual, sequential, and verbal. However, based on their own experience, they felt they learned best visually and verbally. The survey results did not change their view that their top learning preferences were visual and verbal. Overall, the student believes a survey alone cannot determine someone's best learning style and it must be figured out individually.
The student took a learning preference survey that showed they were most reflective, sensual, sequential, and verbal. However, based on their own experience, they felt they learned best visually and verbally. The survey results did not change their view that their top learning preferences were visual and verbal. Overall, the student believes a survey alone cannot determine someone's best learning style and it must be figured out individually.
The student took a learning preference survey that showed they were most reflective, sensual, sequential, and verbal. However, based on their own experience, they felt they learned best visually and verbally. The survey results did not change their view that their top learning preferences were visual and verbal. Overall, the student believes a survey alone cannot determine someone's best learning style and it must be figured out individually.
LBIS Professional Development Day 21/09/12davidjjenkins
This document provides an overview of a professional development day focused on 21st century education. It discusses using inquiry-based approaches and differentiating instruction to meet diverse student needs. Presenters will cover integrating technology and applying educational theory to practice. Teachers will participate in activities exploring the five senses in education and Bloom's taxonomy. Breakout sessions will address how to design inquiry-based units, assess student learning, and incorporate technology into various subject areas. The goal is to help teachers develop skills for student-centered, technology-rich instruction catering to different learning styles.
Thoughts about Computing in the 21st Century Elementary ClassroomLO*OP Center, Inc.
This document discusses the importance of computing skills and 21st century skills in education. It suggests that teachers should understand how students currently use technology and ensure they are teaching skills that will help students adapt to a changing world. Some specific suggestions are made for classroom activities involving games like tic-tac-toe to demonstrate logic and how media can change interactions. The document emphasizes teaching students to think critically about information and how to learn continuously.
This document discusses Action Stations, an educational program that uses action research to empower student learning. It provides children with a common place to play, learn, and discuss the learning process. Students can make their own choices at various stations focused on developing skills like language, math, motor skills, and more. Teachers reflect on student progress and tailor the stations based on individual needs. Both teachers and parents report that Action Stations engages students and leads to personalized, purposeful learning and development of independence.
Whitney Hoffman is a mom, author, and producer who discusses using digital tools to enhance learning. She recommends building a digital toolbox of online tools and applications to improve communication and learning. Some tools she mentions include social bookmarking services like Delicious and Diigo to organize resources, as well as presentation, communication, classroom management, and study aid tools. She emphasizes selecting tools that enhance skills like critical thinking, communication, collaboration, and creativity to align with educational goals.
No child left untableted - a snapshot of mobile education technology for K-12Erin Daniels
Schools are finally catching on to the amazing opportunity that tablets bring to engage students to promote learning and skill building. With the expansive efforts to bring iPads to the classroom, students are tapping in to the opportunity to learn using the most natural and easy to use platform for delivering learning. Teachers are also discovering new tools to use in curriculum design and lesson planning to engage students while meeting Common Core State Standards (CCSS). From learning “games” to gesture-based exercises to content delivery, students are learning from the most easy-to-use device available on the market today.
This document summarizes Angelina's experience in a mobile learning class. It discusses her learning preferences as reflective, sensing, and visual. Through various class activities using technologies like iPods, podcasts, and microblogging, she found new ways to incorporate her learning styles and expand her skills. Going forward, Angelina plans to continue developing her reflective and active learning approaches while further exploring social networking, bookmarking, and podcasts on mobile devices to enhance her education.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
9. learning
external little answering
from memorization
rewards guidance questions
experiences
succeed
lots of opportunities positive
at one thing discipline
guidance to fail reinforcement
then the next
reading
teaching opportunities asking
watching fun
others to reflect questions
observing
understand
why and internal
adversity set own goals consequences
how they motivation
are learning
10. opportunities to ask
questions
discover new things
reflect on what
how do I
I’ve learned
find good games?
understand
concepts
share what I know
with others
how does this app or game facilitate learning?
11. what I see
when p e o p l e learn
sustains interest long enough to
reach understanding
driven by learner’s interest
opportunity for learning
offered in appropriate
place and time gives practice and
application when needed
is relevant
12. what I see
when p e o p l e learn
hard enough when learners
want to learn something
designing learning experience
very difficult when they don’t
we have to use other
tools to drive learning
14. What do we want the learner to be able to do?
inquiry-based learning
create an environment
have them do it where they decide
& reward them how to do it
themselves
gamification
15. myths of educational design
It
SEEMS
e d u c a t i o n a l ,
so it
must B E .
16. myths of educational design
I f t h ey
HEAR IT
they will
L E A R N it.
17. myths of educational design
Learn what
I want you to know
in the way it is
most convenient
for me to
teach.
21. define
design
prototype
idea
refine
for
rethink
the
communicate
thing make
the
audience thing
environment for use
outcomes
platform
game, sim, or interactive
22. E D U C AT I O N A L
game designm o d e l
math: multiple representations of
Start with... numbers, numberline, order of operations
• Broad educational goals.
6th graders lacking conceptual understanding + parents and teachers
• Any of the following:
• audience (age, info, existing knowledge)
• use environment (where, by whom, seat time,
platform)
• budget RCT in classrooms
• timeline
4 years
23. E D U C AT I O N A L
game designm o d e l
Food safety to mid schoolers:
Start with... temperature, handwashing, separation
• Broad educational goals.
•
mid schoolof the following:- just learning to cook
Any kids in class or home
• audience (age, info, existing knowledge)
• use environment (where, by whom, seat time,
platform)
• budget at home by in class, afteron web, 20-30 mins
themselves, school
• timeline 16 months
24. E D U C AT I O N A L
game designm o d e l
Start with... ATV safety to teenagers.
• Broad educational goals.
• Any of the following: kids 8-18, never ridden, don’t own ATV
• audience (age, info, existing knowledge)
• use environment (where, by whom, seat time,
platform)
• budget at home by themselves, on web, 20-30 mins
• timeline 6 months
25. what do they
already know?
why this audience?
self-directed or
teacher led? audience
why aren’t they learning this
another way?
why would they
want to use this?
26. what types of
what other computers will
learning be used to access
what other strategies will be this?
things will be used before, with
vying for the or after this?
user’s attention? how long will this be
used for?
environment where used
what is learner’s will users return
motivation to use? who will be to it repeatedly or
with the user just use once?
when this is
used?
27. what does work with other
approaches? What would this do?
what isn’t working with other
why is technology approaches? Why?
needed? How is this
better than other
approaches?
outcomes what needs to be
practiced or
understood?
conceptual
understanding?
practice or application? after using, what
can the user do?
behavior change?
28. E D U C AT I O N A L
game designm o d e l
... what doesn’t work:
• game makers serve as educational designers
• educators make their own games
educators developers
design make
29. To make the best educational games...
don’t
try to just teach,
don’t
try to just make a game,
think about how to design a
learning experience
30. $
No one will pay you to
make a game.
Ask for money to
educate.
shape attitudes.
change behavior.
31. Continuum of Development
Demographics
Calculator Food Safety Sim
iPhone App Web-Based Interactive
Landscaping Tool
Database (Web and Mobile)
$ $$$
Exergaming
Case Studies
3 Minute Videos Financial Literacy
2-10 hour game
32. Technology b e t t e r . doesn’t make it
mobile devicer .
Being on a
doesn’t make it bette
Being
better makes it
better.
-- Barbara Chamberlin, Educational Designer
33. How to m a ke
games,
media tools
interactives
and
t h a t don ’t stink.
Ba r bar a C h a m b e r l i n • bc hamber@nmsu.edu
Editor's Notes
instuctional design process - sabbatical\n\nguiding questions, into user testing.\n
We’ve gotten pretty good at teaching weird content... stuff that you might not think you need to know, stuff that you prolly won’t learn else where... stuff most people don’t want to teach you... so it makes snese to go to math which is stuff you need to know but may not want to learn, people want to teach you but may not know how. \n
vocabulary is very casual... they answer questions, they test and answer. We don’t tell them what a hyptohesis is. We don’t have them read about independent and dependent variables... ist’s scaffolded.\n
\n
This is a diner dash... time management. \n
\n
\n
\n
The truth is... you don’t need to know how I think learning happens, and I don’t need to know how you think learning happens, but you need to know how you think learning happens, and apply it in a meaningful way.\n
\n
If these conditions are met... a magazine article on an inflight magazine may be all that is needed... it can be educational... but too often, we design from our perspective of what we want to teach, rather than what the learner’s perspective is, of what they want to learn... But of course... our job is to teach content to people they don’t necessarily want ot know, certainly, don’t think they need to know, may not even understand that they don’t know it.\n
when they want to... that is what eXtension is... content there for people who are looking for it... are driven by it, and curious and hungry and are asking the right questions... BUT... OUR jobs have to move beyond that. When they don’t want to learn it or don’t know they don’t know it, or don’t know that that knowledge is even out there. \n\nWe drive learning with incentives, sure... but what we want to create are experiences. Experiences of humor or challenge or success or visualization or contextually relevent moments. Things that either convince people they do need to learn it, or provide opportunity to learn it in a way that is meaningful at the time so they have it when they need it later. \n
How do we create educational experiences that stink? \n
\n
We design it... we think putting educational content into a game of jeopardy, or simply adding content to a game does the trick. Just because it seems educational doesn’t mean it actually changes behavior or leads to knowledge. \n
\n
We design it... we think putting educational content into a game of jeopardy, or simply adding content to a game does the trick. Just because it seems educational doesn’t mean it actually changes behavior or leads to knowledge. \n
Our ideas are a starting point, but we don’t think about them in terms of what makes a good game, what is a good experience...w e think about what could be a game, or what is like a game we’ve played and how we could maybe throw education into it... it may not be a good game... it may just be a game we’ve played and we can see how it is adapted. Regardless... \n
Our ideas are a starting point, but we don’t think about them in terms of what makes a good game, what is a good experience...w e think about what could be a game, or what is like a game we’ve played and how we could maybe throw education into it... it may not be a good game... it may just be a game we’ve played and we can see how it is adapted. Regardless... \n
\n
\n
You need to start with some of this, so you know who you need on your team. Braod educationa goals... not all of this...s ome needs to emerge. We budget games like we buy houses... \n
You need to start with some of this, so you know who you need on your team. Braod educationa goals... not all of this...s ome needs to emerge. We budget games like we buy houses... \n
You need to start with some of this, so you know who you need on your team. Braod educationa goals... not all of this...s ome needs to emerge. We budget games like we buy houses... \n
\n
\n
\n
- We know what doesn't work:\n- designers hand designs to developers and tell them to  'make it' (so much is lost when they don’t design together)\n- game makers create educational games without understanding the content and pedagogy (they don’t know best practices and teach the way they were taught)\n- educators make games without understanding game design (they are wasting time on the wrong stuff, and often doen’t understand games)\nNot sure this is fair... I certainly use a different blended approach... but it isn’t the teams that are the primary problem, but the educational approach. game makers can have insight on education, educators can certainly have insight on games... it isn’t the teams... but the lack of the collaboration between, and the lack of a process that helps keep them on track. This makes me happy... that, having spent 20 years refining and defining our approach, these whippersnappers with a mere 4, 6, 7 years experiene haven’t beat me to the punch. So, here’s what we do. \n
and to do this, you have to start with what you want your learner to do. Now where you want a game delivered, not that you even want a game, not that you want to be on the iPad, not that you have a game idea... but what you want your learner to know or do... \n
\n
We don’t usually do $15k apps\n
\n
instuctional design process - sabbatical\n\nguiding questions, into user testing.\n