This document discusses how play and games can support learning. It covers several topics:
- Play allows for flexibility and reconsidering contexts, according to several theorists.
- Games can unite people and help achieve goals, while also representing cultural issues.
- Toys and games can be examined as tools that structure imagination and play.
- Simulations and virtual worlds can replicate real-world scenarios to support learning.
- Games can assess learning through in-built scoring criteria, though the quality depends on the criteria used.
- Research shows interactive, sensorimotor experiences like those in games can improve comprehension.
Repurposing Software to an eHealth GameBrock Dubbels
In this presentation, we discuss aspects pf repurposing photo curation software for an eHealth application. We focus on the development process, documentation, and assumptions.
How to Design the Fun Out of Things with UX -- Minnebar10 2015Brock Dubbels
There is nothing more wondrous in software than a dancing bear. Well, maybe an evil dancing bear. In this workshop, learn to express your schadenfreude through the design of software. Learn the glorious irony in the creation of pain stations: a paradise lost complete with repetitive treadmills of grinding.
Alternatively, if you enjoy babygoats on trampolines and other "happy things, this session will provide a model for learn to design invoke play, and sustain it through interaction and feedback, and if you are evil, then take it away. We learn three aspects of discount design methods as simplified user testing, narrowed prototypes, and heuristic flow models for delivering software for impact and persuasion.
Create live action simulation, with insights on the difference between imitation and emulation, and when they are most useful. Use ethnographic methods for conducting contextual analysis, learn about data-informed models; create documentation like procedural workflows and hierarchical flow charts for the creation of your very own WAAD (work activity affinity diagram) fro creating needs, requirements and design
Repurposing Software to an eHealth GameBrock Dubbels
In this presentation, we discuss aspects pf repurposing photo curation software for an eHealth application. We focus on the development process, documentation, and assumptions.
How to Design the Fun Out of Things with UX -- Minnebar10 2015Brock Dubbels
There is nothing more wondrous in software than a dancing bear. Well, maybe an evil dancing bear. In this workshop, learn to express your schadenfreude through the design of software. Learn the glorious irony in the creation of pain stations: a paradise lost complete with repetitive treadmills of grinding.
Alternatively, if you enjoy babygoats on trampolines and other "happy things, this session will provide a model for learn to design invoke play, and sustain it through interaction and feedback, and if you are evil, then take it away. We learn three aspects of discount design methods as simplified user testing, narrowed prototypes, and heuristic flow models for delivering software for impact and persuasion.
Create live action simulation, with insights on the difference between imitation and emulation, and when they are most useful. Use ethnographic methods for conducting contextual analysis, learn about data-informed models; create documentation like procedural workflows and hierarchical flow charts for the creation of your very own WAAD (work activity affinity diagram) fro creating needs, requirements and design
Building a Game for a Assessment Nursing GameBrock Dubbels
In this presentation, issues of planning game design for transfer and assessment are discussed. A review of the role of play is provided in relation to game design. Play can be part of a problem because of the lack of certainty in learning transfer. Serious games are developed to deliver learning outcomes. When there are specific learning outcomes, the game must make sure that learning that happens in games, does not stay in games. This is described here as the Vegas Effect. A simple methodological recommendation with examples is provided for improving validity and reliability in the independent variable (game interventions). This is known as inter rater reliability.
This monograph describes cognitive ethnography as a method of choice for game studies, multimedia learning, professional development, leisure studies, and activities where context is important. Cognitive ethnography is efficacious for these activities as it assumes that human cognition adapts to its natural surroundings (Hutchins, 2010; 1995) with emphasis on analysis of activities as they happen in context; how they are represented; and how they are distributed and experienced in space. Along with this, the methodology is described for increasing construct validity (Cook and Campbell, 1979; Campbell & Stanley, 1966) and the creation of a nomological network Cronbach & Meehl (1955). This description of the methodology is contextualized with a study examining the literate practices of reluctant middle school readers playing video games (Dubbels, 2008). The study utilizes variables from empirical laboratory research on discourse processing (Zwann, Langston, & Graesser, 1996) to analyze the narrative discourse of a video game as a socio-cognitive practice (Gee, 2007; Gee, Hull, & Lankshear, 1996).
Designing Learning Games for Return on Investment Brock Dubbels
This presentation was offered as a talk at Ludica Medica for the Games for Health Conference 2011. The talk emphasizes assessment, measurement, and evaluation utilizing the MTMM model for statistical analysis of construct validity and roi measures.
This slideshow was presented for Richfield Public Schools district staff development and presents the next step in integration of embodiment research and Learning Acceleration through learning by design for classrooms, training, and professional development.
Dance Dance Education Games Learning Society 2008 DubbelsBrock Dubbels
In this phenomenological interview, the lived experience of a successful adolescent learner learning the video game Dance Dance Revolution is presented. The question driving this investigation is “why did she sustain engagement in learning?” The interview provided a narrative that described the process of learning as identity construction and that this process of identity construction, who I am and who I am not (choices), informs motivation and engagement in learning. The intention of the interview and methodology was to explicate and understand the factors that led to her motivation to learn a complex activity in a social space constructed, located, and mediated outside of traditional, formal educational environments. The discourse of the learning contexts that position Play as discourse in contrast to Work provides insight into the Ethos (Sutton-Smith 1996; Wohlwend, 2007) of the experience and inform s the process of extrinsic motivation to engage versus intrinsic, or learner-valued purpose to engage. The phenomenological interview is intended to gather thick descriptions that include thoughts, feelings, perceptions, and experience so that the interviewee moves beyond responding to questions with their reasoning and provides a narrative that provides thick descriptions through what van Manen (2002), called the Fundamental Life World Themes F.L.T.s. In this interview, the young woman, Ellen, initially had difficulty moving beyond reasoning into remembering and describing her experiences. The meaning of These experiences in promoting motivation and engagement were then analyzed using a framework constructed from work that explores issues of identity construction and exploration of literacy as semiotic domains across time and space—specifically, the contextual elements of Communities of Practice and Affinity Groups and the Ethos of the discourse contextualizing the activities, groups, and identity associated with them. These were places in the context of adolescent identity construction as a rite of passage and the powerful role of play in the stages of initiation and transformation are explored to understand the activity and how it informs motivation and engagement and reinforcement through identity construction. Implications of this study include understanding the potential construction of autonomy supporting learning environments and the elements that motivate and sustain engagement in learning and the importance of identity construction for teachers to motivate and engage their students.
These slides are to be used with the blog for a final presentation of the things learned from studying a game. It should include a summary of each assignment including reasoning of game choice, work plan, group roles, role questions, game analysis rubric, reflection, contributions
this is the template for the project overview. It should include your 1st rule of thirds, your experts, as well as your cited research to support your problem/solution
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
Create a campaign using Mailchimp with merge tags/fields
Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But there’s more:
In a second workflow supporting the same use case, you’ll see:
Your campaign sent to target colleagues for approval
If the “Approve” button is clicked, a Jira/Zendesk ticket is created for the marketing design team
But—if the “Reject” button is pushed, colleagues will be alerted via Slack message
Join us to learn more about this new, human-in-the-loop capability, brought to you by Integration Service connectors.
And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
Encryption in Microsoft 365 - ExpertsLive Netherlands 2024Albert Hoitingh
In this session I delve into the encryption technology used in Microsoft 365 and Microsoft Purview. Including the concepts of Customer Key and Double Key Encryption.
Building a Game for a Assessment Nursing GameBrock Dubbels
In this presentation, issues of planning game design for transfer and assessment are discussed. A review of the role of play is provided in relation to game design. Play can be part of a problem because of the lack of certainty in learning transfer. Serious games are developed to deliver learning outcomes. When there are specific learning outcomes, the game must make sure that learning that happens in games, does not stay in games. This is described here as the Vegas Effect. A simple methodological recommendation with examples is provided for improving validity and reliability in the independent variable (game interventions). This is known as inter rater reliability.
This monograph describes cognitive ethnography as a method of choice for game studies, multimedia learning, professional development, leisure studies, and activities where context is important. Cognitive ethnography is efficacious for these activities as it assumes that human cognition adapts to its natural surroundings (Hutchins, 2010; 1995) with emphasis on analysis of activities as they happen in context; how they are represented; and how they are distributed and experienced in space. Along with this, the methodology is described for increasing construct validity (Cook and Campbell, 1979; Campbell & Stanley, 1966) and the creation of a nomological network Cronbach & Meehl (1955). This description of the methodology is contextualized with a study examining the literate practices of reluctant middle school readers playing video games (Dubbels, 2008). The study utilizes variables from empirical laboratory research on discourse processing (Zwann, Langston, & Graesser, 1996) to analyze the narrative discourse of a video game as a socio-cognitive practice (Gee, 2007; Gee, Hull, & Lankshear, 1996).
Designing Learning Games for Return on Investment Brock Dubbels
This presentation was offered as a talk at Ludica Medica for the Games for Health Conference 2011. The talk emphasizes assessment, measurement, and evaluation utilizing the MTMM model for statistical analysis of construct validity and roi measures.
This slideshow was presented for Richfield Public Schools district staff development and presents the next step in integration of embodiment research and Learning Acceleration through learning by design for classrooms, training, and professional development.
Dance Dance Education Games Learning Society 2008 DubbelsBrock Dubbels
In this phenomenological interview, the lived experience of a successful adolescent learner learning the video game Dance Dance Revolution is presented. The question driving this investigation is “why did she sustain engagement in learning?” The interview provided a narrative that described the process of learning as identity construction and that this process of identity construction, who I am and who I am not (choices), informs motivation and engagement in learning. The intention of the interview and methodology was to explicate and understand the factors that led to her motivation to learn a complex activity in a social space constructed, located, and mediated outside of traditional, formal educational environments. The discourse of the learning contexts that position Play as discourse in contrast to Work provides insight into the Ethos (Sutton-Smith 1996; Wohlwend, 2007) of the experience and inform s the process of extrinsic motivation to engage versus intrinsic, or learner-valued purpose to engage. The phenomenological interview is intended to gather thick descriptions that include thoughts, feelings, perceptions, and experience so that the interviewee moves beyond responding to questions with their reasoning and provides a narrative that provides thick descriptions through what van Manen (2002), called the Fundamental Life World Themes F.L.T.s. In this interview, the young woman, Ellen, initially had difficulty moving beyond reasoning into remembering and describing her experiences. The meaning of These experiences in promoting motivation and engagement were then analyzed using a framework constructed from work that explores issues of identity construction and exploration of literacy as semiotic domains across time and space—specifically, the contextual elements of Communities of Practice and Affinity Groups and the Ethos of the discourse contextualizing the activities, groups, and identity associated with them. These were places in the context of adolescent identity construction as a rite of passage and the powerful role of play in the stages of initiation and transformation are explored to understand the activity and how it informs motivation and engagement and reinforcement through identity construction. Implications of this study include understanding the potential construction of autonomy supporting learning environments and the elements that motivate and sustain engagement in learning and the importance of identity construction for teachers to motivate and engage their students.
These slides are to be used with the blog for a final presentation of the things learned from studying a game. It should include a summary of each assignment including reasoning of game choice, work plan, group roles, role questions, game analysis rubric, reflection, contributions
this is the template for the project overview. It should include your 1st rule of thirds, your experts, as well as your cited research to support your problem/solution
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
Create a campaign using Mailchimp with merge tags/fields
Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But there’s more:
In a second workflow supporting the same use case, you’ll see:
Your campaign sent to target colleagues for approval
If the “Approve” button is clicked, a Jira/Zendesk ticket is created for the marketing design team
But—if the “Reject” button is pushed, colleagues will be alerted via Slack message
Join us to learn more about this new, human-in-the-loop capability, brought to you by Integration Service connectors.
And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
Encryption in Microsoft 365 - ExpertsLive Netherlands 2024Albert Hoitingh
In this session I delve into the encryption technology used in Microsoft 365 and Microsoft Purview. Including the concepts of Customer Key and Double Key Encryption.
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
Essentials of Automations: Optimizing FME Workflows with ParametersSafe Software
Are you looking to streamline your workflows and boost your projects’ efficiency? Do you find yourself searching for ways to add flexibility and control over your FME workflows? If so, you’re in the right place.
Join us for an insightful dive into the world of FME parameters, a critical element in optimizing workflow efficiency. This webinar marks the beginning of our three-part “Essentials of Automation” series. This first webinar is designed to equip you with the knowledge and skills to utilize parameters effectively: enhancing the flexibility, maintainability, and user control of your FME projects.
Here’s what you’ll gain:
- Essentials of FME Parameters: Understand the pivotal role of parameters, including Reader/Writer, Transformer, User, and FME Flow categories. Discover how they are the key to unlocking automation and optimization within your workflows.
- Practical Applications in FME Form: Delve into key user parameter types including choice, connections, and file URLs. Allow users to control how a workflow runs, making your workflows more reusable. Learn to import values and deliver the best user experience for your workflows while enhancing accuracy.
- Optimization Strategies in FME Flow: Explore the creation and strategic deployment of parameters in FME Flow, including the use of deployment and geometry parameters, to maximize workflow efficiency.
- Pro Tips for Success: Gain insights on parameterizing connections and leveraging new features like Conditional Visibility for clarity and simplicity.
We’ll wrap up with a glimpse into future webinars, followed by a Q&A session to address your specific questions surrounding this topic.
Don’t miss this opportunity to elevate your FME expertise and drive your projects to new heights of efficiency.
3. Play and Function
• "Biologically, its function is to reinforce the
organism’s variability in the face of
rigidifications of successful adaptation”
– (Sutton-Smith, 1997, 231).
• Play allows for a reframing of reality, and
reconsideration of context and the realm of
the possibilities.
– (Dubbels, 2010)
4. Play and Cultural Role
• Play strengthens societies by uniting
individuals through ritual activity and helping
them achieve common goals.
– Huizinga (1950)
• Toys, jokes, and games are often as symbols of play to
face collective fears about cultural issues that quickly
overwhelm the individual: bigotry, racism, rejection,
terrorism, addiction, and poverty.
• Toys, jokes, and games are things we can study as
distributed cognition by examining them as tools, rules,
roles, and context.
5. Toys structure play
• play as imagination in
action,
• imagination as play
without action.
– Vygotsky (1977)
12. Environmental Detectives
Computer simulation on handheld computer
triggered by real world location
• Combines physical world and
virtual world contexts
• Embeds learners in authentic
situations
• Engages users in a socially
facilitated context
From Klopfer
17. Assessment Criteria & Mechanics
• Games assess, measure, and evaluate by their very nature.
• Outcomes from scoring criteria can provide evidence for
assessment and diagnosis.
• Evidence is only as good as the scoring criteria.
• Evidence should constitute measures that support transfer of
learning.
18. Games & Informative Assessment
• Research findings from over 4,000 studies
indicate that informative assessment has the
most significant impact on achievement.
• (Wiliam, 2007).
19. The brain is for action
Research on instruction that
emphasizes congruent
sensorimotor experience and
visualization has been found to
improve the ability to
comprehend, read fluently, and
solve problems.
(Glenberg, Brown & Levin, 2007;
Glenberg, Gutierrez, Levin, & Japuntich,
2004).
21. Walkthrough
Word Problem
Multiple Choice
Texts and Multimodal Narratives
INSTRUCTION AND PURPOSE
22. Research Design
• This was an experimental study with students
randomized into six different media orders,
consisting of:
23. Walkthrough
Across Media–Dimensions
1
0.9
0.8
0.7
0.6
0.5
Game
0.4
Video
0.3
0.2 Text
0.1
0
*A large, or clinical effect is .8 (Cohen, 1997).
24. Across Media—Word Problem
3.5
3
2.5
2 Game
1.5 Video
1 Text
0.5
0 (GLM (F (2, 129)=102.93) p= .000)
Word Problem
*A large, or clinical effect is .8.
25. Across Media—NAEP CogTargets
4 https:/ / sewardsurvey.m pls.k12.m n.us/ TakeSurvey.aspx ?PageNum ber= 1&SurveyID= 122&Preview= true 2/ 21/ 11 8:26 PM
NAEP Cognitive Targets
3.5 Note: You are currently in preview mode and your responses are being saved. You should
be sure to delete your entries before collecting real responses and analyzing your data.
Page 1 of 1
1. The first handrail*
leads up
3
is at the beginning of the map.
is next the picnic table.
blocks the way.
2. Moving into the green spaces on the map *
makes you go faster
makes you wipe out
2.5 3.
makes you ollie -- jump in the air
makes you go slower
If you go over the ramp at the beginning of the map in the center, you have to hit it just right or *
you will fall into the bottomless pit.
you will run into pedestrians in the crosswalk.
2
you will run into the garbage cans.
you will ride on the chain-link and grass which slows you down.
4. You will find pedestrians in the business park if you *
Game go the left.
go to the center
go the right.
1.5 5.
go the second level on the left.
The fastest way to go through the business park is to *
Video
turn as little as possible and jump over obstacles.
go to the left and jump over obstacles.
go to the right and avoid obstacles.
1
go through the center and jump over obstacles.
6. The purpose of this activity is to: *
See what you know about skateboarding
Text
Learn new vocabulary, science talk, and math
Estimate the fastest path through the park using vectors and feet per second.
0.5
Try different kinds of media.
Page 1 of 3
0
Recall &
Integrate
Locate
&
Interpret
*A large, or clinical effect is .8.
29. Affect of Specific Media on
Multiple Choice Across Reading
4.5
4
3.5
3
2.5
2 Game to Text
1.5 Video to text
1
0.5
0
Locate & Integrate
Recall &
Interpret
30. Role of Causation
• How does the identification causation predict
building a mental representation and problem
solving?
– (GLM (F (4, 127)= 299.25) p= .000) PE= .91, and OP= 1.0
– Game and Text (Mdiff= .47, p= .000);
– No significance from Video to Text (Mdiff= .06, p= .34);
– Game to Video (Mdiff= .41, p= .000).
31. Landmarks, Concepts, Causation,
and Memory
• Game required mental rehearsal
• The game scaffolded learning & rehearsal through distribution of cognitive load and grounding memory
• Context and landmarks –discourse markers -- are important in memory.
• These were associated with actions / causation prior to memorable landmarks
• The more associations a particular memory can trigger, the more easily it tends to be recalled.
• Seemingly irrelevant factors like remembering where, when, why, how, and with whom you learned a thing help
solidify information and flexible memory.
• Consider the Method of Loci.
32. Assessment Criteria & Mechanics
• Games assess, measure, and evaluate by their very nature.
• Outcomes from scoring criteria can provide evidence for
assessment and diagnosis.
• Evidence is only as good as the scoring criteria.
• Evidence should constitute measures that support transfer of
learning.
Editor's Notes
Games and play can be a very powerful form of learningThe work of the game designer is to find the happy medium.The key to this is the creation of game mechanics that scaffold the learner into success through repetition and encouraging feedback based upon criteria. Pivot – play is the imagination and representation before it has been internalized.
Games and play have their own types and degree of risk, but often the assessments do not come with the risks of failure, and are not as focused on crystallized content.Games are are not often constructed to provide evidence of transfer. These issues should be a priority in serious game developmentthere should be evidence that learning acquired in a game is applicable outside of the game.
The technology is in the way that we design instruction. The use of games is not enough. They need to have thoughtful integration into learning abstractions and concept development.Montessori instruction acknowledges this with early childhood education. But many children from poverty do not get this experience. They are immediately put into a process that begins with memorization of the alphabet with the addition of phonics instruction, rhyming, sight words, blending, etc. These are important, but what if the child does not have the experience in the world?
Games and play have their own types and degree of risk, but often the assessments do not come with the risks of failure, and are not as focused on crystallized content.Games are are not often constructed to provide evidence of transfer. These issues should be a priority in serious game developmentthere should be evidence that learning acquired in a game is applicable outside of the game.